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MG 365 Organizational Behavior
Walsh, James F.


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.

Course

MG 365 Organizational Behavior

Semester

U1F 2009 MY

Faculty

Walsh, James F.

Title

Instructor Business Administration/Adjunct Faculty

Degrees/Certificates

Master of Business Administration - MBA - (Management)
Master of Science - MS - (Management)
Master of Arts - MA - (Social Science-Human Relations)

Office Location

Fort Myer

Office Hours

By Appointment

E-Mail

james.walsh@park.edu

JWalshGrad@earthlink.net

JWalshGrad1@yahoo.com

Semester Dates

May 25 - Jul 26, 2009

Class Days

---W---

Class Time

5:00 - 10:00 PM

Prerequisites

MG 352

Credit Hours

3


Textbook:

Hersey, P., Blanchard, K. P., & Johnson, D. E. (2008). Management of Organizational Behavior - Leading Human Resources (9th ed.). Upper Saddle River, NJ:  Prentice Hall.
Text Companion Site:  http://www.prenhall.com.hersey
 
Textbooks can be purchased through the MBS bookstore.
 
Textbooks can be purchased through the Parkville bookstore.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2005).
Organizational Behavior (9th ed.). Hoboken, NJ: John Wiley & Sons.

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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:
The instructor's educational philosophy is one of interactiveness based on lectures, readings, case analyses, dialogues, examinations, internet, videos, websites and writings. he will engage each learner in what is referred to as disputatious learning to explore the lively exchange of ideas, issues, and contradictions. Students are encouraged to work collaboratively through the learning process.

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. 1. Define the term "organizational behavior."
  2. 2. Identify two types of ability.
  3. 3. Contrast terminal and instrumental values.
  4. 4. Identify four employee responses to dissatisfaction.
  5. 5. Identify and explain the factors that determine an individual's personality.
  6. 6. Describe four styles of decision making.
  7. 7. Outline the motivation process.
  8. 8. Identify the benefits and disadvantages of cohesive groups.
  9. 9. Contrast teams with groups.
  10. 10.Contrast leadership and management.
  11. 11. Identify the five dimensions of trust.
  12. 12. Describe the seven bases of power.
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:
Course assessment will include a mid-term and final exam, as well as a case analysis,group power-point presentation and participation grade. Each student must pass the final exam with a 60% or better to pass the course regardless of previous course work.

Grading:

Mid-term exam           25%    -     125 points
 
Final Exam                  30%    -     150 points
 
Paper                          15%    -       75 points
 
Presentation                 20%    -      100 points
 
Participation                 10%    -        50 points
 
Total                            100%  -       500 points
 
 
90-100%        A
 
80-89%          B
 
70-79%          C
 
60-69%          D
 
59-0%            F

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:
Unless previously discussed with the instructor, late submission of course material will result in a one letter grade deduction. Students are required to submit a one-page double spaced synopsis of material covered during any unexcused absence.

Classroom Rules of Conduct:
Students are expected to conduct themselves in a professional manner.  Class topics may be explored with academic freedom.

Course Topic/Dates/Assignments:

Meeting 1: May 27 - 1-Management: An Applied Behavioral Sciences Approach - Introducing the Case Study Method.
                             2-Motivation and Behavior - Group "Ice-breaking Exercise - Reading Assignment: Chptrs 1 & 2.
 
Meeting 2: June 3 - 1-Motivating - Group Workshop.
                               2-Leadership: An Initial Perspective - Reading Assignment: Chptrs 3 & 4
 
Meeting 3: Jun 10 - 1-Leadership: Situational Approaches - Group Exercise - Video - Iacocca & Chrysler - Case Analysis
                               topics due.
                               2- Determining Effectiveness - Reading Assignment: Chptrs 5 & 6
 
Meeting 4: Jun 17 - 1-Situational Leadership - 2 - Situational Leadership, Perception and the Impact of Power - Review
                               for the Mid-term Examination. Reading Assignment: Chapters 7 and 8.
 
Meeting 5: Jun 24 -  Mid-term Examination. Group workshop.
 
Meeting 6: Jul 1 - 1 - Situational Leadership - Training & Development - 2 - The Situational Leader and Constructive
                                Discipline - Reading Assignment: Chptrs 9 & 10.
 
Meeting 7: Jul 8 - 1 - Building Effective Relationships - 2 - Effective Communication - Reading Assignment: Chptrs 11 &
                               12 - Group Workshop.
 
Meeting 8: Jul 15 - 1 - Leading Effective Teams - 2 - Implementing Situational Leadership: Managing People Group
                                Workshop. Reading Assignment: Chptrs 13 & 14 - Review for Final Examination.
 
Meeting 9: Jul 22 -   1 - Final Examination - 2 - Group Presentations.
                              

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.

  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.

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 .



Rubric

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                                                                                                               
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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                                                                                                                                                     
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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                                                        
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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:5/26/2009 8:28:52 AM