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Monday and Wednesday, 2:00 – 3:20; Thompson 197
Alan Krause Office Hours
McIntyre 111D Mon., Wed., & Fri. 11-12 [email protected] & Monday 3:30-4:30
(253) 879-2856 & by appointment Course Description:
Organizational Behavior studies two things: 1) the behavior of individuals in and around
organizations, and 2) the behavior of organizations themselves. This course breaks the study of Organizational Behavior into four segments: individuals, leaders, groups, and organizations. In each segment, you will learn what scholars have discovered about organizational behavior and apply those ideas in practical situations. This class borrows heavily from Psychology,
investigating concepts of identity, motivation, and learning. The class also borrows heavily from Sociology, investigating concepts of culture, power, and legitimacy.
Course Goals:
Understand how individuals, teams, and organizations operate in complex settings.
Critically evaluate and assess the findings of scholars of organizational behavior.
Write clearly and succinctly. Course Expectations:
1. Class time will combine lecture, discussion, and activities that harness course readings. Prior to each class, I expect you will complete reading and writing assignments. 2. I expect honesty and academic integrity from you in all aspects of class. Please review
The University of Puget Sound's standards for Academic Integrity and the Student Integrity Code in the Logger student handbook ( http://www.pugetsound.edu/student-life/student-resources/student-handbook/ ).
3. I am committed to creating an inclusive learning environment. Please notify me if aspects of this course create disability-related barriers to your participation.
4. Cell phones and PDA's must be turned off during class. Laptops and tablets may only be used for note taking. No web browsing, email, or other social media in class.
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A Note on Classroom Emergency Response Guidance:
Please review university emergency preparedness and response procedures posted at
www.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class building. If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the
designated gathering area (on the south side of Thompson, in the parking lot) so he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to protect your
safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Stay low, away from doors and windows, and as close to the interior hallway walls as possible. Wait for further instructions.
Texts & Materials
We will read numerous articles, cases, and textbook chapters. Unless otherwise noted, download all readings from the Puget Sound Library website as follows: 1) Click on “Databases A-Z”; 2) Find “Business Source Complete”; 3) Input the author’s name and the article’s title; 4) Click Search; 5) Find the correct article; 6) Click “PDF Full Text” 7) Print article.
We will also read one book: Coaching, Evoking Excellence in Others, Flaherty, James, Elsevier 2010, Burlington, MA. You can purchase this book in many places, including the University bookstore or Amazon.com (about $30). You will need this book by 9/24.
Assignments Evaluation and Grading
You will earn points through papers (80%), leading class (10%), and class participation (10%). The table below lists each assignment and the points for each assignment. The text following the table describes each assignment. You will receive instruction for each assignment in class.
1. Paper 1: The Individual 2. Paper 2: Mentoring 3. Paper 3: Groups
4. Paper 4: Organizational Recommendation Presentation of Organizational Recommendation 5. Individual Discussion Leader
6. Group Discussion Leader 7. Course participation Total 200 200 100 250 50 50 50 100 1,000
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1. Individual Paper (September 7)
Prepare a 4 page paper (single-spaced/2,000 words). Assess the value of the concepts about the individual that we have studied that you found most interesting, analyze these concepts in depth, describe how they increase your self-understanding, and outline what they enable you to envision for your future career.
2. Mentoring Paper (October 10) (You will mentor a client prior to writing this paper.) Prepare a 4 page paper (single-spaced/2,000 words). Describe the mentoring concepts that you used with your client and assess their value in relation to the outcomes of your mentoring. If you were to mentor a new client, would you use the same approach?
3. Groups Paper (October 29)
Prepare a 2 page paper (single-spaced/1,000 words). Identify the concepts of group management that you used with your teams group the past two weeks while preparing your group to lead class. Assess the practical value of those concepts in your group. Conclude by describing how you will approach group projects going forward.
4. Organizational Recommendation (December 3)(prepare in groups of 3-4 students) a. Paper - Prepare a 5-10 page group paper (single-spaced/2,500 to 5,000 words) that
recommends a specific organizational change at the University of Puget Sound: 1) identify a specific area for change; 2) contrast Puget Sound as it is today with the new organization that you propose; 3) describe how the University will effect the change you propose.
b. Presentation – Prepare a 10-15 minute group presentation that describes your
recommendation. You will present your recommendation to University administrators that work in the area in which you recommend change. A 10 minute question and answer session will follow each presentation.
5. Individual Discussion Leader
Each of you will lead one class discussion. Sign up for your leadership date on the first day of class. Read the material for the class you will lead, prepare your ideas for class, and meet with me at least 5 days prior to the class you will lead. After we meet, you will send an email to your classmates describing what they should prepare for class.
6. Group Discussion Leader
Each of you will lead a second class as a member of a group. Sign up for your group leadership date on the first day of class. Read the material, meet with your group to prepare ideas for class, and meet with me at least 5 days prior to the class that your group will lead. After we meet, you will send an email to your classmates describing what they should prepare for class.
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7. Participation
I’ve designed this course to stimulate your individual thinking and critical analysis. Your participation score will reflect three things: 1) your attendance (whether you are present and alert); 2) your preparation (whether you have read the material); and 3) your insight (whether you bring good comments or questions to class discussion). Students with a valid reason for missing class will receive credit for attendance. All students who miss class may earn credit for preparation and insight by writing a 500 word discussion of the day’s readings.
Grade penalties: All assignments are due at the beginning of class. Assignments handed-in after the beginning of class will be penalized 10%. An additional 10% penalty will be assessed every 24-hours. Students who fail to attend presentations will earn a zero on the presentation.
I will award grades based on points earned. Use the following schedule to translate point totals into letter grades.
Grade Percentage Points
A 92-100 920-1000 A- 90-91 900-919 B+ 88-89 880-899 B 82-87 820-879 B- 80-81 800-819 C+ 78-79 780-799 C 72-77 720-779 C- 70-71 700-719 D+ 68-69 680-699 D 62-67 620-679 D- 60-61 600-619 F Under 60 under 600
Want to Earn a Good Grade?
Concerned about your grade? Want help writing papers? Just ask. I am available to help you. In addition, the writing center will help you create, improve, and polish a paper. Visit the Puget Sound Center for Writing, Learning and Teaching in Howarth Hall, 105 or
http://www.ups.edu/cwlt.xml . Also, the Harvard University writing center webpage has loads of helpful information: http://www.fas.harvard.edu/~wricntr/resources.html
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# Wk Date Topic Reading Writing & Discussion Questions
1 1M 8/27 Introduction Managing Oneself, Drucker (1999) What should you do to manage yourself?
Assess Drucker’s advice. What do you find valuable? Apply Drucker’s advice to yourself, does it hold true? Apply this advice to your future? What do you see?
2 1W 8/29 Individual
-Identity
Composing the Reflected Best-Self Portrait, Roberts et
al. (2005)
What is individual identity? Why is it important? What is your individual identity as a student? As someone building a career?
3 2M 9/3 Individual -
Personality
Organizational Behavior, Hitt et al., Chapter 5 (Packet) Temperament and Personality Assessments, Nina
Abrams (2011)
Info on Gregorc’s Style Delineator
What benefit comes from identifying and measuring characteristics of personality?
What did you learn about your own personality? What do you consider to be the strengths of your personality? What do you consider to be the weaknesses of your personality?
4 2W 9/5 Individual -
Emotional Intelligence & Motivation
What Makes a Leader, Goleman (1998)
Organizational Behavior, Hitt et al., Chapter 6 (Packet)
What is emotional intelligence?
Give a specific example of when you demonstrated your emotional intelligence (or lack thereof).
What would have happened if you had not (or had) demonstrated emotional intelligence?
5 3M 9/10 Individual
-Learning & Change
Organizational Behavior, Hitt et al., Chapter 4 (Packet) Teaching Smart People How to Learn, Argyris, (1991) The Paradox of Excellence, DeLong & DeLong (2011)
How do individuals learn?
What prevents individuals from learning?
Give an example of when these obstacles prevented you from learning.
How can you overcome these obstacles to learning?
6 3W 9/12 Individual – Job
Visioning
What Should I do with my Life?, Bronson (2003) What Should I do with my Life Now?, Bronson (2009) What Brain Science Tells Us About How to Excel,
Hallowell (2010)
What advice do Bronson and Hallowell give on how to plan your career? Assess Bronson and Hallowell’s advice. What parts do you find valuable? What parts do you question? Why?
Apply Bronson and Hallowell’s advice on your career. What career plans would you make if you followed it?
7 4M 9/17 Individual
Paper
No reading
Write Paper – Understanding of Individuals
Writing: prepare a 4 page paper (single-spaced). Assess the value of the concepts about individuals that we have studied, describe how they increase your
self-understanding, and outline what they allow you to envision for your future career.
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8 4W 9/19 Mentoring –
Mentoring in Business
What Coaches Can Do for You, Coutu & Kauffman
(2009)
Why Mentoring Matters in a Hypercompetitive World,
DeLong & DeLong (2008)
What role does coaching play in the workplace? Who should you look to for coaching in your career? Who should you expect to coach in your career?
9 5M 9/24 Mentoring –
Coaching in the Workplace
Becoming the Boss, Hill (2007)
Developing Sustainable Leaders Through Coaching and Compassion, Boyatzis et al. (2006)
Managing Away Bad Habits, Waldrop & Butler (2000)
Identify coaching client
What challenges do managers face?
What are the benefits of coaching others in a business setting?
How should managers go about coaching in a business setting?
10 5W 9/26 Mentoring –
Coaching 1
Coaching: Evoking Excellence in Others, Flaherty (2010)
– Chapters 1-5 (pages 1-59) Meet with coaching client
How do coaches approach clients?
What should coaches be aware of when beginning to work with new clients?
What should coaches do to work effectively with clients? How do coaches know whether their early engagement with a client is effective?
11 6M 10/1 Mentoring -
Coaching 2
Coaching: Evoking Excellence in Others, Flaherty (2010)
– Chapters 6-9 (pages 59-151) Meet with coaching client
How do coaches assess clients?
How do coaches create profound engagement and enrollment with clients?
How do coaches help clients reach their goals?
12 6W 10/3 Mentoring –
Coaching 3
Coaching: Evoking Excellence in Others, Flaherty (2010) – Chapters 10-12 (pages 151-181)
Meet with coaching client
What can derail a coaching program? Answer both from the coach’s point of view and the client’s point of view. What challenges prevent the change clients seek? What can coaches do to help clients address these challenges? What qualities do coaches need to develop in
themselves?
13 7M 10/8 Mentoring –
The Wonderful and The Terrible
Moments of Greatness, Quinn (2005)
Confessions of a Trusted Counselor, Nadler (2005)
Meet with coaching client
What attitude should coaches bring into coaching? What rewards can coaching bring to the coach? What challenges can coaching raise for the coach?
14 7W 10/10 Mentoring –
Paper
No Reading –
Discuss Coaching Papers
Writing: Prepare a 4 page paper (single-spaced). Describe the coaching concepts that you used with your client and assess their value in relation to the outcomes of your coaching. If you were to begin coaching a new client today, would you use the same approach?
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15 8W 10/17 Group Work &
Group Dynamics
Developmental Sequence in Small Groups, Tuckman
(1965)
Laying the Foundation for Successful Team Performance Trajectories, Mathieu & Rapp (2009)
What should you expect when working in a group? How can you prepare a group to be successful? Reflect on your experience working in a team or group. Which of your experiences support the claims in these articles? Which experiences contradict the claims in these articles?
How can you apply the concepts in these articles in your next group/team project?
16 9M 10/22 Group Identity
& Motivation
Motivating Individuals and Groups at Work: A Social Identity Perspective on Leadership and Group Performance, Ellemers et al. (2004)
8 Ways to Build Collaborative Teams, Gratton &
Erickson (2007)
What is social identity?
How does it compare to individual identity? How does it influence group motivation and group performance?
How can you use these concepts in your own group?
17 9W 10/24 Group
Emotional Intelligence
Make your Good Team Great, Ross (2008)
Building the Emotional Intelligence of Groups, Druskat
& Wolff (2001)
What is team emotional intelligence? How is it similar to or different from an individual’s emotional intelligence? What factors impede team emotional intelligence? What circumstances prevent teams from developing emotional intelligence?
18 10M 10/29 Groups – Paper No Reading – Discuss Groups Papers Write a 2 page paper (single-spaced). Identify the
concepts of team management that you used with your teams during the past two weeks. Assess the practical value of those concepts in your team. Conclude by describing how you will approach teams going forward.
19 10W 10/31 Organizational
Structure & Design
Changing the Role of Top Management, Ghoshal &
Bartlett (1995)
The Progress Principle – Optimizing Inner Work Life to Create Value, Amabile & Kramer (2012)
What is organizational structure?
How does it influence organizational performance? How can managers change organizational structure?
20 11M 11/5 Organizational
Politics & Diversity
Informal Networks: The Company Behind the Chart,
Krackhardt & Hanson (1993)
Making Differences Matter: A New Paradigm for Managing Diversity, Thomas & Ely (1996)
What drives organizational politics? Define organizational diversity?
How can organizational politics & diversity improve performance? How can they detract from performance?
8 Culture &
Motivation
(2006)
What it Means to Work Here, Erickson & Gratton (2007)
culture come from? How does organizational culture change an organization?
22 12M 11/12 Power &
Legitimacy
Management as Symbolic Action: The Creation and Maintenance of Organizational Paradigms, Pfeffer (1981)
Why does Pfeffer argue that management is symbolic? What is legitimacy?
How does legitimacy change a manager’s role?
23 12W 11/14 Organizational
Learning
Is Yours a Learning Organization, Garvin et al. 2008 Deep Smarts, Leonard & Swap (2004)
What is organizational learning? How is it similar to and different from individual learning?
What prevents organizations from learning? What facilitates organizational learning?
24 13M 11/19 Organizational
Change
Leading Change, Kotter 1995 What is organizational change? Why is organizational change difficult? Why is it important? What facilitates organizational change? How is organizational change similar or different from individual change?
13W 11/21 Travel Day No Class No Class
25 14M 11/26 Organizational
Sensemaking
The Collapse of Sensemaking in Organizations: The Mann Gulch Disaster, Weick (1993)
What is sensemaking?
How does it influence organizational behavior? Why did sensemaking collapse in Mann Gulch? What lessons can managers learn from this story?
26 14W 11/28 Paper Session No Reading: Discuss Organizational Recommendations Bring Draft of Organizational Recommendation to Class
27 15M 12/3 Presentation
Skills
How to Pitch a Brilliant Idea, Elsbach (2003)
Executive Summary of Organizational Recommendation Due
What makes a successful presentation?
What three types of presenter are most successful? How can you apply these ideas in your presentation?
28 15W 12/5 Organizational
Recommendation
Present Organizational Recommendations to University of Puget Sound Administrators
Write a 5-10 page group paper (single-spaced) that recommends a specific organizational change to the University of Puget Sound. Identify a specific area for change. Contrast Puget Sound as it is today with the new organization that you propose. Describe how the University will effect the change you propose. Use course concepts throughout your paper.
12/12 4PM-6PM
Final Exam Period
Present Organizational Recommendations to University of Puget Sound Administrators
