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Syllabus - Fall 2008
Organizational Behavior - MGMT 5637
(formerly MGMT 337)

This is a three-credit graduate level course and is one of three required core courses in the online Master of Professional Studies (MPS) degree. The MPS degree is offered through the University of Connecticut's Center for Continuing Studies and has four fields of study: Human Resource Management, Humanitarian Services Administration, Occupational Safety and Health Management, and Homeland Security Leadership. The developer of this course is Dr. Peter Diplock.

Course Information

Course Title - Organizational Behavior (MGMT 5637)
Credits - 3
Instructor: Peter Diplock, Ph.D.

E-mail: peter.diplock@uconn.edu

 

 

This course is divided into two major components: micro and macro organizational behavior. The first component focuses on individual and group-level problems and the second focuses on organizational level problems as they relate to improving organizational performance. This course introduces some of the central topics in management theory, research, and practice and provides the basis for understanding and evaluating organizations and their management.

Course Objectives

Upon completion of this course, the student will be able to:

1. demonstrate an understanding of the environmental influences, individual (micro) processes, interpersonal and group processes, and the organizational (macro) processes that impact upon organizational behavior and performance,
2. apply theories and models of organizational behavior to analyze and evaluate organizations and their management,
3. exhibit flexibility and fluidity in reframing organizational situations from multiple theoretical perspectives,
4. diagnose and recommend solutions to improve organizational performance with appropriate theoretical support.
5. evaluate and develop key competencies for individual, team, and managerial effectiveness,
6. identify resources available to provide information on organizational behavior, and
7. demonstrate an understanding of the complexities involved in effective leadership, performance management, and organizational change.

You will be evaluated based upon the following:

1. Exam: (20% of total grade). There will be one comprehensive final exam at the end of the course. The format of the exam will be based on short answer questions meant to punctuate and evaluate understanding of key concepts and theories addressed during the semester.
2. Written Cases (60% of total grade). There are a total of four cases (Ben & Jerry's, Merck, Meg Whitman at e-Bay, and Rob Parsons at Morgan Stanley). Each case requires a write up of approximately five pages and will require you to address a series of questions based on readings and theories related to the case. Note: You are not to address the questions listed at the back of each case, but rather specific questions that I will provide.
3. Web-Based Discussions (20% of total grade). Students will be expected to read and comment on the work of their colleagues throughout the course on a regular basis. The format of this course should elicit participation and critical reflection that is intrinsically driven. My assumption is that you will read and comment on your colleagues work primarily because you are interested in doing so not because you are being graded therein, recognize the opportunity cost of your education, and want to extract as much value from this learning experience as you can. Further, I believe that participation is the basis of learning and serves to clarify, challenge, critique, and affirm our understandings. I do not adhere to rigid guidelines in relation to the appropriate ‘quantity' of participation, rather, my expectation is that the many factors including interest in the topic at hand, contextual workplace experience, existing comments already posted by others, competing commitments outside the course and a host of other variables will dictate both how often and when you post comments. Make no mistake, you are all expected to be regular and frequent contributors to discussions, but I am as much interested in the quality of what you say as in the quantity. With respect to commenting on the written posts of others, quality comes in many forms including affirmation, critique that is thoughtful, questions that clarify, and comments that serve to create ‘new' understanding by making connections and reframing. Finally, I will be providing feedback to you individually and as a class regularly throughout the course (typically under the heading ‘messages from instructor' that will provide direction on adjusting the quantity and/or quality of your posts.

Final letter grades for this course will be determined based on the following scale:

You are responsible for acting in accordance with the Student Code, available at   http://www.dosa.uconn.edu/student_code.cfm .

These course texts may be purchased locally or through an online bookstore.

Required Texts
Hellriegel, D. and Slocum, J. W. (2007). Organizational Behavior (11th ed.). Thomson/South-Western. ISBN: 0324323638

Bolman, L. G., and Deal, T. E. (2003). Reframing Organizations: Artistry, Choice, and Leadership (3rd ed.). Jossey-Bass. ISBN-10: 0787964271 or ISBN-13: 978-0787964276

Harvard Business School Cases (These can be purchased directly from HBS press at: http://www.hbsp.harvard.edu/b01/en/cases/cases_home.jhtml)

• Meg Whitman at eBay Inc. (A) 9-401-024
• Rob Parsons at Morgan Stanley (A) 9-498-054
• Ben & Jerry's Homemade 9-392-025
• Merck & Co. Inc. (A) 9-491-005
• Merck & Co. Inc. (B) 9-491-006

Required Articles
These are provided in the course through the Electronic Course Reserve (ECR).

• Pfeffer, J. & Veiga, J. F. (1999).   Putting people first for organizational success. The Academy of Management Executive, 13 (2), 37-48.
• Dessler, G. (1999). How to earn your employee's commitment. The Academy of Management Executive, 13 (2), 58-67.
• Luthans, F., & Stajkovic, A. D. (1999). Reinforce for performance: The need to go beyond pay and even rewards. The Academy of Management Executive, 13 (2), 49-57.
• Kerr, S. (1995). On the folly of rewarding A while hoping for B. The Academy of Management Executive, 9 (1), 7-15.
• Longenecker, C. O., Sims, H. P., Jr., & Gioca, D. A. (1987).  Behind the mask: The politics of employee appraisal.  The Academy of Management Executive, 1 (3), 183-193.
• Pearson, C.M., & Porath, C.L. (2005). On the nature, consequences, and remedies of workplace incivility: No time for nice? Think again. Academy of Management Executive, 19(1): 7-18.
• Cannon, M.D., & Witherspoon, R. (2005). Actionable feedback: Unlocking the power of learning and performance improvement. Academy of Management Executive, 19(2): 120-134.
• Furst , S.A. , & Reeves, M. (2005). Managing the life cycle of virtual teams. Academy of Management Executive, 18(2): 6-20.
• Conger, J.A. (2004). Developing leadership capability: What's inside the black box? Academy of Management Executive, 18(3): 136-139.
• Raelin, J.A. (2004). Don't bother putting leadership into people. Academy of Management Executive, 18(3): 131-135.
• Frost, P.J. (2004). Handling toxic emotions: New challenges for leaders and their organizations. Organizational Dynamics , 33(2), 111-127.
• Latham, G.P., Almost, J., Mann, S., & C. Moore. (2005). New developments in performance management. Organizational Dynamics, 34(1): 77-87 .
• Kiewitz, C. (2004). Happy Employees and Firm Performance: Have We Been Putting the Cart Before the Horse? Academy of Management Executive, 18(1): 127-129.
• Rousseau, D.M. (2004). Psychological contracts in the workplace: Understanding the ties that motivate. Academy of Management Executive, 18(1): 120-127.
• Veiga, J., Golden, T.D., & Dechant, K. (2004). Why managers bend company rules. Academy of Management Executive, 18(2): 84-89.
• Weber, J. (2005). Does it take an economic village to raise an ethical company? Academy of Management Executive, 19(2): 158-159.
• Silverman, S.B., Pogson, C.E., & A. Cober. (2005). When employees don't get it: A model for enhancing individual employee change in response to performance feedback. Academy of Management Executive, 19(2): 1135-147.
• Cascio, W. (2002). Strategies for responsible restructuring. Academy of Management Executive, 16(3): 80-91.
• Chatman, J.A. (1989). Improving interactional organizational research: A model of person-organization fit. Academy of Management Review, 14(3): 333-349.
• Powell, G.N. (1998). Reinforcing and extending today's organizations: The simultaneous pursuit of person-organization fit and diversity. O rganizational Dynamics , 26 (3), 50-61.
• Bedeian, A.G., & Armenakis, A.A. (1998). The cesspool syndrome: How dreck floats to the top of declining organizations. Academy of Management Executive, 12(1): 58-67.
• Bowen, D.E., Ledford, G.E., & B. Nathan. (1991). Hiring for the organization, not the job. Academy of Management Executive, 5(4): 35-51.
• Reichers, A.E., Wanous, J.P., & J.T. Austin (1997). Understanding and managing cynicism about organizational change. Academy of Management Executive, 11(1): 48-59.
• Marshak, R.J. (1993). Managing the metaphors of change. Organizational Dynamics, 22(1): 44-56.
• Tushman, M.L., O'Reilly, C.A. (1996). Ambidextrous organizations: Managing evolutionary and revolutionary change. California Management Review, 38(4): 8-31.

 

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Module 1: Introduction to Organizational Behavior

1. Frameworks for Understanding
2. Surfacing Assumptions and the Process of Reframing

Module 2: Organizations as Machines: The Structural Frame

1. The Dispositional Perspective
2. The Situational Perspective
3. Behavior as a Function of the Person and the Situation

Module 3: Organizations as Families: The Human Resource Frame

Module 4: Organizations as Political Arenas and Theatres: The Political and Symbolic Frames

Module 5: Performance Management: Problems of Diagnosis

1. Attribution and person situation debate revisited
2. Motivating Individuals for High Performance

Module 6: Performance Management: Problems of Design

1. Reward Management
2. The Challenge of Aligning Incentives

Module 7: Performance Management in Teams

1. The Relationship Between Team Effectiveness and Diversity
2. Characteristics of Effective Teams
3. Managing Virtual Teams

Module 8: Optimizing Person-Organization Fit

1. Outcomes of High P-O Fit
2. Achieving Fit through Socialization and Selection
3. Exploring the Relationship Between Fit and Flexibility

Module 9: Reframing Organizational Culture

1. Toxicity and Incivility in the Workplace
2. Creating Ethical Organizations

Module 10: Reframing Leadership

1. Models of Leadership I (Trait & Behavioral)
2. Models of Leadership II (Contingency & Contemporary)

Module 11: Reframing Organizational Change

1. Models of Organizational Change
2. The Power of Resistance

Module 12: Toward Multi-Frame Thinking and Action

Students will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research.