OB 6301-001: Organizational Behavior

Spring, 2005
The University of Texas at Dallas School of Management

General Information
Program Information
Program: OB 6301-001
Instructor: Fred Asher, Ph.D.
Semester: Spring, 2005
Day/Time: Tuesdays, 4:00-6:45 pm
Location: SOM 1.117

Instructor Office Hours and Contact Numbers

Office Location: SOM 4.207
Office Hours: Before and after class, or by appointment
Office Phone: 972-883-4748
Cell Phone: 972-504-6222
Fax: 972-883-2799
E-mail: fred.asher@utdallas.edu
Class Homepage: http://www.aprendiacorp.com/portal.htm
(Please check regularly for updates)

Recommended Texts and Materials

Text: Robbins, Stephen (2002). Organization Behavior, 10th edition. Englewood Cliffs, NJ:
Prentice Hall Publishers (NM).

Primary web site: http://www.aprendiacorp.com/ob_6301_001.htm

This web site has the class portal which has current class information, grade book, articles and
other helpful information on developing research papers, case study analysis, and making
business presentations. Please leverage all of the useful support listed on this web site.

Course Reader: Contains sample tests and presentation slides. Available at the on-campus as
well as off-campus bookstores.

Instructor-Student Communications
IMPORTANT NOTICE: Beginning August 1, 2004, a new university policy to protect student
privacy states that faculty are not required to answer student emails unless from a UTD email
account. Please use your UTD email account to communicate with me.

U.T. Dallas provides each student with a free email account that is to be used in all
communication with university personnel. This allows the university to maintain a high degree of
confidence in the identity of all individuals corresponding and the security of the transmitted
information.

The Department of Information Resources at U.T. Dallas provides a method for students to
forward email from their U.T. Dallas address to other accounts. Students may go to the following
URL to establish or maintain their official U.T. Dallas computer account: http://netid.utdallas.edu/
<http://netid.utdallas.edu/>.
Introduction
The discipline of organizational behavior seeks to understand human behavior in organizations.
The scope is broad: one definition describes an organization as “a system of two or more
persons, engaged in cooperative action, trying to reach some purpose”; another describes
organizations as “bounded systems of social interaction featuring authority relations,
communications systems and the use of incentives”. Thus organizations might include families,
businesses, churches, hospitals, etc.
This course will explore human behavior at the individual, group and organizational levels. The
course begins with a brief overview of the field and then addresses, in turn, organizational
context, perception and attitudes, motivation, group behavior, and the role of teams in
organizations. The second half of the course focuses on issues of leadership and management,
including conflict, communications, decision-making, power and political behavior, stress and
organizational change.
The objective of the course is to provide you with a common vocabulary and a set of concepts
and theoretical frameworks that can be used to better understand and interpret things that
happen in organizations. It is useful to think of these as tools in your managerial tool kit. It is as
important to choose the right tool for the situation as it is to apply it correctly. In order to prepare
you to use these tools, we will use the text and readings to introduce the concepts, and case
discussion and in-class exercises to demonstrate their use and application.

Program Goals

The major focus of this course will be on:

1. Understanding human behavior in organizational settings,
2. Learning the skills and processes used as an internal change agent, and
3. Leading organizational change

Emphasis will be on:

1. Learning the basic terminology and foundational concepts of organizational behavior
2. Understanding the causes and consequences of human behavior in organizations, e.g., how
the individual is affected by and affects the structure of the organization; how reward
structures and leadership processes are related to organizational goals and
3. The tools and process used by internal change leaders to influence organizational behavior

Graduate Level Organization Behavior

Organization Behavior at the graduate level uses a different approach as compared to the
undergraduate level program. The topic areas and basic concepts are similar but the focus is
different because of the level of prior knowledge and experience of the students as well as the
objectives of the course. There is less emphasis on rote knowledge of basic theories and
concepts and more on the application. The following differences are developed into this program
with the intention of providing a challenging course to the graduate student:
 Undergraduate Graduate
Concepts Basic State-of-the-art business strategies
Application of basic concepts
Application Personal Leadership Leading Others
Research Secondary research Primary research
Instructional Exercises/Activities Case Studies, Presentations,
Strategies Research
Evaluation Objective Tests • Objective Take Home Tests
• Application-oriented
Evaluations
• Case Reviews
• Tool Applications
Approach Individual view Leadership view

This program references specific case studies and examples in the text that focus on more the
application of basic concepts and a leadership perspective. Since many UTD graduate business
students do not have an undergraduate business degree, there is additional emphasis on
learning the basic organizational behavior concepts and terminology in addition applying the
concepts to a case.

Program Objectives
• Understanding and application of organizational behavior concepts - as demonstrated by
class discussions, problem sets, and exams
• Organizational analysis and problem solving - as demonstrated by case analyses
• Mastery of vocabulary and concepts - as demonstrated by exams, class discussion, and
written assignments
• Learn leadership tools and process used by business professionals.

Requirements and Evaluation Criteria

This course requires extensive readings, active discussions, and internet exercises. Each student
will be expected to spend an average of 3 hours a week on this course, excluding the time for
attending the classes. If a student cannot commit this amount of time and effort on this course, he
or she must realize that it may be very difficult for him/her to earn a good grade. Also, it is the
student's responsibility to thoroughly read the syllabus, fully understand all the requirements, and
keep track of all the important dates in order to be successful.

Self Assessment and Development Plan

Self understanding provides a foundation and starting point for further development of the skills
and capabilities necessary to effectively lead others within organizations. Each student is
responsible for completing the required self assessments, printing the summary report (one page
with summary results) and submitting them on the assigned due dates. Type your last name first
and the number of the self assessment and the due date in the upper right hand corner of the
submitted assignment.

A Development Plan is due at the end of the semester that includes a summary of your individual
results with a list of strengths and development areas as well as an action plan of all the
development activities that will help develop the skills and capabilities listed in your development
areas. Provide and identify specific activities from each of the following groups: job rotation,
coaching, mentoring, short term assignments, project assignments, online learning, classroom
learning, and readings.

Take Home Tests

The focus of OB 6301 is on the application of OB concepts to case studies provided in the
program. Concepts provide a “context” that helps a business professional analyze a business
issue or situation and make insightful conclusions. It also provides a “framework” to position,
rationalize an approach and provide potential solutions.

Many UTD SOM graduate students do not have an undergraduate business degree nor have
previously taken an OB course prior to enrolling for OB 6301. Additionally, most UTD graduate
business students are not required, nor does UTD have an introduction to management course
which includes OB concepts. Considering the limited, prior exposure to OB, it is important that
OB 6301 adequately equips graduate students with the basic concepts in organizational behavior.
Take Home tests are an attempt to evaluate how well the student understands the basic OB
concepts.

The Take Home Test will also include an essay question that requires specific application of the
basic concepts to a case sample with an explanation of how it will be implemented. The essay
will be evaluated on how well the student applies the concepts to their case using very
specific examples. Reiterating concepts in the text and providing high level examples not
applied to your case will be inadequate for an A or B level evaluation. The essay will be
typed and submitted along with the Scantron sheet of answers to the objective questions.

Grade Review
A student may ask the instructor to review the grade for a test or a report based
on miscalculations or an oversight regarding the content. Miscalculations will be
reviewed and corrected. Upon request, the instructor will conduct a thorough
content review that may result in a reduction or increase in the original score.
Seriously consider your request for a content review unless you are certain about
the desired outcome.
Team Reports and Presentations
Each team will provide a report on the application of a change leadership tool provided by the
instructor. The contributions of each team member will be identified in the report. The purpose of
the report is to provide teams the experience in developing and applying useful change tools for
leaders. Use the following information to develop the report:

Evaluation Criteria

Report Features Evaluation Criteria and Description

Introduction and An overview to the report and the purpose of the report. Include the an
Purpose overview of the report and objectives.
Executive A thorough executive overview of the tool. Include the purpose of the
Summary tool, what are the benefits from the perspective of a company, expected
outcomes from using the tool, what are the costs and etc.
Methodology A Methodology section that includes an operational guide for the tool or
strategy. Include responses to the following:
• When to use the strategy or tool?
• How to prepare for the use of the strategy or tool.
• What resources and prerequisites will you need in order to be
successful (success factors)?
• What are some of the more obvious challenges in applying the tool
and how will you overcome these difficulties?
• How will you use information gained from the tool?
Case Application • Provide a description of a sample organizational situation (case study
from Harvard Business Review or comparable) that represents the
best application of the strategy or tool.
• Include data and specific information that will help the reader fully
understand the application.
• Describe the application of the steps in the Methodology and provide
sample results.
Summary and • Provide a summary of the main points in the report. Develop a series
Conclusions of summary statements regarding the content and separate
conclusions based on the results of the case analysis..
Formatting and • Length-35 pages (minimum). Does not include charts and graphs
Content • Grammar
• Logical topical outline to include introduction, body,
• Summary of the content and conclusions.
• Focus on the project outline as reviewed above
• Must include at least 5 references from other texts.
• Spelling
• Provide table that lists each team member and their contribution to
the report.
• The respective names will be noted in the upper right hand corner of
each page.
Completed Peer • Confidential Peer Evaluations from each member of the team.
Evaluations
Comparison Rating and Final Review
After the report is initially reviewed using above criteria, it will compared and evaluated with the
other Final Reports submitted by other teams. The Final Review will be by the instructor to
answer the question, “Is this an A, B, or C level report” based on other reports submitted by
teams in previous class sections as well as compared to the standards of expectation by the
University of Texas at Dallas School of Management.

Report Outline and First Draft

The purpose of the first and final drafts is to provide the team the opportunity to gain feedback on
their report during the early in the development process and maximize the learning opportunity.

The Report Outline

The Report Outline is a top level outline (includes the Roman numeral and capital letter level)
overview of the report. It includes the Report Features listed above but it also includes facts
related to the subject of the selected topic.

First Draft
The First Draft is the initial report with all of the Report Features. It may not contain all of the
detail for each feature but includes information on each area.

Outline and First Draft Review

These documents are graded on a pass/fail basis and reviewed to provide feedback for
improvement on the final report. However, please note that if the instructor will comment on the
most important criteria required in the document but the team is still responsible for ensuring that
it complies with all of the requirements and report features for the final report. Consequently, if
the instructor does not give feedback on some parts of the document that do not meet the
requirements, it does not absolve the team from complying with those requirements in the
final report.

Peer Evaluations
All members will contribute to the report content as well as to the presentation (if required). The
evaluation form is posted on the class web site and must be submitted along with the Final
Report. The following guidelines will be used for the peer evaluations:

1. If a group member is making only a nominal contribution and/or is overly difficult to work with,
the other group members may “fire” them from the group and must complete the assignment
individually within two weeks after the due date. The group must have 100% consensus
before they dismiss a team members.

2. All groups will multiply the number of people in their group by 100 points and assign the total
points among the members. All members must receive between 80 to 120 (per evaluator)
points. Each member’s individual grade on the assignment will determined by multiplying the
group grade on the assignment by their total peer points (including their own rating) divided
by 100 times the number of people in their group.

Grading Example
Group Grade=80 out of a total of 100, four students
Student A-total peer ratings = 330
Individual Grade = 80 X 1.1=88
Student B-total peer ratings = 270
Individual Grade = 80 X .9 = 72
Student C-total peer ratings = 300
Individual Grade = 80 X 1.0 = 80
Note: The value of individual peer reviews will default to 100 if they are not submitted as required
with the final report. The instructor maintains the right to disregard self-ratings that are
substantially higher than peer ratings.

Course Requirements Grade Allocation

Requirements Allocation
Exam #1 20% (30% for objective questions; 70% for essay)
Exam #2 20% (30% for objective questions; 70% for essay)
Exam #3 20% (30% for objective questions; 70% for essay)
Attendance 5%
Team Report (includes soft copy of the report)
Team Report Outline 5% (pass/fail)
Team Report First Draft 5% (included in the final report)
Final Report 10% (includes peer evaluation form by each member)
Self Assessments (total) 5%
Development Plan 10%
100%

Graduate Level Grade Ranges

91 and above A
82 to 90.99 B
69 to 81.99 C
59 to 68.99 D
Below 59 F

Testing Information

Testing Guidelines
The exams are multiple choice and most of the questions are focused on evaluating your
knowledge of definitions, concepts and facts. Please prepare early for the exams and come to
class with any questions or concerns you may have prior to the exam date. Do not feel
uncomfortable asking questions. Other students will also benefit from the discussion.

Bring Scantron Sheets. The scantron grading machine will count any answer wrong if it
perceives that two or more answers were given. Therefore, completely erase answers you
change. If you do not feel that you have erased completely, print the letter corresponding to your
answer to the left of the question number on the scantron

Points deducted for Make Up Tests. Make up tests will be scheduled one hour before or after
the next class session. Regardless of the excuse for the absence, 5 points will be deducted from
the test for each week that it is late.
Guidelines for Written Assignments

Due Dates.
Written assignments will be due at the end of class on the date assigned (cannot be emailed if
you are unable to attend the class). Late papers turned in at or before the next class session
following the due date will be graded, but 5 points will be deducted from the grade. Late papers
turned in at or before the second class session following the due date will be graded, but 10
points will be deducted from the grade. Late papers not received by the beginning of the second
class session following the due date will receive a zero.
Format.
The body of each written assignment should comply with the page length guidelines specified for
the assignment. The use of charts and exhibits is encouraged, to the extent that they help you
make your points. Charts and exhibits should be numbered and appropriately referenced in the
body of the document.
• A list of references should be attached as required. Cover pages, charts or exhibits, and lists of
references are included in the page count.
• The manuscript should use 11-12 point type, double-spaced, with 1” margins all around.
Appropriate titles and section headings should be used. Number the pages, put the course
number and your name(s) at the top of each page and staple in the upper left corner.
• Use the MLA or APA style guides for reports and other written assignments.
Essay Form Response.
Other assignments specify an essay form response. I will expect a well organized
paper that addresses the case questions and uses section headings, bulleted lists,
charts and exhibits as appropriate to clearly communicate your message.
Effective written and oral communications are critically important in the business
world. It is equally important that students “put their best foot forward” in
classroom presentations and written assignments. Poor organization, convoluted
sentence structures, mangled grammar and misspelled words have no place in
effective communications, and will be considered in the evaluation.

Class Attendance and Participation

Class attendance is taken for each session. Work-related travel requirements
may occasionally preclude class attendance. Whenever possible, please
consider class attendance while planning business travel. Class activities
assume you have read the material and completed the exercises. Consequently,
you will only be able to participate fully if you have read and completed the
assignments before class. There is no need to advise me of an anticipated
absence or explain why you were absent for a class.

Policy of Cheating-University of Texas at Dallas

Students are expected to be above reproach in all scholastic activities. Students who engage in
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and dismissal from the university. “Scholastic dishonesty includes but is not limited to
cheating, plagiarism, collusion, the submission for credit any work or materials that are
attributable in whole or in part to another person, taking an examination for another person, any
act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’
Rule and Regulations, Part One, Chapter VL Section 3, Subsection 3.2, Subdivision 3.22)

Since scholastic dishonesty impacts the individual, all students, and the integrity of the university,
policies on scholastic dishonesty will be strictly enforced.

How to do well in this Program

Take Responsibility. Check your records in the Grade Book each week and keep hard copies
of all your submitted assignments. Notify the instructor of any inconsistencies within two weeks.
Do not wait until the end of the semester and expect the instructor to make corrections.
Assignments that were due at the beginning of the semester will not be accepted if submitted at
the end.

Attend each session. The student is expected to read the textbook and have a general
understanding of the material prior to the session. In class, I expand on some of the ideas and
add other supplemental information. If you do not read the material before class, do the required
assignments for the next class and/or do not attend class regularly you will have a very difficult
time making a satisfactory grade. However, the grade requirement for attendance is low and
would have a minor impact if you did not attend some of the classes due work obligations.

Prepare each assignment. If you must choose between reading and attending class, it is best to
scan the text briefly to be familiar with the topic and then attend the session.

Review the sample tests. Sample tests are included in the Course Reader. These examples
provide you with the standard and style of the actual exam questions.

Recognize definitions. You should be able to recognize definitions, descriptions, and

applications of the key terms. The discussion questions at the end of the chapter provide good
examples of application questions. Pay particular attention to material presented in class that is
not covered in the book including the examples. Place a mark by them in your notes.

Take good notes. Reread your notes shortly after you leave class and at least once more before
you attend the next class. You will be surprised (or maybe not) at how easy it is to think you
understand something discussed in class, but then you forget it by the next class meeting. · If you
need help with note taking or test taking skills, contact the Student Counseling Center.

Listen. Pay attention to the questions other class members ask. Do not engage in conversations
with classmates unless we are doing a group exercise.

Prepare early for the exams. As hard as it is not to, try not to cram! Start gathering your
materials and study early to yourself plenty of time to do a good job

Policy on Cheating
Students are expected to be above reproach in all scholastic activities. Students who engage in
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and dismissal from the university. “Scholastic dishonesty includes but is not limited to
cheating, plagiarism, collusion, the submission for credit any work or materials that are
attributable in whole or in part to another person, taking an examination for another person, any
act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’
Rule and Regulations, Part One, Chapter VL Section 3, Subsection 3.2, Subdivision 3.22)
 Syllabus
Session: 1
Date: 1/11
Activities: • Introduction Activities
• Student Surveys
• Company Formations
Chapter Review: • Chapter 1: What is Organizational Behavior?
Video: • Management at Work: The Managerial World
Video Case Study
Homework • Take Self Assessment #14
(next session): • Review Chapter 6

Session: 2
Date: 1/18
Chapter Review: • Chapter 6: Basic Motivation Concepts Chapter
Video:: • All Systems Go: Motivating for Excellence
Video Case Study: • Small Business Series: Harbor Maine Corporation
Due: • Self Assessment Print Out #14
Homework • Take Self Assessment #15
(next session): • Review chapter 7

Session: 3
Date: 1/25
Chapter Review: • 7: Motivation: From Concepts to Applications
Video Case Study: • Small Business Series: Doc Martens
Due: • Self Assessment #15
Homework • Review Chapter 8: Foundations of Group Behavior
(next session):

Session: 4
Date: 2/1
Chapter Review: • Chapter 8: Foundations of Group Behavior
Video: • Work Teams Video
Due:
Homework • Prepare Test #1
(next session)
 Session: 5
Date: 2/8
Test: • Test #1
Chapter Review: • Chapter 9: Understanding Work Teams
• Review Test #1 (end of session)
Video: • Work Teams Video
Due: • Topic Due
Homework • Read Chapter 10: Communications
(next session) • Take Self Assessment #24: What’s My Face to Face Communications
Style?

Session: 6
Date: 2/15
Chapter Review: • Review Chapter 10: Communication
Video Overview: • Keeping in Touch: Interpersonal Communication
Case Review: • Small Business Series: Community Insurance Company
Due: • Self Assessment #24: What’s My Face to Face Communications Style?
Homework • Prepare Topic Outline for Report
(next session) • Prepare Chapter 11: Leadership and Trust and Chapter 12:
Contemporary Issues in Leadership
• Prepare Self Assessment #27: What’s My Leadership Style?

Session: 7
Date: 2/22
Chapter Review: • Chapter 11: Leadership and Trust
• Chapter 12: Contemporary Issues in Leadership
Video Overview: • At the Helm: Styles of Leadership
Case Review: • Small Business Series: Ironbound Supply Company
Due: • Self Assessment #27: What’s My Leadership Style?
• Topic Outline
Homework • Read Chapter 13: Power and Politics
(next session) • Prepare Self Assessment #32: What’s My Preferred Type of Power?

Session: 9
Date: 3/1
Case Review: • Review Chapter 13: Power and Politics
Video Review: • Running the Show: Influence, Power, and Authority
Video Case: • Small Business Series: Cloud 9
Due: • Self Assessment #32: What’s My Preferred Type of Power?
Homework • Read Chapter 14: Conflict and Negotiations
(next session): • Prepare Self Assessment #34: What’s My Preferred Conflict Handling
Style?
 Session: 9
Date: 3/8
Spring Break

Session: 10
Date: 3/15
Chapter Review: • Chapter 14: Conflict and Negotiations
Video Review: • Working it Out: Managing Organizational Conflict
Video Case:
Due: • Self Assessment #34: What’s My Preferred Conflict Handling Style?
Homework • Prepare for Test #2
(next session):

Session: 11
Date: 3/22
Test: Test #2
Simulation:: • The Folding Company
Homework • Chapter #15: Foundations of Organizational Structure
(next session): • Self Assessment #39. What Type of Organization Structure Do I Prefer?
• Prepare First Draft of Report

Session: 12
Date: 3/29
Chapter Review: • Chapter #15: Foundations of Organizational Structure
Video Review: • Laying the Groundwork: Organizational Design
Video Case: • Small Business Series: Urocor
Due: • Self Assessment #39. What Type of Organization Structure Do I Prefer?
• First Draft of Report
Homework • Prepare Chapter #16: Work Design and Technology
(next session): • Prepare Self Assessment #37. What's My Job's Motivating Potential?
• Prepare Self Assessment #38. Do I Want an Enriched Job?

Session: 12
Date: 4/5
Chapter Review: • Chapter #16: Work Design and Technology
Video Review: • Above and Beyond: Managing for Productivity
Video Case: • Small Business Series: The King Company
Due: • Self Assessment #37. What's My Job's Motivating Potential?
• Self Assessment #38. Do I Want an Enriched Job?

Homework • Prepare Chapter #17: Human Resource Policies and Practices

(next session):
• Prepare Self Assessment #43. How Committed Am I to My
Organization?
 Session: 13
Date: 4/12
Chapter Review: • Prepare Chapter #17: Human Resource Policies and Practices
Video: • High Performance: Staff Development/Maintenance
Video Case: • Small Business Series: SAS Institute
Due: • Prepare Self Assessment #43. How Committed Am I to My
Organization?
Group • Reports and Presentations: Teams 1-5
Presentations
Homework • Prepare Self Assessment #47. How Well Do I Respond to Turbulent
(next session): Change?

Session: 14
Date: 4/19
Chapter Review: • Chapter 19: Organizational Change and Stress Management
Video Review: • Shifting Gears: Managing Organizational Change
Video Case: • Small Business Series: Boardroom Incorporated
Due: • Self Assessment #47. How Well Do I Respond to Turbulent Change?
Group • Reports and Presentations: Teams 5-10
Presentations
Homework
(next session):

Session: 15
Date: Week of 4/26 (test day/time to be determined by UTD)
Case Review: Test #3
Chapter Review:
Due:
Homework
(next session):