COURSE SYLLABUS - Spring 2006

BA-3361.001 - Organizational Behavior

University of Texas at Dallas

Instructor: David Spivey

Office: SM 1.919, UTD/SOM
Phone: 972-883-2589
Email: dspivey@utdallas.edu
UTD Office Hours: BY APPOINTMENT, please: 11:00am-Noon, Tuesdays & Thursdays

Required Materials:
1. Essentials of Organizational Behavior, 8th Ed., by Robbins, Stephen, 2005; ISBN: 0-13-
144571-5

Course Communication:
If you would like to talk with me in person, please make an appointment to meet during
my UTD office hours. Questions by email or phone are acceptable – email is preferred. Do
NOT submit any assignment by any means other than in-class turn-in, unless specifically
pre approved by me.

About Your Instructor:

I am the director of Leadership and Management Development Programs offered by
UTD’s Executive Education. I have taught courses in Strategy, Leadership and
Organizational Behavior in undergrad, graduate and executive programs at UTD. Before
joining UTD in 2001 I had a 25 year management career. I continue to consult privately
with organizations regarding performance and development, and am a frequent speaker at
business conferences. I earned my Master of Business Administration from UTD, and I am
a graduate of the Executive Leadership Program at Harvard University, Kennedy School. I
am also currently in a graduate fellowship program at UC Berkeley, completing additional
coursework in Organizational Management and International Business.

Purposes of the Course:

1. To develop an understanding of concepts, research, and theories in the study of
human behavior in organizations.
2. To introduce the student to primary research and the application of associated
theories to individual, group, and organizational-level behavior. Emphasis will be
placed on the application of this information to the business environment.
3. To provide cases, examples, and exercises that will help students incorporate
contemporary knowledge of organizations into their thinking and behavior.
4. To create an awareness of the relationships that diversity and ethics have on
organizations and on organizational behavior concepts.
5. To help foster improved competency in several critical management skills.
6. To help prepare students to transfer this knowledge to real-life settings.

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My Commitment to You:
The understanding and application of Organizational Behavior (OB) principles can be
defended as THE MOST significant determinant to an organization’s sustainable
performance. Therefore, I consider the understanding ad application of OB principles to be
very important, highly useful, and probably critical to your individual future success,
wherever your career may lead you. I commit to make the material MEANINGFUL,
APPLICABLE, and UNDERSTANDABLE. I will assess your knowledge and
understanding in multiple ways. We will engage in discussions, exercises, and projects that
require you apply the concepts we are studying, taking you beyond abstract assimilation of
concepts and terms, to the ability to begin using the power of OB in your daily lives.

Participation:
Class participation is necessary for us to have a successful semester; therefore each student
is expected to come to class having read and prepared the assigned material. You will not
do well in the course if you do not attend and participate in class, or if you have not
prepared the assigned material.

This class will explore organizational behavior through interactive learning; you will
engage in individual and group activities that may emulate OB applications in the
workplace. Occasionally, these learning exercises will involve some minor physical
activity. While your participation is required, if you have any reason NOT to engage in a
particular physical role as described, simply notify me and we will find an alternative role
for you. Five percent of your course grade will be determined by in-class participation.

Preparation, class attendance, active participation, and comprehensive note taking are key
elements to obtaining a satisfactory grade in this course. I recognize that this class is
comprised of individuals with various backgrounds, interests, and learning styles.
Therefore, if you have questions about any aspect of the course, please contact me.

Attendance:
It is important that you attend class regularly. This is because the textbook is used as a
supplement to the material presented in class. You are responsible for all content derived
from class meetings. I encourage you to exchange contact information with at least one
classmate so that you are able to obtain lecture notes and other course information
should you miss a class. It is your responsibility to stay current with the class.

Course Assessment (grading):

Class Participation (subjective) 5%
Unit Exams (three) 60%
Team Learning Opportunities (two @ 10 points each) 20%
Individual Learning Opportunity (one @ 15 points) 15%
100%
Exams:
There will be three Unit Exams worth 60% of your grade. There is no comprehensive Final
Exam. Please be “constantly preparing” 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. I also encourage
you to “pretest yourself” by checking your complete understanding of the primary learning
points listed at beginning of each chapter, and your understanding of each slide provided as
an in-class handout for class lecture. Further exploration of the topics through the textbook
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publisher’s supporting materials, website and other current business publications is
encouraged and will enhance your understanding, (and possibly your class participation
grade).

The exams are generally multiple-choice and are based on lectures, in-class discussions
and exercises, and the textbook content. YOU MUST HAVE YOUR SCANTRON FORM
882E with you on the day of the exam. Many questions are applied and require you to
analyze, synthesize and apply OB concepts. Often, more than one answer may be
applicable, but only the BEST answer is correct.

The first exam will cover the chapters and topics covered since the start of class.
Subsequent exams will cover the topics and text chapters covered since the prior exam.

Important: It is imperative that you come to class on time on every exam day. Once a
student has finished an exam and left the classroom, the examination is closed. That
is, you may not enter the classroom once any student has completed the exam and left
the room. Often, students are finished within the first 20 minutes of class.

Make-up Exam:
There will be NO make-up exams. However, I will drop your lowest exam grade.
Consequently, you may miss one exam without penalty.

Periodic course updates and assignment details:

In order to match the course delivery to the dynamics and needs of the Class, I may, from
time to time alter assignments, due dates, and/or issue printed support materials in class. It
is YOUR responsibility to be aware of this and to obtain all additional materials. Again,
make arrangements with other class members in case you miss a class. Student comments
such as, “I did not know this assignment was altered” or, “I never got that handout” will
not be considered a valid excuse.

Late Assignments:
Assignments are due at the beginning of the class on the due date. Late assignments will
generally not be accepted and you will receive a zero. In rare cases, with significant reason
and proper documentation, late assignments may be accepted but will be subject to a 10%
per day late penalty.

Team Learning Projects:

Organizations are relying more and more on team-based structures, and organizational
performance often depends on team collaboration and successful team-based results. To
apply the concepts we will be studying within a team context, part of your coursework
assessment will be based on two team projects. Details of each team project will be
provided as a handout. Members in the team will receive a grade based on the project’s
grade and potentially adjusted by the amount of participation your group members assign
to you, using a peer evaluation form I will provide you. The peer evaluation will be
confidential (i.e., your team members will not see your evaluation of their participation).
All team members should participate equally and seek collaboration to obtain full credit for
the assignment. For example, if a team assignment receives a grade of 90 (out of 100) and
your team gives you a 100% participation rate, then you will receive the total 90 points for
that assignment. If, however, your team members give you less than 100% participation,
your grade will be adjusted accordingly. Note: peer evaluations are confidential. You will
not provided any details of a grade adjustment, so it important that you manage your
involvement and relationships so that your team members evaluate you as being fully
participative.
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Evaluation of your peers should help you maintain an appropriate level of participation
from all of your team members. Teams should establish protocols and logistics that will
provide for the team’s success, and determine guidelines for correcting potential barriers to
team performance. Although the course schedule will allow for some in-class time for
working on tam projects (with my availability for questions) it is highly likely that your
team will need to arrange for some out of class meetings and work time. Be respectful of
other team members’ individual schedules. Also, respect the contact information yoru
team members may or may not choose to provide to the team. As a self-directed team I
expect you to be able to succeed with your assignments, but in case of serious problems,
please contact me before “meltdown.”
Individual Project:
You must submit one individual assignment, which will be issued (handout) in the second
half of the course and will be due near the end of the course. This assignment will require
you to demonstrate your new knowledge of OB and will be a topical research paper.
Basic Requirements for all Papers:
A handout will be provided before beginning any group or individual assignment,
providing more details. The submitted papers must be 1) typed or word-processed; 2)
double-spaced; 3) four to eight pages in length, excluding the title (cover) page, the
reference page, and any appendix pages; 4) contain standard fonts (e.g., 12 pt) and one-
inch margins; 5) well-organized and grammatically correct; 6) identified alphabetically by
last name then first name (of all group members as applicable), the course number and
section; 7) contain a descriptive title; 8) include page numbers in the upper right corner of
each page. Correct citation of any external references should follow APA guidelines.
Papers are expected to be free of spelling and grammatical errors, and should be written at
a professional level. Avoid the overuse of bulletins or lists. Feel free to create charts,
graphs, etc. to illustrate your ideas, generally attached as referenced appendix pages.
Clearly integrate into your assignment relevant organizational behavior concepts, backed
up with external “proofs.” Papers should NOT be in placed binders nor fastened with paper
clips; simply staple the upper left corner.
Project Evaluation (all):
You will not receive a grade of 80 or higher on individual or team papers unless you
incorporate outside research into your paper, cite the references in the body of the paper,
and provide a complete reference list. Preferred sources include books, journal articles,
newspapers, interviews, surveys, etc. You may use no more than two Internet sources
(website pages) for your outside research. Any content that comes from an external source
and is included in your paper (as a quotation, paraphrase or summary) MUST be cited and
referenced – or it will be considered plagiarism and you will receive a zero for the
assignment, and if this occurs more than once you risk failing the course. If you have
trouble writing, please make use of the UTD Writing Lab (located in the library) or other
writing support and assistance, as the structure, grammar, organization, clarity, and style of
your paper will all be considered when determining your grade. The assignment handout
will include further details about the expectation for that assignment.
98-100 Nearly Perfect. Your paper far exceeds my expectations and the quality of
work performed by your classmates. Your paper is grammatically correct,
integrates course materials, and is supplemented by research material you
have acquired independently from class. Your paper is well organized,
properly cites outside sources in the text of the paper, documents all sources
used in a reference list, and is creative, original work. You have flawlessly
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 met or exceeded ALL of the requirements of the assignment.
90-97 Significantly above average. Your paper is grammatically correct, integrates
course materials, and is supplemented by research material you have
acquired independently from class. Your paper is well organized, cites
outside sources in the text of the paper, documents all sources used in a
reference list, and is creative, original work. You have met or exceeded the
basic requirements of the assignment.
80-89 Average. Your paper is grammatically correct and integrates course
material. Your paper is well organized and thoughtful. You have met the
basic requirements of the assignment.
70-79 Your paper is below average. Your paper may be poorly written, or does
not support the positions you have taken, ad/or you have not met the basic
requirements of the assignment.
60-69 Your paper is far below my expectations and average performance. You
have a poorly written paper that does not support the positions that you have
taken and/or does not meet the basic requirements of the assignment.
<60 Partial value may be given for achieving part of the assignment, even
though the assignment is considered unsatisfactory.

Course Grades:
Your final grade is calculated as follows (percent of total points):

97 and above A+
89.5 to 96.9 A
87 to 89.4 B+
79.5 to 86.99 B
77 to 79.4 C+
69.5 to 76.9 C
67 to 69.4 D+
59.5 to 66.9 D
Below 59.5 F

Cheating and Sexual Harassment:

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. At a minimum, I will
assign a score of “zero” to any project, assignment, quiz, or exam upon which cheating
occurs. Scholastic dishonesty harms the individual, the course, and the integrity of the
university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism,
collusion, the submission for credit of 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' Rules and
Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22). Students
are expected to treat one another with respect and dignity at all times.

I will fully conform to the Federal Education and Responsibility Act (FERPA) and take
every precaution to protect your right to privacy. For example, I will not allow another
student to ask for one of your graded assignments in case of your absence, unless you have
made prior arrangements with me. I will also fully support the Americans with Disabilities
Act (ADA) as it applies to UTD. If these provisions apply to you please make me aware of
your needs so I can accommodate you.

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 Course Outline/Schedule
Note: there will frequently be additional assignments and study materials provided as handouts in
class and required prior to the next class.
Class Topic Assignments before Class
date (in-class items)
1/10 Syllabus & Course review
Introduction

1/12 Chapter 1: Introduction to Organizational Behavior Read Chapter

(Course review, exercises)
1/17 Chapter 2: Foundations of Individual Behavior Read Chapter
1/19 Chapter 3: Personality and Emotions Read Chapter
Take Jung Type Test and answer
discussion questions (handout)
(Team Project #1 Assignments issued)
1/24 Chapter 4: Basic Motivation Concepts Read Chapter
1/26 (In-class Team work time)
1/31 Chapter 5: Motivation: from Concepts to Applications Read Chapter
2/2 Unit Exam 1 Review for Exam 1
2/7 (In-class Team work time)
2/9 Chapter 6: Individual Decision Making Read Chapter
2/14 Chapter 7: Foundations of Group Behavior Read Chapter
2/16 Chapter 8: Understanding Work Teams
2/21 Chapter 9: Communication Read Chapter
2/23 (In-class Team work time)
2/28 Chapter 10: Leadership and Creating Trust Read Chapter
3/2 Unit Exam 2 Review for Exam 2
Team Project #1 and Peer Evaluations DUE
3/7 Spring Break Week
3/14 In class case analysis: 12 Angry men
3/16 Chapter 11: Power and Politics Read Chapter
(Team Project #2 Assignments issued)
3/21 (In-class Team work time)
3/23 Chapter 12: Conflict & Negotiation Read Chapters
(Individual Project Assignments issued)
3/28 Chapter 13: Foundations of Organizational Structure
3/30 (In-class Team work time)
4/4 Chapter 14: Organizational Culture Read Chapter
4/6 (In-class Team work time)
4/11 Chapter 15: Human Resource Policies and Practices Read Chapter
4/13 Chapter 16: Organizational Change and Development Read Chapter

4/18 Team Project #2 and Peer Evaluations DUE

In class case analysis
4/20 Unit Exam 3 Review for Exam 3
Individual Project DUE
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