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Course Outline

Fall 201530 – R JUL292015 of 9

Department: School of Management

Course Number: BUSM 2200_W01

Course Title: Organizational Behaviour Credits: 3

Semester Year: 201530 Section: W01

Days: Virtual via iweb/D2L Hours: Online

Classroom: Online CRN: 30676

Instructor Contact Name: Marianne Gianacopoulos Phone: (604)323-5048

Office: A326 Email: [email protected]

Office Hours: Online via Zoom TBA

In office: T/TH 9:30am-10:20am

Course Description

Students in this course examine how individual and group behaviour affects organizational goal attainment and success. Topics will include individual attributes such as attitude, personality and perception, and organizational culture and management skills such as leadership, empowerment, participation, communication, and motivation. Time will be spent reviewing international challenges to OB. Topics will include diversity, ethics, and personal development. Students will engage in practical and hands-on discussions and assignments to help develop problem solving, critical thinking and analytical skills. Students will receive credit for only one of BUSM 1321 and BUSM 2200.

Learning Outcomes Learning Outcome Measurement Overall course goal: As a result of taking this course, the student will be able to evaluate and apply organizational behaviour (OB) concepts and theories to the realities and challenges of today’s organizational environments. See attached course goals sheet for additional module by module goals.

mailto:[email protected]

Course Outline

Fall 201530 – R JUL292015 of 9

Prerequisite(s) One of the following: LET with a minimum Level 3; LPI with a minimum 26 on the essay and one of 5 in English usage, 5 in sentence structure, or 10 in reading comprehension; BC English 12 or equivalent with a minimum 80%; BC English Literature 12 with a minimum 80%; BC English First Peoples 12 with a minimum 80%; a university-level English or Communications course for which Langara awards transfer credit with a minimum 'C-,' or a minimum 'C' in ENGL 1120; or an 'S' in one of ENGL 1107, 1108, or 1110.

University Transferability

Refer to www.bccat.bc.ca for transferability and whether credits are assigned or unassigned.

Required Textbooks Langton, Nancy, Stephen P. Robbins, Timothy A. Judge. Organizational Behaviour: Concepts, Controversies, Applications. 7th Canadian Edition. Toronto, Ontario: Pearson, 2013.

Articles and handouts distributed (in class and on D2L) throughout the semester are considered required reading.

Recommended Readings Research, read, listen, and watch anything and everything to develop your abilities in reading, comprehension, thinking and analysis. Recommended: Twitter: The Globe and Mail, The National Post, MacLeans, Business Insider, Financial Post, CBC, Reuters, The Economist, subscribe to various blogs pertaining to OB, business, wikis, Diigo, Delicious, etc. for research and curation, business and non-business events, and many other local, national, and international sources. Links will be curated by everyone and posted on the course web site.

Desire 2 Learn (D2L) & WordPress-iweb

This course will be offered via iweb at http://iweb.langara.bc.ca/marianneg/ and is a WordPress site in which all of the materials, content, information, etc. is housed for this class. D2L will be used to post assignments, grade assignments and maintain grades on the Gradebook.

If you have questions about D2L, please visit: Online Learner Resources and Support site http://iweb.langara.bc.ca/online-learner or the self-directed D2L Online Orientation and Help Guide, http://iweb.langara.bc.ca/online-learner/d2l

http://iweb.langara.bc.ca/marianneg/

http://iweb.langara.bc.ca/online-learner

http://iweb.langara.bc.ca/online-learner/d2l

Course Outline

Fall 201530 – R JUL292015 of 9

Course Outline

Fall 201530 – R JUL292015 of 9

Grade Allocation Individual assignments:

Written-Vlogs/Podcasts-Infographics 31.5%

Group assignments: 33%

Module 2

Module 3

Module 5

Module 7

Module 8

Adoption-Learning-Use of technology 7%

Contributions to Twitter& Research 8.5%

Final Exam 20%__

100%

Grading Legend A+ 95 – 100% B+ 80 – 84% C+ 65 – 69% D 50 – 54%

A 90 – 94% B 75 – 79% C 60 – 64% F < 50%

A- 85 – 89% B- 70 – 74% C- 55 – 59%

NOTE: Students must receive a grade of at least 50% on the individual grade components i.e. quizzes, discussions, midterms, and final exam in order to pass the course.

Expectations

Your online presence Prepare to spend the same, if not more time in this online class then you do in a face to face (f2f) class. Why you may ask? The answer is simple: the demands and expectations in an online class are the same as for an in person class, with the exception that you are on your own, working online, and working with others on line. You do not have the directness of contact with classmates, nor do you have a set time when the course begins and ends every day, or on specific days of the week. Taking a course online requires discipline, organization and time to get used to. It may not be for everyone.

A few myths about online classes see: http://distanceed.uncc.edu/faqs/myths-about-taking-online-classes

http://distanceed.uncc.edu/faqs/myths-about-taking-online-classes

http://distanceed.uncc.edu/faqs/myths-about-taking-online-classes

Course Outline

Fall 201530 – R JUL292015 of 9

1. Myth: Online format means I have time for more classes, which should be manageable after work.

Fact: Online courses require more diligence and heavier participation than their f2f counterparts. Online course assignments have been designed to require approximately the same amount of time as you would spend if you were attending a traditional class (class time plus homework time). The savings are only in frictional costs: transportation time to and from class, class time not directly related to content -- breaks, chitchat, etc. The rule of thumb for homework-to-class time for both f2f and online classes: spend 2-3 hours of homework for each hour of class time. For a 3-credit course, expect to spend 9-12+ hours per week or 1½–2+ hours per day, 6 days a week, to participate in online discussions and complete the readings and assignments. Note: After work, sleep, meals, and a modicum of personal time, it is only with utmost discipline that most people can fit in 2 hours per day for studying. Students must budget/prioritize their time carefully.

2. Myth: Why think about something that someone else has given much thought? Copy-pasting a few paragraphs here and there from the Web saves me time and never hurts anyone.

Fact: Most university policies expect that students advance their opinions in their own words and where others' words or thoughts are used, to give appropriate citation. While the Internet makes it very easy to plagiarize, sophisticated tools are available that make it easy to catch cheaters. Therefore, students always should be diligent about citing sources.

3. Myth: I am busier than everybody else in the class, so I can't be expected to contribute as much to the online work or group projects.

Fact: Enrollment in a class is a professional commitment/business relationship on the part of the student, which needs to be treated very seriously. Life events will intrude, but it's the student's responsibility to make whatever adjustments may be required to fulfill this responsibility.

Any course work, which is not completed because you were late for, or missed it, will receive 0%. If you miss a midterm exam, quiz or any other type of submission, you are required to contact me in advance and provide a Doctor’s note for verification or you will receive 0%. Review the Final Exam Policy here: http://langara.ca/registration-and-records/policies-and-procedures/final-exam-policy.html

Assignments must be submitted on or before the specified time and date. If you do not submit on time, without prior notification to me and with my approval to submit at a later date, this will result in you receiving an “F” (0%). There will be no exceptions to this standard, other than under exceptional documented circumstances or for medical reasons.

It is your responsibility to keep up with the course, know what has been covered, etc. If you don’t read e-mails or Announcements, you are responsible.

My role as your instructor is to be one of your learning sources. I am here to help you and to provide any additional coaching or tutoring that you may need. Please use me as a resource.

http://langara.ca/registration-and-records/policies-and-procedures/final-exam-policy.html

Course Outline

Fall 201530 – R JUL292015 of 9

Plagiarism and Cheating Policy All members of the Langara community are expected to observe high standards of academic integrity and ethical behaviour in completing assignments for evaluation and testing.

Plagiarism and cheating are serious educational offences, which may result in failure of an assignment, failure of a course, and possible suspension from Langara. For more details, please refer to Langara's Code of Conduct in the course calendar or Student Policies and Procedures on Langara's website at: http://www.langara.bc.ca/registration-and-records/pdf/F1004.pdf

You are REQUIRED to use Chicago Manual of Style format in your written work as well as when creating citations for your research, sources and any other work which is not your own. Student work submitted without correct citation usage will be returned ungraded.

Examination Procedures This course requires a final examination. All students are expected to review and understand the Final Examination Policy which can be found here: http://www.langara.bc.ca/registration-and-records/policies-and-procedures/final-exam-policy.html

Examination Procedure Regarding for Personal Effects o Students will not be allowed to store any bags within reach of their seats while writing exams;

o Any bags brought to the examination room (classroom), students will be required to leave their bags at the front or side of the room and the instructor or College cannot take responsibility for the safety of these bags; and

o therefore, students are advised to

o not to bring bags to campus at all,

o ensure bags do not contain anything value within,

o make arrangements with a friend whom they can trust to look after their belongings while writing the exam.

School of Management It is the aim of the School Management at Langara College to promote the mastery of core skills such as reading and reading comprehension, writing fluency, verbal articulation, and math development. These core skills will be practiced by means of presentations and class participation, and will be evaluated on submitted work. Critical thinking and problem-solving exercises are encouraged at every opportunity.

http://www.langara.bc.ca/registration-and-records/pdf/F1004.pdf

http://www.langara.bc.ca/registration-and-records/policies-and-procedures/final-exam-policy.html

http://www.langara.bc.ca/registration-and-records/policies-and-procedures/final-exam-policy.html

Course Outline

Fall 201530 – R JUL292015 of 9

As stated in the College Calendar and according to College policy, students are expected to attend all classes, lectures, laboratories, workshops, seminars, and practicum commitments, and be available to write final examinations where and when scheduled during the examination period.

Students are also reminded to refer to policies and procedures related: Code of Academic Conduct, Improper/Disruptive Behaviour, Appeal of Final Grades, Concerns Related to Instruction, Attendance, etc. found in the College Calendar and in the current Student Handbook. Please see the full list of college policies here: http://langara.ca/registration-and-records/policies-and-procedures/index.html

For more information about the School of Management programs, please contact the School’s advisors (see advising schedule in the office corridor near B253 or B254) or email [email protected].

Course Schedule Course Withdrawal Periods - Important Notice

Oct 31 Last day (before 2100 hours) to withdraw from regular semester courses.

Refer to the Langara College website for more information on Important Dates. http://www.langara.bc.ca/registration-and-records/important-dates/index.html

Week Week Commencing Topics and Deliverables

1 Sep 8 – 12 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

2 Sep 14-19 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

3 Sep 21-26 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

4 Sep 28-Oct 3 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

5 Oct 5-10 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

6 Oct 13-17 *Oct 12 - STAT

Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology


http://langara.ca/registration-and-records/policies-and-procedures/index.html

http://www.langara.bc.ca/reg-guide/after-you-register/withdraw-from-courses.html

http://www.langara.bc.ca/registration-and-records/important-dates/index.html

Course Outline

Fall 201530 – R JUL292015 of 9


LAST DAY TO WITHDRAW IS OCTOBER 31, 2015 (BEFORE 2100 HOURS VANCOUVER TIME)

9 Nov 2-6 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

10 Nov 9-13 *Nov 11 - STAT

Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology



13 Nov 30 –Dec 2 Please see: Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

FINAL EXAMINATION PERIOD: Check the final exam schedule on the Langara website for the exact date and time. The college requires you to be available to sit final examinations during this period.

If you miss the final examination you will receive an ‘N’ on your permanent academic transcript.

14 Dec 4—5 Final Exams – Check website

15 Dec 7-12 Final Exams – Check website

16 Dec 14-16 Final Exams – Check website

NOTE: Course schedule may be subject to some minor scheduling changes.

Notes and information:

College Policies As a student at Langara, you are responsible for familiarizing yourself and complying with the following policies:

E1003 - Student Code of Conduct

F1004 - Code of Academic Conduct

E2008 - Academic Standing - Academic Probation and Academic Suspension

E2006 - Appeal of Final Grade

http://swing.langara.bc.ca/pls/prod/hzgkfcls.P_Sel_Crse_Search?term=201530



http://langara.bc.ca/about-langara/policies/pdf/E1003%20-%20Student%20Code%20of%20Conduct-2014-04-14%20approved.pdf

http://langara.bc.ca/registration-and-records/pdf/F1004.pdf

http://www.langara.bc.ca/about-langara/policies/pdf/E2008-june-2012.pdf

http://www.langara.bc.ca/about-langara/policies/pdf/E2008-june-2012.pdf

http://langara.bc.ca/registration-and-records/pdf/E2006.pdf

Course Outline

Fall 201530 – R JUL292015 of 9

F1002 - Concerns about Instruction E2011 - Withdrawal from Courses

Or go to: http://www.langara.bc.ca/about-langara/policies/index.html

Privacy Note: This course may use an electronic (online) instructional resource that is located outside of Canada for mandatory graded class work. You may be required to enter personal information, such as your name and email address, to log in to this resource. This means that your personal information could be stored on servers located outside of Canada and may be accessed by U.S. authorities, subject to federal laws. Where possible, you may log in with an email pseudonym as long as you provide the pseudonym to me so I can identify you when reviewing your class work.

http://langara.bc.ca/registration-and-records/pdf/F1002.pdf

http://www.langara.bc.ca/registration-and-records/pdf/E2011.pdf

http://www.langara.bc.ca/about-langara/policies/index.html

Appendix 1: Course Goals, Learning Objectives, Scope & sequence of content, Assessment & Technology

1

Overall Course Goals As a result of taking this course, the student will be able to evaluate and apply organizational behaviour (OB) concepts and theories to the realities and challenges of today’s organizational environments.

Module 1 Ch 1 (2-3 hours)

At the conclusion of this module, the student will be able to: define OB and its purpose, recall the building blocks of OB and relate the challenges in today’s workplaces…so that the student can begin to understand the role an individual plays in an organization’s effectiveness. (3 obj’s)

Topics Covered: Defining OB, The Importance of Interpersonal Skills, Making Sense of Behaviour in Organizations, Building Blocks of OB, Challenges and Opportunities in the Canadian Workplace Content: chapter is sequenced to provide a general overview of OB beginning with the individual, moving to groups, then to the organization to orient students to the individual as the foundation within OB.

Activities in the 1st module: 1. Review the course resources for Module 1. Purpose: the activities in this module are designed to introduce you to the idea of what makes organizations tick. 2. Create a Twitter account & Tweet to the course hashtag your thoughts on the benefits of understanding OB in 140 characters or less! 3. Complete the OB Prior Knowledge assessment on Google sites 4. Watch the 3 posted videos. Each tackles a unique OB issue for today. I want you to reflect on what theme links the 3 videos. By theme: what is it that is required by a manager or management in order to manage these unique

Twitter- student to create account, review How to use Twitter (in resources group), conduct a search in Twitter and locate the course name and tweet their first tweet. Students are to go to the Google sites survey via the link provided and complete the 10 question survey. Access the course in Wordpress and prepare a blog/vlog response to Module 1 question.


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situations and issues. What is the best way to handle these ongoing issues? Remember you can encounter all 3 issues in the same workplace, on the same day, you never know! Post your thoughts as a written response, load/paste in the comments section of Module 1 Activities as well as in D2L Dropbox.

Module 2 Ch’s 2&3 (5-7 hours)

At the conclusion of this module, the student will be able to: explain perception, personality and emotions…so that they can begin to see themselves. Students should be able to describe personality, perception and emotion in relation to themselves and their perceived impact on others…so that they can begin to understand themselves. Students should be able to express the idea of self and what they know now compared to prior to this chapter…so that they can

S&S: Perception, what it is and factors that influence it. Perceptual Errors & why this along with judgement matters. What is personality What are emotions & moods. Why Should We Care About Emotions in the Workplace? How each of the following impact perception: Values, Generational & Cultural Differences, Attitudes, Job Satisfaction, Organizational Commitment Job Involvement, Perceived Organizational Support, Employee Engagement. Dealing with diversity at work.

Activities in the 2nd module: 1. Review the course resources for Module 2. Purpose: the activities in this module are designed to help deepen understanding of yourself and begin to build self-awareness into this understanding. 2. Create an Infographic that illustrates your understanding of perception and how it works. Up load to D2L and Tweet it to #OB_Online 3. Group vlog or podcast: create a short video or audio mashup of one each of your best question to ask when you are getting to

Infographic: directions along with site links are in the Resources folder. Course Wordpress Blog Video or Podcast compilation, with up load Tweet to course hashtag


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develop perspective when among others. (3 obj’s)

Content: sequenced to initially focus on self and factors attributed to self-management that can cloud judgement. Content: then builds to reflect how above factors impact orientation to work, others & org.

know another person. Note: AVOID: “So what do you do?” Post to the Dropbox in D2L. 4. Find an online personality type indicator test and tweet the link to #OB_Online.


At the conclusion of this module, the student will be able to: classify the different motivational theories...so that they can recognize the science behind motivation. The student will be able to paraphrase a given theory based on a case example…so that they can begin to see how a theory translates into practice. Students will be able to interpret how motivational theory is applied in a real world setting…so that they link theory to common forms of reward systems. (3obj’s)

S&S: What Is Motivation? Needs Theories of Motivation: Maslow’s Hierarchy, Motivation–Hygiene theory & McClelland’s theory. Process Theories: Expectancy, Goal-Setting, self-Efficacy, Reinforcement Responses to Rewards: Equity, Fair Process and Treatment. Self-Determination, Intrinsic Motivation. Effective Reward Systems: Pay Structures, Variable-Pay Programs, Flex Benefits, Intrinsic: Recognition, appreciation. Beware Signals Sent by Rewards Content:: is sequenced to begin with a general

Activities in the module: 1. Review the course resources for Module 3 Purpose: the activities in this module are designed to increase your knowledge of motivation, its purpose and how it works. 2. Research: Think about which theory appeals most to you and do research to find content that explains it to help you better understand it. Post it to the blog for everyone to use, then Tweet the link to the course hashtag. 3. Apply: Reflect on those in your life closest to you. Choose one person, and post a written reflection of

Google/other search engine: for research Course WordPress Blog Video and compilation, with up load Tweet to course hashtag


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overview of theories, then move towards individual methods of motivation and reward structures and finally end with analysis of the reality of motivation and rewards in the workplace.

the type of motivation theory or processes they use with you. (It can be a parent, SO, teacher, boss, etc.) 4. Workplace: In your group, I want you to think like managers in today's 21st century workforce (of developed nations), and decide which of the motivation theories or processes you believe are the most critical to implement and maintain for continued productivity and competitive advantage of your workforce. Choose up to 3 from among the ones we've covered: Needs Theories: Maslow’s Hierarchy, Motivation–Hygiene theory or McClelland’s theory, or process Theories: Expectancy, Goal-Setting, Self-Efficacy, or Reinforcement Responses to Rewards: Equity, Fair Process and Treatment and finally Self-Determination and Intrinsic Motivation. Create a short vlog (up to 2


5

minutes) of your decision on the most critical motivation theories or processes and why you chose the ones you did. Your vlog can be a compilation of film and PowerPoint, or however you feel it best to present your piece. Make sure to cite all sources of research. Link your vlog to the Module 3 comments section and post via Kaltura to the Dropbox under Module 3 Most Critical Motivation Theories or processes for continued Productivity and Competitive Advantage.


At the conclusion of this module, students will be able to: classify the stages of group development...so that they begin to distinguish patterns in group development. Students will be able to identify the process of communication…so that they can identify influences on a communication outcome.

Topics Covered: Teams vs. Groups: Difference? Types of Teams Individual to Team: Roles, Norms, Stages of development. Effective Teams: Context, Composition, Process, Diversity, Performance& Cohesiveness. Communication: Channel, Barriers, Filtering,

Activities in the module: 1. Review the course resources for Module 4. Purpose: the activities in this module are designed to develop awareness of the dynamics of teams and focus your attention on your own communication skills.

2. Reflection: Create a vlog or podcast that describes a memorable experience you

Video and compilation, with up load


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Students will provide analysis on a communication case example…so that they can analyze challenges and pitfalls. Student will be able to explain communication challenges within groups…so that they can approach communication with a wider perspective. (4 obj’s)

Perception, Overload, Emotions, Language, Silence, Nonverbal, Lying. Communication: Organizational, Directional, Grapevine, Web 2.0, Global Implications, Cultural Barriers. Content: a juncture occurs at this point wherein the content moves away from the individual and begins to focus on the team & processes, beginning with understanding how teams work, and perform. The natural flow is into how communication occurs from individual to individual and within a team. The sequence takes the student away from their individual focus and brings it to the group dynamics and communication within organizations.

had as part of a team. I want to you describe the team, the type of work that was being done, the team dynamics and roles and what your role was. I want you to then critically analyze your abilities as a team member. Specifically, what was your role, did you like your role, why/why not, were you effective, and how did you gauge that you were effective? What types of problems (Communication, personality, ego, etc.?) did the team have and how were you involved, either as part of the problem, as part of the solution, or no involvement at all? Explain what you could have done differently to improve your abilities as a member of a team, the team performance, etc. Make sure to include communication related processes.

3. Creativity: Research different communication styles and create an


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infographic that describes your style of communication. Make sure to indicate what you do well, and where you need improvement.

Module 5 Ch 8 (4-5 hours)

At the conclusion of this module, students will be able to: paraphrase the sources and uses of power as well as the general dependency postulate...so that they can begin deciphering where power originates. Students will be able to explain the relationship between power and politics…so that they can analyze the under workings of power and influence. Students will be able to investigate problems of abuse in both power and politics in organizations…so that they can make the connection between an individual’s actions and the impact on the organization. (3 obj’s)

S&S: Definition, Bases of power: Formal, Personal & evaluation. Dependency: key to Power, general dependency postulate. What Creates Dependence? Influence Tactics: How Power Affects People, power to employees, empowerment. Abuse of: Harassment & abuse. Workplace politics: definition of, reality of, types of activity, impression management & the ethics of behaving politically Content: the sequence begins with the narrow definition of power and how one obtains power, then moves to the effects of power on others, individuals & groups, within org.’s, and ends with the overall org level impact of power when abused.

Activities in the module: 1. Review the course resources for Module 5. Purpose: the activities in this module are designed to highlight power, its uses and abuses and to realize its constancy in organizational dynamics. 2. Create an infographic that explains the general dependency postulate in a power relationship. Upload to D2L Module 5 General Dependency Postulate Infographic and Tweet it to the course hashtag. 3. Listen to the podcast from CBC’s The Current on Power and in your group I want you to offer your analysis on this piece and it's importance in today's world, or is it important? You may provide a written

Tweet to course hashtag Course vlog Infographic: directions along with site links are in the Resources folder.


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(5 pages), audio (5 minutes) or vlog (2-3 minutes) piece on your analysis. Keep the following in mind: The importance of power, is it necessary? Why not everyone abuses their power. Comments as well upload to D2L Dropbox via Kaltura) Include your research.

Module 6 Ch 9 (3 hours)

At the conclusion of this module, students will be able to: explain types and sources of conflict so that they can identify where conflict begins. Students will apply conflict management and resolution approaches so that they can select from more than one conflict resolution approach. Students will also appraise negotiation strategy and the impact of individual personality on a negotiated outcome so that they can analyze a negotiated

S&S: Conflict: definition, Functional & Dysfunctional, Types of, Loci of, Sources of. Resolution/Management: Strategies, Personality Conflicts, Intercultural Conflicts & Outcomes. Negotiation & Bargaining: How to Negotiate, Differences in, Effectiveness of, Personality Traits in, Moods/Emotions in. Content: Sequencing begins with the larger idea of conflict and then moves to narrower individual approaches to handling as well as negotiating in conflict and the impact and

Activities in the module: 1. Review the course resources for Module 6. Purpose: the activities in this module are designed to develop personal awareness of your own style of conflict management as well as introduce you to the need to adopt other styles. 2. Take the conflict style quiz on the course blog and tweet your results. 3. After reading the information on conflict and negotiation, blog your opinion on whether you believe 1) people can learn a different way to manage

Online quiz site on conflict style. Course Blog post Twitter posts


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outcome influenced by personality characteristics. (3 obj’s)

influence of personality, mood, emotion, etc.

conflict. 2) Why/why not? 3)What situations are best served by which type of conflict style? Use real world examples and show your research. 4. Tweet your answer to the question: How can a bully be an effective negotiator?

Module 7 Ch’s 11&12 (5 hours)

At the conclusion of this module, students will be able to: give examples of the characteristics of leaders so that they can begin to differentiate what makes a leader. Students will distinguish traits between influential and ineffectual leaders so that they determine outcomes for each style. Students will interpret decision making strategies and relate those strategies to the challenges of group decision making. (4 obj’s)

S&S: What Is Leadership? Trait vs behavioural theories, Contingency Theories. Substitutes for, Inspirational, Charismatic, Transformational. Contemporary Roles: Mentoring, Self-Leadership, Team, Online, Leading without Authority. Leadership Issues: Authentic, Ethical, Servant. Decision making: How Should Decisions Be Made? Process vs how decisions are really made. Problems impacting: Bounded Rationality, Considering Alternatives, Intuition, and Judgment Shortcuts. Group Decision Making: Groups vs. the Individual, Groupthink and Groupshift. Content: The sequence of

Activities in the module: 1. Review the course resources for Module 7. Purpose: the activities in this module are designed to help you differentiate among leaders, their impact on organizations: effective and detrimental. 2. After reviewing the resources on leadership, discuss type of leader you believe you are and why post your vlog. 3. Research influential leaders and ineffectual leaders and tweet your findings, with the links. 4. With your group, research the demise of Target in Canada and

Vlog post. Twitter post. Infographic post.


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the material begins with understanding leadership, the various faces of leadership, and flows into how leaders make decisions, with final emphasis back to the group and how decisions by group can be impacted by issues such as groupthink, etc.

evaluate where you believe challenges existed in the group decision making process to enter Canada in the first place. Post an infographic to the course blog.

Module 8 Ch’s 10,13&14 (8 hours)

At the conclusion of this module, the student will be able to: describe organizational culture, its levels, functions and climate so that they can begin to see how culture operates. Students will be able to give examples of liabilities of organizational culture so that they can decipher between dynamic and static cultures. Students will be able to compare organizational culture to the development of the organizational structure so that they can analyze the origins of structure. Students will be able to analyze the implications for organizational change from the perspectives of barriers

S&S: What Is organizational Culture, Functions, and Ethical Dimensions. Do Organizations Have Uniform Cultures? Strong vs. Weak, reading a culture. Telling of: stories, rituals, material symbols, language. Creating and Sustaining. How a Culture Begins. Liabilities of culture: Barrier to Change, Diversity, Mergers and Acquisitions. Changing Culture. What Is Organizational Structure? Job specialization, departmentalization and chain of command, span of control, centralization and decentralization. Culture & Structure, Employee Structure Preferences.

Activities in the module: Review the course resources for Module 8. Purpose: the activities in this module are designed to orient you to culture, its formation and challenges and why you need to take it seriously. 2. In your group, decide on a company in a specific industry that you want to explore. Describe the culture, the structure, the climate as well as the dynamics of the industry in which the company operates. Decide whether you believe the company could adjust and change in order to stay competitive in its industry along with the liabilities that would

Twitter Blog on course site


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to change so that they can recognize challenges. Students will appraise various methods to reduce resistance to change so that they can determine successful outcomes to org change. (5 obj’s)

Culture and the Impact of Downsizing, Forces for Change, Opportunities for Change, Change Agents Approaches to Managing Change, Resistance to Change, Individual Resistance, Organizational Resistance, Overcoming Resistance to Change The Politics of Change Creating a Culture for Change Content: The sequence of the material begins with understanding culture, how it forms and grows and becomes a liability. Its influence on structure and power and finally attempting to change culture and the challenges and difficulties of undertaking.

prevent or endanger the company’s ability to change. Use this module’s 5 objectives as your guide to this assignment. Prepare your position on why you believe the culture will be able to change or why it will have too many barriers. Decide what you believe is the best course of change management for your chosen company. Make sure to show additional research as well. Post your written work to the course comments section and as well to the D2L Dropbox for Module 8: Group analysis on the challenges of change and culture change. Do some research on which industries/companies are experiencing the most pressure to change and tweet your findings and links to the course hashtag.

Final Exam Students will demonstrate their learning outcomes based on how they see themselves as individuals in relation to others and the organization.

Listing of 28 course goals as covered throughout 8 modules.

Select up to 10 of the original course goals and demonstrate the impact of the goal on your learning. Explain the objective, and

Student can select from blog, video mash up, presentation or infographic. Student is required to convey their learning


12

demonstrate its impact on you as the learner.

through the use of up to 3 types of technology.


13

Overall Course Goals

As a result of taking this course, the student will be able to evaluate and apply organizational behaviour concepts and theories to the realities and

challenges of today’s organizational environments.

Module 1

Ch 1

(2-3 hours)

At the conclusion of this

module, the student will be

able to: define OB and its

purpose, recall the building

blocks of OB and relate the

challenges in today’s

workplaces…so that the

student can begin to

understand the role an

individual plays in an

organization’s effectiveness.

(3 obj’s)

S&S: Defining OB,

The Importance of

Interpersonal Skills,

Making Sense of Behaviour

in Organizations, Building

Blocks of OB,

Challenges and

Opportunities in the

Canadian Workplace

Content: chapter is

sequenced to provide a

general overview of OB

beginning with the

individual, moving to

groups, then to the

organization to orient

students to the individual as

the foundation within OB.

Activities in the 1st module:

Review the course resources

for Module 1.

Purpose: the activities in

this module are designed to

introduce you to the idea of

what makes organizations

tick.

Tweet to the course hashtag

your definition of OB in

your own words.

Complete the OB Prior

Knowledge assessment on

Google sites

Post an answer to the

question (in your own

words) on the course blog

site: Based on your reading

of chapter 1, what do you

believe is the biggest

challenge facing

organizations today?

Twitter- student to create

account, review How to use

Twitter (in resources group),

conduct a search in Twitter

and locate the course name

and tweet their first tweet.

Students are to go to the

Google sites survey via the

link provided and complete

the 10 question survey.

Access the course in

Wordpress and prepare a

blog/vlog response to

Module 1 question.

Modules Objectives Scope & Sequence (S&S) Assessment Technology/Resources

Module 2

Ch’s 2&3



able to: explain perception,

personality and

S&S: Perception, what it is

and factors that influence it.

Perceptual Errors & why

this along with judgement

Activities in the 2nd module:


for Module 2.

Mindmap: directions along

with site links are in the

Resources folder.


14

(5-7 hours) emotions…so that they can

begin to see themselves.

Students should be able to

describe personality,

perception and emotion in

relation to themselves and

their perceived impact on

others…so that they can

begin to understand

themselves.

Students should be able to

express the idea of self and

what they know now

compared to prior to this

chapter…so that they can

develop perspective when

among others.

(3 obj’s)

matters. What is personality

What are emotions &

moods.

Why Should We Care About

Emotions in the Workplace?

How each of the following

impact perception: Values,

Generational & Cultural

Differences, Attitudes,

Job Satisfaction,

Organizational Commitment

Job Involvement,

Perceived Organizational

Support, Employee

Engagement. Dealing with

diversity at work.

Content: sequenced to

initially focus on self and

factors attributed to self-

management that can cloud

judgement. Content: then

builds to reflect how above

factors impact orientation to

work, others & org.



help deepen understanding

of yourself and begin to

build self-awareness into

this understanding.

Create a Mindmap, or an

infographic that illustrates

your understanding of

perception and how it

works.

Post to the course blog your

response: How much of

your reactions and decisions

are the result of your

perceptions, right or wrong?

Group vlog: create a short

video mashup of your best

question to ask when you

are getting to know another

person.

Find an online personality

type indicator test and tweet

the link.

Locate information on

diversity in the workplace-

example: problems, how to

mitigate, who’s handling it

well, etc. and tweet your

findings to the course

hashtag.

Infographic: directions

along with site links are in

the Resources folder.

Course Wordpress Blog

Video and compilation, with

up load

Tweet to course hashtag

Module 3



S&S: What Is Motivation? Activities in the module: Google/other search

engine: for research


15

Ch’s 4&5

(6-7 hours)

able to: classify the different

motivational theories...so

that they can recognize the

science behind motivation.

The student will be able to

paraphrase a given theory

based on a case

example…so that they can

begin to see how a theory

translates into practice.

Students will be able to

interpret how motivational

theory is applied in a real

world setting…so that they

link theory to common

forms of reward systems.

(3obj’s)

Needs Theories of

Motivation: Maslow’s

Hierarchy, Motivation–

Hygiene theory &

McClelland’s theory.

Process Theories:

Expectancy, Goal-Setting,

self-Efficacy,

Reinforcement Responses to

Rewards: Equity, Fair

Process and Treatment. Self-

Determination, Intrinsic

Motivation.

Effective Reward Systems:

Pay Structures, Variable-

Pay Programs, Flex

Benefits,

Intrinsic: Recognition,

appreciation. Beware

Signals Sent by Rewards

Content:: is sequenced to

begin with a general

overview of theories, then

move towards individual

methods of motivation and

reward structures and finally

end with analysis of the

reality of motivation and

rewards in the workplace.


for Module 3



increase your knowledge of

motivation, its purpose and

how it works.

Think about which theory

appeals most to you and do

research to find content that

explains it to help you better

understand it. Post it to the

blog for everyone to use,

then Tweet the link to the

course hashtag.

Reflect on those in your life

closest to you. Choose one

person, and post a written

reflection of the type of

motivation theory or

processes they use with you.

(It can be a parent, SO,

teacher, boss, etc.)

In your group, pose as

consultants and with the

module resources +

additional research, create a

short vlog of what type of

motivator you all agree

works best for employees.

Course WordPress Blog


up load


Module 4

Ch’s 6&7


module, students will be

able to: classify the stages of

S&S: Teams vs. Groups:

Difference? Types of Teams

Individual to Team: Roles,

Activities in the module:


for Module 4.


up load


16

(5-6 hours)

group development...so that

they begin to distinguish

patterns in group

development.


identify the process of

communication…so that

they can identify influences

on a communication

outcome.

Students will provide

analysis on a

communication case

example…so that they can

analyze challenges and

pitfalls.

Student will be able to

explain communication

challenges within

groups…so that they can

approach communication

with a wider perspective.

(4 obj’s)

Norms, Stages of

development. Effective

Teams: Context,

Composition, Process,

Diversity, Performance&

Cohesiveness.

Communication: Channel,

Barriers, Filtering,

Perception, Overload,

Emotions, Language,

Silence, Nonverbal, Lying.

Communication:

Organizational, Directional,

Grapevine, Web 2.0, Global

Implications, Cultural

Barriers.

Content: a juncture occurs at

this point wherein the

content moves away from

the individual and begins to

focus on the team &

processes, beginning with

understanding how teams

work, and perform. The

natural flow is into how

communication occurs from

individual to individual and

within a team. The sequence

takes the student away from

their individual focus and

brings it to the group

dynamics and

communication within

organizations.



develop awareness of the

dynamics of teams and

focus your attention on your

own communication skills.

In a group, create a vblog

that incorporates the

following pieces:

1) Each of you find a clip of

a program or show that

illustrates the same kind of

experience you have had on

a team. In between each

clip, answer the following:

What is the problem?

(Communication,

personality, ego, etc.?)

Explain how you each could

do something differently to

make the team perform well.

Make sure to include

communication related

processes.

End by researching your

answer to this question: Is

teamwork necessary?

Explain your position. Show

your research for all

sources.

Upload your completed vlog

to the course website.


17

Module 5

Ch 8

(4-5 hours)



able to: paraphrase the

sources and uses of power

as well as the general

dependency postulate...so

that they can begin

deciphering where power

originates.


explain the relationship

between power and

politics…so that they can

analyze the under workings

of power and influence.


investigate problems of

abuse in both power and

politics in organizations…so

that they can make the

connection between an

individual’s actions and the

impact on the organization.

(3 obj’s)

S&S: Definition, Bases of

power: Formal, Personal &

evaluation. Dependency:

key to Power, general

dependency postulate.

What Creates Dependence?

Influence Tactics: How

Power Affects People,

power to employees,

empowerment. Abuse of:

Harassment & abuse.

Workplace politics:

definition of, reality of,

types of activity, impression

management & the ethics of

behaving politically

Content: the sequence

begins with the narrow

definition of power and how

one obtains power, then

moves to the effects of

power on others, individuals

& groups, within org.’s, and

ends with the overall org

level impact of power when

abused.



for Module 5.



highlight power, its uses and

abuses and to realize its

constancy in organizational

dynamics.

Create an infographic that

explains the general

dependency postulate in a

power relationship.

Tweet it to the course

hashtag.

Based on your review of the

resources on power and

politics, and any additional

research, post to the course

blog your thoughts: The

importance of power, is it

necessary? Why not

everyone abuses their

power. Include your

research.

Listen to the podcast from

CBC’s The Current on

Power and tweet your

thoughts.


Course WordPress Blog

Infographic: directions

along with site links are in

the Resources folder.

Module 6

Ch 9



able to: explain types and

sources of conflict so that

S&S: Conflict: definition,

Functional & Dysfunctional,

Types of, Loci of, Sources

of. Resolution/Management:



for Module 6.

Online quiz site on conflict

style.

Course Blog post


18

(3 hours) they can identify where

conflict begins.

Students will apply conflict

management and resolution

approaches so that they can

select from more than one

conflict resolution approach.

Students will also appraise

negotiation strategy and the

impact of individual

personality on a negotiated

outcome so that they can

analyze a negotiated

outcome influenced by

personality characteristics.

(3 obj’s)

Strategies, Personality

Conflicts, Intercultural

Conflicts & Outcomes.

Negotiation & Bargaining:

How to Negotiate,

Differences in,

Effectiveness of, Personality

Traits in, Moods/Emotions

in.

Content: Sequencing begins

with the larger idea of

conflict and then moves to

narrower individual

approaches to handling as

well as negotiating in

conflict and the impact and

influence of personality,

mood, emotion, etc.



develop personal awareness

of your own style of conflict

management as well as

introduce you to the need to

adopt other styles.

Take the conflict style quiz

on the course blog and tweet

your results.

After reading the

information on conflict and

negotiation, blog your

opinion on whether you

believe people can learn a

different way to manage

conflict. Why/why not?

Show your research.

Tweet your answer to the

question: Is a bully a

negotiator? Why or Why

not?

Twitter posts

Module 7

Ch’s 11&12

(5 hours)



able to: give examples of the

characteristics of leaders so

that they can begin to

differentiate what makes a

leader.

Students will distinguish

traits between influential

and ineffectual leaders so

S&S: What Is Leadership?

Trait vs behavioural

theories, Contingency

Theories. Substitutes for,

Inspirational, Charismatic,

Transformational.

Contemporary Roles:

Mentoring, Self-Leadership,

Team, Online, Leading

without Authority.

Leadership Issues:

Authentic, Ethical, Servant.



for Module 7.



help you differentiate

among leaders, their impact

on organizations: effective

and detrimental.

After reviewing the

resources on leadership,

Vlog post.

Twitter post.

Podcast post.


19

that they determine

outcomes for each style.

Students will interpret

decision making strategies

and relate those strategies to

the challenges of group

decision making.

(4 obj’s)

Decision making: How

Should Decisions Be Made?

Process vs how decisions

are really made. Problems

impacting: Bounded

Rationality, Considering

Alternatives, Intuition, and

Judgment Shortcuts.

Group Decision Making:

Groups vs. the Individual,

Groupthink and Groupshift.

Content: The sequence of

the material begins with

understanding leadership,

the various faces of

leadership, and flows into

how leaders make decisions,

with final emphasis back to

the group and how decisions

by group can be impacted

by issues such as

groupthink, etc.

discuss type of leader you

believe you are and why

post your vblog.

Research influential leaders

and ineffectual leaders and

tweet your findings, with the

links.

With your group, research

the demise of Target in

Canada and evaluate where

you believe challenges

existed in the group decision

making process to enter

Canada in the first place.

Post a podcast review to the

course blog.

Module 8

Ch’s 10,13&14

(8 hours)



able to: describe

organizational culture, its

levels, functions and climate

so that they can begin to see

how culture operates.

Students will be able to give

examples of liabilities of

organizational culture so

that they can decipher

between dynamic and static

cultures.

S&S: What Is organizational

Culture, Functions, and

Ethical Dimensions. Do

Organizations Have

Uniform Cultures? Strong

vs. Weak, reading a culture.

Telling of: stories, rituals,

material symbols, language.

Creating and Sustaining.

How a Culture Begins.

Liabilities of culture: Barrier

to Change, Diversity,

Mergers and Acquisitions.

Changing Culture.



for Module 8.



orient you to culture, its

formation and challenges

and why you need to take it

seriously.

1. In your group, read the

articles titled: GAP stores to

close and the Death of the

Mall and explain what the

Twitter

Blog on course site


20


compare organizational

culture to the development

of the organizational

structure so that they can

analyze the origins of

structure.


analyze the implications for

organizational change from

the perspectives of barriers

to change so that they can

recognize challenges.

Students will appraise

various methods to reduce

resistance to change so that

they can determine

successful outcomes to org

change. (5 obj’s)

What Is Organizational

Structure? Job

specialization,

departmentalization and

chain of command, span of

control, centralization and

decentralization. Culture &

Structure, Employee

Structure Preferences.

Culture and the Impact of

Downsizing, Forces for

Change, Opportunities for

Change, Change Agents

Approaches to Managing

Change, Resistance to

Change, Individual

Resistance, Organizational

Resistance, Overcoming

Resistance to Change

The Politics of Change

Creating a Culture for

Change

Content: The sequence of

the material begins with

understanding culture, how

it forms and grows and

becomes a liability. Its

influence on structure and

power and finally

attempting to change culture

and the challenges and

difficulties of undertaking.

impact will be to an

organization’s culture, such

as the Gap, in moving to an

online model for a portion

of their business. Prepare

your position on why you

believe the culture will be

able to change or why it will

have too many barriers.

Make sure to show

additional research as well.

Post your blog to the course

website.

Do some research on which

industries/companies are

experiencing the most

pressure to change and tweet

your findings and links to

the course hashtag.


21

Final Exam Students will demonstrate

their learning outcomes

based on how they see

themselves as individuals in

relation to others and the

organization.

Listing of 28 course goals as

covered throughout 8

modules.

Select up to 10 of the

original course goals and

demonstrate the impact of

the goal on your learning.

Explain the objective, and

demonstrate its impact on

you as the learner.

Student can select from

blog, video mash up,

presentation or infographic.

Student is required to

convey their learning

through the use of up to 3

types of technology.

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