Bus mgt 706-001 – managing in a dynamic environment university of Wisconsin-Milwaukee – Spring 2016



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BUS MGT 706-001 – MANAGING IN A DYNAMIC ENVIRONMENT

University of Wisconsin-Milwaukee – Spring 2016

January 26 – May 10, 2016


Tuesday 5:30 – 8:10 PM, LUB TBD

Instructor: Sheila Bernhardt, MLS

Email: bernhars@uwm.edu

Phone: (262) 707-3186 (cell)

Office hours: Available by phone between 8 a.m. and 10 p.m.


Required Reading: Books:

Essentials of Organizational Behavior: An Evidence-Based Approach, 2016, by Scandura, Terry A., (SAGE, Publications, Inc.).

Text and student resources available at: https://us.sagepub.com/en-us/nam/product/scandura)


Endurance: Shackleton’s Incredible Voyage, 1959, by Alfred Lansing, (Carroll & Graf Publishers). (Note: any publication date is acceptable)
Harvard Business Publishing Case Studies and Articles:

          1. Virtu, Virtue, and Success

          2. Thomas Green: Power, Office Politics, and a Career in Crisis

          3. Brussels and Bradshaw

          4. R.L. Wolfe: Implementing Self-Directed Teams

          5. Get the Vision Right

          6. Leaders as Decision Architects

          7. How Leaders Spark and Sustain Change

          8. How Managers become Leaders

          9. Where Will We Find Tomorrow’s Leaders

Find Harvard Business Publishing Case Studies at: https://cb.hbsp.harvard.edu/cbmp/access/43802916


Additional articles will be made available to students throughout the course and distributed via D2L.
Course Description:
In a globalized business environment, companies of all types and in all industries are under constant and increasing pressure to enhance their organizational effectiveness and competitiveness. The general topic of Organizational Behavior is a field of study that investigates a large number of aspects contributing to a firm’s effectiveness on an individual, group and structural level. Issues discussed are wide-ranging and include attitudes and job satisfaction, decision-making and employee motivation, group behavior and communication, leadership, power and politics, organizational structures, cultures and organizational change.

Theoretical concepts will be made tangible through class discussions, brief lectures and case studies. The course is designed to be highly interactive thus encouraging students to contribute their own professional experiences, viewpoints and observations during class.


Course Objectives:
1. To impart the general theoretical underpinnings of individual and group behavior within organizations.
2. To help students to become more aware of their own roles they assume in teams, and potentially change the way they think and act as managers.
3. To increase the participants’ skill in identifying motives and in discriminating between different behavioral and attitudinal mechanisms that affect members of organizations.
4. To enhance the students’ ability in identifying and opportunities and possibilities for change in their present or future organizations.
5. To cultivate the students’ critical thinking, decision-making, communication and team-working skills.
Expected Workload:
This is a three-credit course, so the expected time commitment is approximately 148 hours in total. In addition to approximately 38 hours of expected class time, students are expected on average to invest the remaining time in reading the textbook, articles and case studies (60 hours), preparing and taking quizzes (10 hours), preparing the group project and presentation (30 hours), elaborating individual answers to one case study (3 hours), studying and preparing the final presentation and paper (7 hours). Please note that the individual time investment will vary by student.
Attendance:
It is critical that students are present and actively participating during class. Therefore, more than one absence will have an impact on the student’s grade.
For the second absence and each additional absence the student’s grade will be reduced by 10%. If the student knows that he or she is going to miss more than one class session (e.g. travel for work) the student may contact the instructor in advance and develop a mutually agreeable plan of course work that is equal to the work performed in class. If the student completes the work according to the agreed upon plan, the student’s grade will not be reduced.
Grade Components:
In Class Participation: Students are strongly encouraged to contribute actively to discussion during class and to share their personal and professional experiences and observations that are relevant to the issues discussed throughout the term. Preparation for class (readings/research) is essential to the learning experience for the student and fellow students. In class participation demonstrates that the students have read and understand the concepts of the learning materials. Additionally, students learn from each other’s perspectives, experiences and insights. Therefore, if a student does not participate in discussion, all other grade components will be negatively impacted by their lack of discussion.
Individual Case Study – Brussels and Bradshaw: Students will submit an individual written analysis for one case study according to the Course Schedule below. The case study should not exceed 3 typewritten pages. The analysis must: a) briefly summarize key issue(s) in the case, b) analyze these issues, using facts from the case, lessons from the readings and discussion, c) make specific recommendations for how you would address the situation (bulk of the analysis), and d) provide a rationale or justification for your recommendations. Creative and reflective thinking are encouraged. Use the rubric in D2L as a guide to the quality of your analysis.
Group Project Wiki and Presentation: Organizations of all types and of all industries are under continuous pressure to change or modify many aspects of their “organizational behavior”. This need for change has been accelerated significantly through globalization, rapid development of new technologies, changes in legislation or public finances and many other factors. This background sets the stage for the proposed team project for this class.
Groups will be formed during the first week of class and the group members will select one specific organization or industry to analyze. The Course Schedule outlines other class sessions when group work is performed during class. The in-class time is designed to allow the students to collaborate and develop strategies for the next week’s work. It is expected that group work will occur outside of the classroom as well.
The deliverables of this project consist of creating a Wiki and a presentation that will be delivered during the last class. The final project due date is listed in the Course Schedule. After the group presentation, fellow students are allowed 5 minutes for questions and discussion.
Peer reviews will help ensure fair allocation of a group’s project grade to its members. In making peer reviews, focus on issues that directly relate to group’s success (e.g., level of contribution, quality of contribution, degree to which the person was instrumental to group success, supportiveness of individuals to group members). The peer review form will be available on D2L. Each student’s grade for the group project will be considered in light of the group members’ peer review. The results of the peer review will not be distributed, in order to encourage unbiased ratings and maintain confidentiality.
Book Report: Students will read the book Endurance: Shackleton’s Incredible Voyage, authored by Alfred Lansing. Each student will select a specific Organizational Behavior topic to analyze.

The student will create a PPT that summarizes their research, findings and analysis of the topic. The PPT may also be used to present their topic to fellow students. Documents will be posted to D2L Dropbox before the beginning of class when the assignment is due.



The students will sign up for one of the topics from the list below. I strongly encourage students to select a topic that is of great interest to them. I am open to topics not listed. However, you are required to obtain my approval before performing an analysis of a topic not on the list below.

Topics: 1) Emerging Leadership, 2) Team Development, 3) Crisis Leadership, 4) Emotional Intelligence, 5) Servant Leadership, 6) Motivation and Job Satisfaction, 7) Decision Making, 8) Diversity and Individual Differences, 9) Emotions and Moods, 10) Leadership Vision, 11) Communicating Leadership, 12) Organizational Structure.

  1. The PPT (objective analysis) will include the following:

    1. APA format, meaning the inclusion of in-text citations and a work cited slide. You will select a style for your PPT slides that you deem professional. You may use pictures, videos, etc. to enhance your presentation.

    2. A summary of your topic and why that topic is interesting to you.

    3. Your objective analysis (critical thinking) section will include: 1) 5 or more quotes from Endurance, 2) 5 quotes or more (paraphrases) from Scandura to support your analysis, 3) 5 or more additional outside sources.

    4. A summary of the lessons learned will include: 1) 2 or more of the most important lessons learned, 2) a brief summary of why/how to apply these lessons to a contemporary situation, provide one example.

  2. The student’s 5 minute in-class presentation will demonstrate:

    1. A deep understanding of the topic, including multiple perspectives from topic experts.

    2. Ability to articulate the complexities of the topic (e.g. when and where the topic is relevant or skills required to perform the topic).

    3. Ability to add new insights to the topic. What new information did you learn during your research of the topic?

    4. Ability to apply the topic to a new situation.


Grade Table

Graded Component

Percent

In Class Participation

20

Individual Case Study B&B

20

Group Project Peer Score

20

Group Project Wiki and Presentation

20

Book Report - Shackleton

20

Total

100



Course Grade Scale:

A 94-100%

B 84-87%

C 74-77%

D 64-67%

A- 90-93%

B- 80-83%

C- 70-73%

D- 60-63%

B+ 88-89%

C+ 78-79%

D+ 68-69%

F <60%


Course Schedule

Week

Date

In-class Topics

Assignments required prior to class

1

Tuesday

01/26/2016




Introductions and overview of syllabus and class format.
Learning Objectives:

  1. Define the concept of Organizational Behavior (OB).

  2. Define leadership.

  3. Understand the differences between leadership and management.

Create a visual diagram depicting your understanding of Organizational Behavior.




Read chapters:

1 – What is Organizational Behavior?

and 2 – Leadership: Core Concepts.
Read D2L Article: Servant Leadership: Its Origins, Development, and Application in Organizations.
Read D2L Linked Article: Concept Map – Wikipedia Overview
D2L Leadership Development – Section 1: Introduction


2

Tuesday

02/02/2016




Overview of group project and group assignments.
Group project work time.
Learning Objectives:

  1. Define the various aspects of individual influences on the role of leadership (e.g. personality, mood).

  1. Understand the role of the leader when dealing with individuality.

  2. Understand various leadership theories.

  1. Differentiate ethical, authentic and servant leadership.

Read chapter 3 – Individual Differences.
Read HBR Case: Virtu, Virtue, and Success.
D2L Leadership Development: Leadership - Section 2: Self

3

Tuesday

02/09/2016




As a whole class - Practice Sample Case Study - Virtue
Learning Objectives:

  1. Understand attitudes and implications of attitudes.

  2. Define job satisfaction and understand the role it plays in job performances.

  3. Explain the importance of self-evaluation/assessment and the role it plays in the development of your own leadership skills.

Read chapter 4 – Attitudes and Job Satisfaction.
Read D2L Article: Crisis Leadership: a view from the executive suite.



4

Tuesday

02/16/2016

D2L


In Groups - Movie Case Study (12 Angry Men).
Learning Objectives:

  1. Define perception and understand the sources that influence it.

  2. Understand the internal and external influence of perception.

  3. Identify leadership characteristics required to recognize and respond to perceptions.




Read chapter 5 - Perceptions
Read D2L Articles:

The Dark Side of Leadership.


Bases of Social Power and the Power Interaction Model of Interpersonal Influence
View the Video 12 Angry Men
D2L: Group Movie Case Study

5

Tuesday

02/23/2016



In Groups Brussels and Bradshaw Case discussion.
Learning Objectives:

  1. Understand the importance and complexity of decision-making and the role it plays in defining leadership.

  2. Identify decision-making/leadership traps.

Create a visual diagram depicting your understanding of Organizational Behavior.




Read chapter 6 – Individual Decision Making.
Read HBR Article: Leaders as Decision Architects

Read HBR Case Study: Brussels and Bradshaw.


Post Brussels and Bradshaw Individual Paper to D2L (before class) and bring a hard copy of your Brussels and Bradshaw Individual paper to class.

6

Tuesday

03/01/2016



Group project work time.
Learning Objectives:

  1. Define motivation.

  2. Understand motivation as a driver of individual behaviors.

  1. Identify how leaders use motivation to drive effective behaviors.

  2. Understand the role and limits of rewards and money as motivators.

Read chapters:

7 – Motivation: Core Concepts

and 8 – Motivation: Learning and Rewards.
D2L: Scholarly Article – New Perspective
D2L Leadership Development – Section 3: Leader


7

Tuesday

03/08/2016


Note: No Classes on

03/15/2016



Learning Objectives:

  1. Understand the differences between groups and teams.

  2. Identify the stages of Team Development.

  3. Understand the differences between leadership decision-making and team-decision making.

  4. Identify behavioral drivers of team effectiveness.

Read chapter 9 – Group Processes and Teams.



8

Tuesday

03/22/2016



In Groups - Movie assessment and Team Presentation (Remember the Titans 113 minutes).
Learning Objectives:

  1. Identify the sources of conflict within an organization.

  2. Understand the role conflict plays in team effectiveness and decision-making.

  3. Explain the role of leadership and negotiation in driving effective team behaviors.

Create a visual diagram depicting your understanding of Organizational Behavior.




Read chapter 10 – Managing Conflict and Negotiation.
Read Article: It doesn’t take a Wizard to Build a Better Boss
View the Video Remember the Titans

D2L Leadership Development: Leadership – Section 4: Functional Leader



9

Tuesday

03/29/2016




In Groups - Discuss HBS case: Thomas Green: Power, Office Politics, and a Career in Crisis.
Learning Objectives:

  1. Identify the components of the communication channel.

  2. Understand how and when to use various communication modes.

  3. Identify the role emotional intelligence plays in team communications.

Read chapter 11- Organizational Communication.
Read HRB Case Study: Thomas Green.



10

Tuesday

04/05/2016



Group project work time.
In Group - Discuss HBS case: R.L. Wolfe case.
Learning Objectives:

  1. Understand the importance of cross-cultural awareness.

Read chapter 12 – Cross-Cultural Differences and Adjustments.
Read D2L Article: A Flexible Organizational Structure as a way of Knowledge Management in SMEs.
Read HBR Case Study: R.L. Wolfe.
D2L: Scholarly Article – Argumentative



11

Tuesday

04/12/2016



Shackleton Presentations.


Post to D2L Dropbox –

Book Report – Endurance: Shackleton’s Incredible Voyage


Read HBR Articles:

Get the Vision Right and

Where will we find tomorrow’s leaders


12

Tuesday

04/19/2016





Group project work time.
Learning Objectives:

  1. Identify the relationship between organizational change and stress.

  2. Differentiate individual stress and organizational stressors.

  3. Understand the interventions/remedies for mediating stress.

  4. Define organizational culture and its role in driving organizational behavior.

  5. Understand the leader’s role in driving culture and cultural changes.




Read chapter 13 & 14– Stress in the Context of Organizational Change, Organizational Culture.
Read HBR Articles:

How leaders Spark and Sustain Change and

How leaders become Managers

D2L: Scholarly Article – Barriers and Opportunities



13

Tuesday

04/26/2016



Group project work time.
Learning Objectives:

  1. Define organizational change, its components and resistance to change.

  2. Understand the role that planned-change plays in organizational effectiveness.

  3. Identify the role of leadership in organizational change.

Create a visual diagram depicting your understanding of Organizational Behavior.




Read chapter 15 - Leading Change.
D2L Leadership Development: Leadership – Section 5: Visionary Leader and Final Reflection

14

Tuesday

05/03/2016



Group Presentations and final comments.




15

Tuesday

05/10/2016



Peer Review and Course Evaluations.
Group Presentations and final comments.





UNIVERSITY POLICIES
Statement of Academic Misconduct
Chapter UWS 14, entitled “Student Academic Disciplinary Procedures,” of the

Wisconsin Administrative Code contains rules enacted by the University of Wisconsin

Board of Regents that apply to all University of Wisconsin–Milwaukee students. Section

14.01 states, “The Board of Regents administrators, faculty, academic staff and students of the University of Wisconsin System believe that academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin System. The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students who violate these standards must be confronted and must accept the consequences of their actions.” For further information please visit: http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm


Statements of Sexual Harassment
Sexual harassment is reprehensible and will not be tolerated by the University. It subverts the mission of the University and threatens the careers, educational experience, and wellbeing of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community which creates an unacceptable working environment.

For more information please visit: http://www4.uwm.edu/secu/docs/other/S47.pdf


Discriminatory Conduct
The University of Wisconsin -Milwaukee remains steadfastly committed to the principles of academic freedom. This commitment requires an equally strong obligation to foster respect for the dignity and worth of each individual. Without this respect, the principles of academic freedom become meaningless. Moreover, relationships such as student faculty and employee-supervisor have inherent power differences that compromise some persons’ ability to protect their own rights. Therefore, this University must provide an environment that respects the value of each individual and which does not tolerate discriminatory conduct of any kind. For more information please visit: http://www4.uwm.edu/secu/docs/other/S47.pdf
University Policies Regarding Change of Registration/Adding and Dropping or Withdrawal from Classes
After initial registration, students have the opportunity to modify their class schedule by adding, dropping or withdrawing from classes during specific periods prior to the start of the semester. Such changes can be made without financial penalty until shortly before the start of the term (or before the start of a particular summer session). However, significant financial penalties can apply for changes made beyond the appropriate deadline, and some departments have unique deadlines and approval requirements governing how and when students may add and drop particular courses. Some academic programs also require their students to obtain specific approval for adding or dropping courses. Consult the most recent Schedule of Classes for dates, deadlines and procedures or contact the Business School Undergraduate Student Services office.
University Policies Regarding Repeating Courses
Unless a restriction is stated in the Schedule of Classes, undergraduates may repeat any course only once. Under exceptional circumstances, one more repeat may be allowed following approval of a written appeal to the advising office of the student's school or college. Except in the case of courses with variable content (which may be repeated for credit as often as permitted for that particular course, as specified in UWM Bulletins), both grades earned for repeated courses will appear on the student's academic record, but only the higher grade will be calculated into the grade point average. Students illegally repeating courses will be dropped, and “WR” will be assigned to the course on the student’s academic record.
Students who took a course as a repeat prior to Fall 1988 are entitled to one additional enrollment. Transfer students who did not previously take a course at UWM are entitled to one repeat at UWM of a course taken at a previous institution.

In courses of limited enrollment, qualified students who have not taken the course previously have priority. It is generally advisable for any student to consult an advisor before registering to repeat a course.


University Policies Regarding Incompletes
An Incomplete may be given to a student who has carried a subject successfully until near the end of the semester but, because of illness or other unusual and substantiated cause beyond that student's control, has been unable to take or complete the final examination or to complete some limited amount of term work. An Incomplete is not given unless the student proves to the instructor that s/he was prevented from completing course requirements for just cause as indicated above.
A course marked Incomplete must be completed during the next succeeding semester, excluding summer sessions and UWinteriM. If the student does not remove the

Incomplete during this period, the report of "I" will lapse to "F".

For further information please visit: http://www4.uwm.edu/secu/docs/other/S31.pdf
University Change of Grade Policy and procedures
The following is from UWM Faculty Document No. 1927, May 12, 1994, entitled

“Policies on Grading and Grade Records”. Grade or Record Changes. Instructors may not change a semester grade after the grade sheet has been submitted to the Registrar except for an inadvertent error in determining or recording the grade. Any change in a student’s grade or record, including retroactive change to drop, withdrawal, or incomplete, must receive the approval of the Dean of the School or College in which the student was enrolled at the time the course was taken. For more information please visit: http://www4.uwm.edu/secu/docs/other/S28.htm


Special Accommodations
If special accommodations are needed in order to meet any of the requirements of the course, please contact the professor as soon as possible. For complete information please visit: http://www4.uwm.edu/sac/SACltr.pdf.
Students will be allowed to complete examinations or other requirements that are missed because of a religious observance. For complete information please visit: http://www4.uwm.edu/secu/docs/other/S1.5.htm
FOR A COMPLETE LIST OF UNIVERSITY POLICIES AND GUIDELINES PLEASE VISIT: http://www4.uwm.edu/secu/SyllabusLinks.pdf



BUS MGT 706 Fall 2015 Bernhardt




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