Management 308 - 002



Management 308 - 03

Behavior and Theory in Organizations

Fall, 2016 August 31, 2016

Instructor: William Ross, Ph.D.

Office: 416-A Wimberly Hall

Office Hours: Mondays: 9:30 – 10:30 a.m.

Tuesdays: 10:00 – 11:30 a.m.

Thursdays: 10:00 – 11:30 a.m.

Fridays: 9:30 – 10:30 a.m.

Note: Sometimes I must attend committee meetings which overlap with office hours. Please send an e-mail in advance, requesting an appointment. If you need to

discuss a class-related topic, then I want to find an appropriate time to meet.

Phone: (608) 785-8450 (if I'm in a meeting, you can leave a message).

E-Mail: wross@uwlax.edu

Web Pages:

Desire2Learn: or (contains this syllabus, fill-in-the-blank versions of PowerPoint files, plus a few other useful class documents – to logon click “logon” and for your user name, please enter the first part of your CAMPUS e-mail address. Your password is your student ID number).

Class Times: 11:00 a.m. - 11:55 a.m. Mon., Weds., & Friday, 226 Wimberly Hall (a.k.a. “North Hall”)

Objectives: 1. To explore selected issues in management and organizational behavior.

These topics will be examined from both researchers' and practitioners' viewpoints.

2. To prepare you for graduate studies in management or a related field.

3. To help you become an informed manager and an informed U.S. citizen.

Text: Robins, S. P., & Judge, T. A. (2015). Organizational Behavior, Sixteenth Edition.

Upper Saddle River, NJ: Pearson/Prentice-Hall. (it has parrots on the cover).

Overview of the Course:

Did you know that many businesses fail in spite of great products, financial resources, and technically knowledgeable staff? They fail due to "people problems?" Similarly, did you know that many organizations succeed because of intangible qualities, such as "teamwork?" Also, managers often make poor decisions because they fail to consider the changing environment in which they work; a new product introduced by a competitor, or a new regulation can fundamentally alter a company’s profitability.

This course seeks to help you gain information and insight in dealing with human behavior and management principles in modern organizations. Although the course focus is the business enterprise, many of the management principles also apply to nonprofit, volunteer, and government organizations.

The emphasis is on historical, environmental, psychological, and organizational influences on individual and group behavior; this field is sometime called "Organizational Behavior" or OB. These topics will be examined from researcher's perspectives (to prepare you for graduate school) and from practitioner's perspectives (so that after you receive your advanced degree, you can better manage corporations and nonprofit organizations).

In this course, we will examine how organizations function and why they function effectively or ineffectively. Many business cases will be examined. We will be concerned with several levels of organizational behavior:

1. Self--How do people behave in organizations? To what extent is such behavior due to personality factors?

2. Others--How do other people behave in workgroups? How does their behavior affect you? Why?

3. Groups--How do groups work? What makes them function effectively? How do they interact with other groups? How can intergroup conflict be managed?

4. Organizations--How should organizations be designed? (This field is often called "Organizational Theory"). How do different environmental factors affect the functioning of the organization? How can poorly designed and functioning organizations be changed? (called "Organizational Development"--OD).

This course encompasses several "cognitive" (rational, technical, and intellectual) elements. Therefore you will read to understand these elements. However, the course also encompasses several "affective" (emotional) elements. These are difficult to teach by reading about them. Therefore, we will use some experiential exercises, cases, presentations, and role-playing situations to examine these elements.

Course Requirements:

1. Attendance. I have been teaching for over thirty years and I’ve seen that the easiest way to improve your course grade is to come to class. Therefore, I expect you to come to class.

2. Exams. Three in-class exams, given at the beginning of the class day, each constitute 24% of your

course grade. Thus, the three exams constitute 72% of your grade.

3. Article Presentation. Each class member will present on an assigned topic. To give the course some variety, you will be assigned one of three possible types of presentations to give:

3a. Some of you will be given an assigned article to present. Use the article as a starting point. Additional library research will be required. Some articles are scholarly research articles; others are practitioner-oriented news articles. The presentation should last 10-12 minutes, NOT use more than 10 Power Point slides, and should involve the class in some way (don’t simply read to the class for 12 minutes). Also, if you want to show a relevant video clip, do not show video clips longer than 4 minutes, total, as part your presentation. The presentation constitutes 7% of your course grade.

3b. Some of you will be asked to find your own current article (published in the last two years) that illustrates a concept from that day’s assigned chapter. (For example, if the chapter deals with “motivation” the article must relate to that topic. Tie it to theories from class.) You may use either scholarly research articles or practitioner-oriented news articles. E-mail me a copy of your chosen article (or a hyperlink to it) before the assigned class. Use the article as a starting point. Additional library research will be required. The presentation should last 10-12 minutes, NOT use more than 10 Power Point slides, and should involve the class in some way (don’t simply read to the class for 12 minutes). Also, if you want to show a relevant video clip, do not show video clips longer than 4 minutes, total, as part your presentation. The presentation constitutes 7% of your course grade.

3c. Some of you will be assigned to a position on one side of a “point-counterpoint” debate topic from the text. Use the information in that textbook box as a starting point; additional library research will be required. Do not simply “read the textbook” to the class.

You and another student will debate the assigned topic using the following format:

(1) The “point” (agree) side will introduce the topic and argue for this position first (5 minutes – no more than five PowerPoint slides); (2) the “counterpoint” (disagree) side will argue for this position (5 minutes – no more than five PowerPoint slides); (3) the “point” side will then offer a brief rebuttal (2 minutes); (4) the “counterpoint” side will offer a rebuttal (2 minutes). Also, if you want to show a relevant video clip, do not show video clips longer than 3 minutes, total, as part your side’s presentation. The presentation constitutes 7% of your course grade.

4. Competitive Case Presentations.

Consultant Role. You will be assigned a case to present [see D2L]. Assume that you are on one of two competing consulting teams being considered by a client to help solve an organizational problem. The first consulting team must summarize the case to the class (do not assume that everyone in the class has read the case); the summary should take no more than 5 minutes. The second team does not need to summarize it, but may summarize a few key points if they wish (1 minute).

Next, your team will describe the THREE key problems as you see them (there may be more, but you must pick the three that you see as most important). For each, outline your recommended solutions to the three key problems. Your team’s analysis and solutions MUST relate the case to information from the textbook and the course; that is, you must go beyond simple “common sense” solutions and you should show that you understand and can apply course concepts and theories.

Imagine a chart with three column headings: “Problems ( Theory ( Solutions.”

Under that set of headings, imagine three different rows each with a problem, course concept, and solution. Thus, theoretical concepts should help you identify the problems and possible solutions. Explaining the three key problems, relevant theory/concepts, and solutions should take 10 minutes. You can use up to 10 PowerPoint slides and/or documents on the visualizer as you wish.

After your team gives its presentation, the “client” will ask you at least two questions; after both teams present the three problems and solutions that each team identifies, the client will speedily select a “winning team,” identifying reasons for his decision. So be prepared to answer questions.

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Client Role. In addition to presenting one case as a consultant, this semester you will role play a client, hearing other consultants’ presentations for a different case. After each consulting team gives its presentation, each member of the “client” group will ask the consultants at least two questions. After the two consulting groups have finished, each client must identify the “winning team” who would “get the client’s business.” Be ready to quickly decide which group is the winner – and why.

Also, prior to the day of the case presentation, each client must type and submit to me via D2L “drop box” a one- page case analysis, identifying the key problems, relevant theories, and possible solutions. This is to insure that each client has thought about the case prior to hearing the presentations. Only the client needs to submit this; the consultants do not (we will see the consultants’ ideas in their presentations).

You will each give two presentations as a “consultant” (7% of your grade each) and you will hear one case as a “client” (7% of your course grade; includes case paper). Together, these three cases (including the one-page paper) constitute a total of 21% of your course grade.

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Grading Rubric for Case Presentations (Consultants):

1. Did consultants appear well-organized?

2. Did consultant team #1 effectively summarize the case, mentioning key facts and issues?

3. Did consulting teams identify reasonable and distinct problems as their “three key problems”?

4. Did consulting teams relate the three key problems to theories and concepts from the course, generally, and from recently-covered or about-to-cover-today chapter(s), in particular?

5. If concepts/theories are used that we have not yet discussed in class, were these defined/explained?

6. Did solutions seem reasonable for fixing each of the three problems?

7. Good: Were concepts/theories used to identify solutions (or at least related to solutions)?

Not Good: Or were solutions just “common sense” without any consideration of course concepts?

8. Did the solution(s) offered to fix one problem contradict solutions to another problem?

9. Did consultants handle client and audience questions effectively?

10. Did consultants go beyond simply solving three problems? For example, did they discuss potential

problems that their solutions might cause and how to handle those? Did they consider potentially

larger organizational issues related to implementing their solutions (i.e., what some call “showing

systems thinking”)?

Grading Rubric for Case Presentations (Clients):

1. Did the client’s case paper address the key problems and offer solutions based on the relevant course

concepts and theories? (Consider using the “Consultant Questions” you plan to ask as a guide when

writing your paper.)

2. Did you ask at least two questions of each Consulting team? Were the questions thoughtful, relating

both to the case and to the presentation that the Consultant(s) offered?

3. When the decision as to the “winner” is announced to the class, what rationale did you offer?

How thoughtful was the rationale? Did it go beyond merely stating “I liked one group’s solutions

better than the other group’s solutions” and offer reasons as to why you think it was a better set of

solutions? Did your explanation reinforce the learning of the concepts and theories?

5. OPTIONAL EXTRA-CREDIT PAPER. Because the course is not writing emphasis, there is NO term paper requirement for this class. There is, however, an extra-credit optional term paper option on an assigned topic (see information in handout in D2L for details). If you choose to complete this assignment, you must submit a 12-20 page typed paper on this topic. I will grade the paper and will offer extra credit for the course based upon your paper grade:

F or D = 0%, C=+1%, BC=+1.5%, B=+2%, AB=+3%, A=+4%.

This could make the difference in your course grade, particularly if you do badly on one of the examinations. Your optional extra-credit paper will be due (by both e-mail and a “hard copy”) on Wednesday, November 28th, 2016 at 11:00 a.m. (the first class after Thanksgiving Break).

Course Grading Policy:

To summarize, your grade equals

(.24 x points from Mid-Term Exam #1)

+ (.24 x points from Mid-Term Exam #2)

+ (.24 x points from Final Exam)

+ (.07 x points from the article-based presentation)

+ (.07 x points from the first Competitive Case Presentation – as a consultant)

+ (.07 x points from the second Competitive Case Presentation – as a consultant)

+ (.07 x points from the third Competitive Case – as a client, both oral & written analysis)

-----

100%

+ Extra Credit if you choose to write a term paper (up to 4%).

Letter grades for each exam, etc. will be assigned in the following manner:

●First, I will find the scores of the top 5% of the class plus a perfect score.

●Second, I will take the average of these top scores (at the end of the semester, I will use the sum of

these averages as the reference point for calculating course grades).

●Third, I will find the following cutoffs:

92% of the average will be the lower cutoff for an "A"

89% of the average will be the lower cutoff for an "AB"

82% of the average will be the lower cutoff for a "B"

79% of the average will be the lower cutoff for a "BC"

70% of the average will be the lower cutoff for a "C"

65% of the average will be the lower cutoff for a "D"

Scores lower than 65% will be considered failing ("F").

Also, scores lower than 60% of the total possible points (e.g., 120 out of 200) will be considered failing, regardless of the "curve." So there is an absolute minimum number of points needed to pass the course.

Note: There is no rounding upward. The grade you earn is the grade you get.

Example: The test had 40 items. The top scores (three out of fifty-eight enrolled) were 40, 39, and 37.

Kristine made a 36, Boris made a 31, and Dudly made a 26. What grade did each make?

The mean of the top scores was 38.67

The lower cutoff for an A = (.92 x 38.67) = 35.6

The lower cutoff for an AB =(.89 x 38.67) = 34.4

The lower cutoff for a B = (.82 x 38.67) = 31.7

The lower cutoff for a BC =(.79 x 38.67) = 30.6

The lower cutoff for a C = (.70 x 38.67) = 27.1

The lower cutoff for a D = (.65 x 38.67) = 25.1

-Kristine earned an "A" and was thrilled ("I got an A!")

-Boris made an "BC" and was irritated with the UW-L Faculty Senate for imposing such an

ambiguous grade on him ("What's this BC stuff? Is it a B or is it a C? I can't deal with this;

I'm suing the UW-L administration for mental anguish.")

-Dudly made a "D", whereupon he dropped out of college and joined a flea-infested commune full of UW-Madison hippie dropouts from the late 1970s; he spends his days making tie-died socks and standing at street corners shouting advice to people who are already far happier than he.

Advantages of this grading system:

1. Your score is not compared to any arbitrary number of points. This solves the problem of a test that is too hard for the entire class.

2. In a larger class, you are not compared to the top student but rather to the top 5% of the students in the class. This reduces the likelihood that one "superstar" will alter the curve so much that a reasonable grade is beyond the reach of the mere mortal.

3. There are no fixed percentages of "A"s, "B"s, etc. It is possible for everyone who works very hard to get an "A."

Reasonable Accommodation:

Students with Disabilities: Any student with a documented disability (e.g., physical, sensory, psychological, learning disability), or have been a military service member (with wounded warrior status) who needs to arrange reasonable academic accommodations must contact the ACCESS Center (a.k.a., Disability Resource Services) located at 165 Murphy Library, (608) 785-6900, at the beginning of the semester. In addition to registering with Disability Resource Services, it is the student’s responsibility to discuss their needs with the instructor in a timely manner, ideally within first two weeks of the semester.

Religious Reasons: If you wish to ask for academic accommodations for a religious observance or holy day, please provide your request by the end of the second week of the semester. I will talk with you about acceptable alternative methods for completing any missed classroom time or other requests; then, I will determine what accommodations are appropriate. Note that course work will still need to be completed.

Veterans and Active Military Personnel: Veterans and active military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to me. For additional information and assistance, contact the Veterans Services Office (see: ). Students who need to withdraw from class or from the university due to military orders should be aware of the military duty withdrawal policy (see: )

Other Accommodation: If you have been a victim of violence, stalking, etc. go to the Student Life Office, 149 Main Hall to report an incident; see the Violence Prevention Office if you want confidential counseling. See the UW-L Counseling & Testing office (2106 Centennial) for other concerns, counseling, career interest tests, etc. I will consider accommodation requests if I receive a note from the Student Life Office requesting it for you.

Various Other UW-L Course Policy Issues:

Class Recordings & Media Use: To foster an open atmosphere of discussion, classes may not be audio- or video-recorded without prior consent of the instructor. Nor may photographs be taken in the class without prior consent of the instructor. To minimize distractions, if you are using a computer in class, it must be for class purposes. (Please wait to check your social media account and other sites (e.g., ) until after class.)

Late Assignments . Assignments are due at the beginning of class on the dates indicated in the Course Reading List (below). Late papers lose points. For extenuating circumstances that impact your ability to meet deadlines or participate in class activities, you are responsible for alerting me as soon as possible.

Timely Grading of Assignments. I usually provide students feedback and/or scores on exams that require individualized grading before another exam is due. Generally, I return essay exams (or written term papers that need formal grading and individual feedback) within 21 days from the date of the exam (or when the written paper is due). I will notify you if I am unable to grade the work within the 21-day timeframe, and will identify a revised return date. If you submit work after the due date, it may not be returned within 21 days.

I respect your privacy: Your graded coursework will be returned in compliance with FERPA regulations, such as (1) in class, (2) at my office (e.g., during my office hours), or (3) via the online course management system, if used, through which only you will have access to your grades. I will not give your grades or graded papers to a classmate, boyfriend/girlfriend, co-worker, relative, parole officer, or roommate to bring home to you.

After you have completed the course, any copies or records of your graded material that I retain will be accessible up to 7 weeks into the next academic term (e.g., before Spring Break of next Spring semester). After that, the material goes into storage and may be shredded after a few months’ of storage. Therefore, if you wish to discuss grades and you want me to look at your original exams or papers again, you should talk to me within the first seven weeks after the semester ends.

Academic Integrity & Misconduct. Academic misconduct is a violation of the UWL Student Honor Code and is unacceptable. (See: ). I expect you to submit your own original work for your client “case analysis” paper and any other assignments (e.g., the extra-credit paper). When appropriate, cite original sources, following one of the major the style conventions used in business (e.g., numbered footnotes; APA style). For additional information, visit the Murphy Library website (see ; additional links are at the end of the “Extra-Credit Paper” document on D2L).

Technical Support: Useful files are found on the D2L online course management system. For tips and information about D2L visit the Information Technology Services (ITS) student support page, at . You can contact the ITS Support Center at (608) 785-8774 or email them at itssupport@uwlax.edu for questions about D2L or any other technological difficulties. Hours for ITS are Monday - Thursday from 7:30 a.m. to 6:30 p.m., and Friday from 7:30 a.m. to 4:30 p.m.

MGT 308 relates to many of the College of Business Administration (CBA) Learning Outcomes:

MGT 308 Course Learning Objectives:

By the end of the semester, I hope that you acquire a knowledge base and set of tools that allow you to analyze organizational issues both in your personal and professional life, as well as the enthusiasm and desire to use them. Students who successfully complete this course should be able to:

Objective: Methods for achieving the objective:

|Understand the basic principles and major theories of management and |( Class lecture, activities, and readings. |

|organizational behavior, as well as how to apply these principles and theories|( Article presentations. |

|to real-world situations. |( Case presentations. |

|Recognize the importance of, and challenges to, ethics, and social |( Class readings. |

|responsibility in organizations. |( Article and/or case presentations. |

|Develop an awareness of individual strengths and areas for growth for enhanced|( In-class personality assessment activities. |

|personal and managerial effectiveness. |( Class lectures and textbook readings. |

|Advance your research, case analysis, report-writing, presentation and public |( Article and debate presentations |

|speaking skills. |( Case analysis papers and presentations |

| |( Extra-credit paper |

| | |

|Appreciate the nature of teamwork and value the diversity that exists when |( Working in assigned teams to analyze cases |

|working in teams |( In-class group activities |

| | |

| | |

|Management Major Learning Outcomes: |Methods for Achieving: |

|A management graduate should be able to: | |

| | |

|Understand how domestic and global issues impact management practices. |( Lectures and readings on organizational change and cultural factors |

| |affecting Org. Beh. |

|Evaluate management practices and policies with regard to social | |

|responsibility and ethics. |( Lectures, readings, cases dealing with these topics. |

| | |

|Identify and recommend ways to influence individual and group behaviors in |( Lectures, readings, in-class activities, article and case presentations|

|organizations. |relating to these topics. |

| | |

|Analyze and recommend solutions for business problems using management |( Lectures and activities dealing with individual and group decision |

|concepts and theories. |making processes and errors. |

| |( Lectures and activities on specific problem topics (e.g., motivation). |

| |( Case presentations to solve specific problems. |

| | |

| | |

| | |

Additionally, this course should help you achieve the College of Business Administration student learning outcomes. The following are the abbreviated learning outcomes for all of the CBA undergraduate degree programs:

• Communication - the ability to convey information and ideas effectively. MGT 308 provides opportunities to communicate via oral presentations and written assignments.

• Decision Making and Critical Thinking – the ability to evaluate alternatives and understand the ramifications of those alternatives within a given business context. Case analyses and other assignments provide you with these opportunities.

• Global Context of Business – the ability to integrate global perspectives in business decisions. We will discuss this in class. Your textbook also devotes one section of each chapter to a global perspective of the relevant topics.

• Major Competency - proficiency in the primary functional area of study. This course can help you become a more thoughtful manager, regardless of whether you are a marketing manager or the branch manager of a large accounting or financial services firm.

• Social Responsibility - the ability to consider the effects of business decisions on the entire social system. In this course, we will discuss business ethics and corporate social responsibility. Ethical issues are also raised in each chapter of the textbook.

For more information about CBA undergraduate learning outcomes visit:

Course Reading List

Date Topic ___ ____Reading Assignment

Sept. 5 M on. Labor Day – No Class

Sept. 7 W Course overview; History of Management Thought Ch. 1

Sept. 9 F History of Management Thought Ch. 1

*Additional Reading: “Mr. Edens Profits from Watching his Workers”

at Electronic Banking System, Inc. (from Jones & George Contemporary

Management, seventh edition, pp. 69 – 70; see D2L).

Sept. 12 M History of Management Thought Ch. 1

*Debate: “Employer-Employee Loyalty is an outdated concept”

(see text, page 83). Presented by:

Point (agree):

Counterpoint (disagree):

Sept. 14 W The manager as a person: Attitudes, & Job Satisfaction Ch. 3

*Current (last two years) ‘Find-Your-Own Article’ Presentation:

Sept. 16 F The manager as a person: Emotions & Moods Ch. 3-4

# Competitive Case Presentation: “Dissatisfaction at Blair, Incorporated”

Consultants: (Team 1) vs.

(Team 2)

Clients:

Sept. 19 M The manager as a person: Emotions, Moods, Personality Ch. 4-5

*Additional Reading: Wiltermuth, S. S. & Tiedens, L. Z. (Sept., 2011).

“Incidental anger and the desire to evaluate.” Organizational Behavior & Human Decision Processes, vol. 116, no. 1, pp. 55-65. Available from Elsevier ScienceDirect via Murphy Library databases. Direct link:

Presented by:

Sept. 21 W The manager as a person: Personality & Values Ch. 5

# Competitive Case Presentation: “Ed, the Eager Engineer”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Sept. 23 F Values; Multicultural and Global Work Environments Ch. 5 & 2

*Additional Reading: Davis, K.L. (April 30, 2010). Executive Session: David Green, founder of Oklahoma City-based Hobby Lobby. [Oklahoma City] Journal Record. Available via ABI-Inform. Link:

Presented by:

*Debate: “Millennials are More Narcissitic” (see text, pg. 145).

Presented by:

Point (agree):

Counterpoint (disagree):

Sept. 26 M Multicultural and Global Work Environments Ch. 5 & 2

# Competitive Case Presentation: “The Road to Hell…”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Sept. 28 W The manager as an individual Decision Maker: Rational Approaches Ch. 6

*Current (last two years) ‘Find-Your-Own Decision Making Article’ Presentation:

Sept. 30 F The manager as an individual Decision Maker Ch. 6

Oct. 2 Sun. Rosh Hashanah begins at sundown

Oct. 3 M The manager as an individual Decision Maker: Heuristics & Biases Ch. 6

Oct. 5 W Decision Making: Individual Ethics and Corporate Social Responsibility ---

Also see PowerPoint file on “Ethics & Corporate Social Responsibility” [D2L]

# Competitive Case Presentation: “Dilemma at the Den”

Consultants: (Team 1) vs.

(Team 2);

Client:

Oct. 7 F Decision Making: Individual Ethics and Corporate Social Responsibility ---

*Additional Reading: Berfield, S. (Dec. 7, 2015). Making Ethical Chic.

Bloomberg Businessweek, Issue #4454. Business Source Premier links:

or

Presented by:

Oct. 10 M ***EXAM #1 (Chapters 1 – 6, plus additional readings)***

Oct. 10 Mon. Columbus Day (observed)

Oct. 11 Tues. Yom Kippur begins at sundown

Oct. 12 Weds. Professor’s wedding anniversary

Oct. 12 W Motivation Concepts Ch. 7

*Current (last two years) ‘Find-Your-Own Motivation Article’

Presentation:

Oct. 14 F Motivation: From Concepts to Applications Ch. 7 & 8

# Competitive Case Presentation: “A Challenge for Mr. Walsh”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Oct. 17 M Foundations of Group Behavior Ch. 9

*Additional Reading: Peters, D. (2013, July/Aug.) Virtually there

(plus “How to run a virtual meeting”). CMA Magazine, 87 (4), pp. 29-31

Available via Ebscohost MasterFile Premier database: OR

Presented by:

Oct. 19 W Effective Groups & Teams Ch. 9 & 10

# Competitive Case Presentation: “Horseplay at the Textbook Processing Center”

Consultants: (Team 1) vs.

(Team 2);

Client:

Oct. 21 F Group Decision Making; Groupthink Ch. 9 & 10

Oct. 24 M Understanding Work Teams Ch. 9 & 10

*Additional Reading: Hutchison, P., Jetten, J., & Gutierrez, R. (2011).

Deviant but desirable: Group variability and evaluation of atypical group members.

Journal of Experimental Social Psychology, Vol. 47, Issue 6, pp. 1155-1161.

Available via Elsevier Science Direct at Murphy Library:



Presented by:

Oct. 26 W Work Teams; Organizational Communication Ch. 10 & Ch. 11

# Competitive Case Presentation: “Freddy & Mr. Camphor”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Oct. 28 Fri. Last day to drop the course

Oct. 28 F Organizational Communication Ch. 11

# Competitive Case Presentation: “Hangups at a Call Center”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Oct. 31 M Leadership Ch. 12

*Additional reading on “Servant-Leadership.”

Liden, R. C., Wayne, S. J., Chenwei, L., & Meuser, J. D. (2014). Servant Leadership and serving culture: Influence on Individual and Unit Performance. Academy of Management Journal, 57 (5), 1434-1452. EBSCOhost Business Source Premier links:

or



Presented by:

Nov. 2 W Leadership Ch. 12

#Competitive Case Presentation: “Arctic Mining Consultants”

Consultants: (Team 1) vs.

(Team 2);

Client:

Nov. 4 F Leadership

Nov. 6 Sun. Daylight Savings Time ends

Nov. 7 M ***EXAM #2 (Chapters 7 – 12, plus additional readings)***

Nov. 8 Tues. Election Day

Nov. 9 W Organizational Power & Politics Ch. 13

*Current (last two years) ‘Find-Your-Own Article about

Organizational power and/or organizational politics’

Presentation:

# Competitive Case Presentation: “Kingston Company”

Consultants: (Team 1) vs.

(Team 2)

Client:

Nov. 11 Fri. Veteran’s Day

Nov. 11 F Organizational Power & Politics; Organizational Conflict Ch.13 & 14

# Competitive Case Presentation: “And we wonder why…” [version 2.4]

Consultants: (Team 1) vs.

(Team 2);

Client:

Nov. 14 M Managing Organizational Conflict, and Negotiation Ch. 14

Nov. 16 W Planning & Organizational Structure Ch. 15

*Debate: “The End of Management” (it should probably be called,

‘The End of Management highly structuring organizations’)

(see text, page 83). Presented by:

Point (agree):

Counterpoint (disagree):

Nov. 18 F Planning & Organizational Structure Ch. 15

Nov. 21 M Managing Organizational Structure Ch. 15

*Additional reading: Wulf, J. (2012, Fall). The flattened firm:

Not as advertised. California Management Review, 55 (1), 5-23.

Available at Murphy Library via EbscoHost Business Source Premier:

OR

Presented by:

Nov. 23 W Predicting and Reducing Absenteeism and Turnover – Don’t be absent, ha! ---

Nov. 24 – Nov. 27 Thanksgiving. No Class.

Nov. 28 Mon. ***Extra-Credit Paper due at the beginning of class***

Nov. 28 M Organizational Culture Ch. 16

Nov. 30 W Organizational Culture Ch. 16

# Competitive Case Presentation: “Borderline Catering & Restaurant”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Dec. 2 F Human Resource Management Ch. 17

#Competitive Case Presentation: “An Administrative Mess in Montana”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Dec. 5 M Human Resource Management Ch. 17

*Additional Reading: Yam, O. B., & Kruger, A. N. (2010). Strength-based

Performance appraisal and goal setting. Human Resource Management Review,

21, (2), 137 – 147. Murphy Library EbscHost Business Source link:



Presented by:

Dec. 7 W Human Resource Management Ch. 17

# Competitive Case Presentation: “Union Formation (?)

Among the Disgruntled Nurses”

Consultants: (Team 1) vs.

(Team 2);

Clients:

Dec. 9 F Organizational Change Ch. 18

# Competitive Case Presentation: “Devon School”

Consultants: (Team 1) vs.

(Team 2);

Clients: .

Dec. 12 M Just in time for the final exam: “Stress” and other topics Ch. 18

#Competitive Case Presentation: “Training & Development at the Brody Co.”

Consultants: (Team 1) vs.

(Team 2);

Client:

Dec. 14 W Just in time for the final exam: “Stress” and other topics Ch. 18

*Additional Reading: Mujtaba, B., Lara, A., King, C., Johnson, V., & Mahanna, T.. (2010). Stress at Work in a Slowing Economy. Journal of Applied Management and Entrepreneurship, 15 (2), 26-42. The data aren’t surprising or complex; perhaps the value of the article is that it has a nice summary of common terms and lists found in the “stress” literature – so you too can know “the lingo of stress!” ABI-Inform link:

Presented by:

***EXAM #3 (Chapters 13 – 18, plus additional readings)***

Section 003: Saturday, Dec. 17th, 12:15 p.m – 2:15 p.m., 226 Wimberly Hall

Dec. 18 Sun Commencement

Dec. 24 Sat. Hanukkah begins at sundown

Dec. 25 Sun. Christmas

Jan. 1, Sun. New Year’s Day

Jan 3 – Jan. 20 J-Term (Winter Intersession) – Consider taking Management courses and recommending them to your friends.

Note: Widely-celebrated holidays and religious days are included for your planning convenience (if applicable to you) and do not imply endorsement by the State of Wisconsin, the University of Wisconsin System, UW-L, or any subunits thereof. However, the greeting card companies probably like them.

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Why Case Analyses? Because there’s more to learn about Management than just listening to college lectures

(as wonderful as those are…)

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