_UNDERGRADUATE CURRICULUM



University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number: 741 Cross-listing:      

(See Note #1 below)

Course Title: (Limited to 65 characters) Organizational Behavior

25-Character Abbreviation: Organizational Behavior

Sponsor(s): Louise Tourigny

Department(s): Management

College(s):

Consultation took place: NA Yes (list departments and attach consultation sheet)

Departments:      

Programs Affected: Master of Business Administration

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yes will be at future meeting

Prerequisites: NA

Grade Basis: Conventional Letter S/NC or Pass/Fail

Course will be offered: Part of Load Above Load

On Campus Off Campus - Location American Family

College: Dept/Area(s): Management

Instructor: Louise Tourigny

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours: NA Total lecture hours: 40

Number of credits: 3 Total contact hours: 120

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:       No of credits in major:      

No of times in degree:       No of credits in degree:      

Proposal Information: (Procedures for form #3)

Course justification: Organizational Behavior provides the essential foundations students need to understand individual differences and group processes that impact organizational performance.

Budgetary impact: The course MANGEMNT 741 (3u), Organizational Behavior, replaces MANGEMNT 721 (2u), Organizational Behavior, the budgetary impact is primarily administrative.

Course description: (50 word limit)

Organizational Behavior is the study of many factors that impact how individuals and groups act, think, feel, and respond to work and organizations, and how organizations in turn respond to their environments. It provides a set of tools for understanding, analyzing and predicting individual and group behavior in organizations, and offers managers means to improve, enhance, or change organizational behavior such that individuals, groups, and the whole organization can achieve their goals.

If dual listed, list graduate level requirements for the following: (course offered at undergraduate level only)

1. Content (e.g., What are additional presentation/project requirements?)

Graduate students are requested to do an integrative term project that focuses on an organizational problem encountered in the workplace. They have to develop a research project and conduct surveys in the workplace.

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

Graduate students are requested to make presentations of research articles.

They are evaluated on the basis of intellectual inquiry and capabilities of developing a research project.

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

The research projects involve a thorough investigation in the workplace using survey instruments and in-depth analysis of the collected data using systematic qualitative and/or quantitative data analysis.

Course objectives and tentative course syllabus: See below

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.) * The bibliography is used to build the course and not as a list of assigned readings to students.

Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice Hall.

Barrick, M.R. & Mount, M.K. (1991). The Big Five Personality Dimensions and Job Performance: A Meta-Analysis. Personnel Psychology, 44, 1-26.

Bass, B.M. (1990). Bass and Stogdill’s Handbook of Leadership: Theory, Research, and Managerial Applications, 3rd ed. New York: Free Press.

Brief, A.P., & Aldag, R.J. (1977). The intrinsic-extrinsic dichotomy: Toward conceptual clarity. Academy of Management Review, 2, 496-499.

Brockner, J. (1988). Self-esteem at work. Lexington, MA: Lexington Books.

Carson, R.C. (1989). Personality. Annual Review of Psychology, 40, 227-248.

George, J.M. (1992). The role of personality in organizational life: Issues and evidence. Journal of Management, 18, 185-213.

Goleman, D. (1994). Emotional intelligence. New York: Bantam Books.

Goodman, P.S. (1986). Designing effective work groups. San Francisco: Jossey-Bass.

Greenberg, J. & Colquitt, J.A. (2005). Handbook of organizational justice. Mahwah, NJ: Erlbaum.

Hackett, R.D., & Bycio, P. (1996). An evaluation of employee absenteeism as a coping mechanism among hospital nurses. Journal of Occupational and Organizational Psychology, 69, 327-338.

Hackman, J.R., & Oldham, G.R. (1976). Motivation through the design of work: Test of a theory. Organizational and Human Performance, 16, 250-279.

Halbesleben J.R.B., & Bowler, Wm. M. (2007). Emotional exhaustion and job performance: The mediating role of motivation. Journal of Applied Psychology, 92, 93-106.

Iaffaldano, M.T., & Muchinsky, P.M. (1985). Job satisfaction and performance: A meta-analysis. Psychological Bulletin, 97, 251-273.

Jackson, S., & Schuler, R. (1985). A meta-analysis and conceptual critique of research on role ambiguity and role conflict in work settings. Organizational Behavior and Human Decision Processes, 36, 16-78.

Janis, I. L. (1982). Victims of groupthink. 2nd ed. Boston, MA: Houghton Mifflin.

Johns, G. (2010). Presenteeism in the workplace: A review and research agenda. Journal of Organizational Behavior, 31, 519-542.

Johns, G. (2011). Attendance dynamics at work: The antecedents and correlates of presenteeism, absenteeism, and productivity loss. Journal of Occupational Health Psychology, 16(4).

Jones, G.R. (1983). Psychological orientation and the process of organizational socialization: An interactionist perspective. Academy of Management Review, 8, 464-474.

Judge, T.A.,. Thoresen, C.J., Bono, J.E., & Patton, G.K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin (2001): 376-407.

Latham, G.P., & Budworth, M.H. (2006). The study of work motivation in the 20th century. In L.L. Koppes (Eds.), Historical perspectives in industrial and organizational psychology. Hillsdale, NJ: Laurence Erlbaum Associates Inc.

Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

Luthans, F., & Kreitner, R. (1985). Organizational behavior modification and beyond. Glenview, IL: Scott, Forestman.

McClelland, D.C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812-825.

Mintzberg, H. (1963). The nature of managerial work. New York: Harper and Row.

Mobley, W.H. (1977). Intermediate linkages in the relationship between job satisfaction and employee turnover. Journal of Applied Psychology, 62, 237-240.

Organ, D.W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, MA: Lexington Books.

Rokeach, M. (1973). The nature of human values. New York: Free Press.

Salancik, G.R., & Pfeffer, J. (1978). A social information processing approach to job attitudes and task design. Administrative Science Quarterly, 23, 224-253.

Tuckman B.W., & Jensen, M.C. (1977). Stages of Small Group Development. Group and Organizational Studies, 2, 419-427.

Vroom, V. H. (1964). Work and motivation. New York: Wiley.

Warren, D.E. (2003). Constructive and destructive deviance in organizations. Academy of Management Review, 4, 622-632.

Winter, D.G. (1973). The power motive. New York: Free Press.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and    non-discriminatory learning environment.  It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17). 

Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):

Course syllabus follows

Course Syllabus

Organizational Behavior

Management 741

Fall 2014

Instructor: Louise Tourigny

Office: Hyland Hall 4509

Office hours: M-W from 1:00 to 2:00 p.m. and from 3:30 to 5:00 p.m.

E-mail contact hours: Thursday from 9:00 a.m. to 5:00 p.m.

Phone number: (262) 472-5735

Course description

Organizational behavior refers to the systematic study of the factors that affect how individuals and groups behave in organizations and how organizations respond to their environments. It focuses on attitudes and behaviors of individuals and groups. The purpose of organizational behavior is to learn how to predict, explain and manage the behavior of others in organizational settings.

Prerequisites: There are no prerequisites for this course.

Course objectives

The course is divided in three specific parts: individual, group and organizational levels of analysis. Students will acquire knowledge and develop insights on the factors that impact several organizationally relevant job attitudes such as job satisfaction, organizational commitment, job involvement, work engagement, and related behavioral outcomes, including organizational citizenship behavior, workplace deviance, withdrawal behavior, and job performance.

Textbook:

Hellriegel, D., & Slocum, J.W. (2010). Organizational Behavior, 13th ed. South-Western College Publications. Available at the bookstore.

Course assignments

1. Development of a research project: Students do have to select a problem in an organization and develop a model for analyzing the problem. The work involves developing a survey instrument and administering the survey with a group of students, employees, or managers in an organization. Students do have to submit a report and make a presentation based on the results.

2. Presentation of a research article: Students have to select a research article based on a chapter of their choice and to make a professional presentation of the article in class.

3. Case presentation: Students do have to present an integrative case in class and to submit a report using a systematic case study method.

Grading system: Grades are generated by D2L with an A starting at 92%.

Grade distribution:

|Research project |50% |

|Research article |30% |

|Case presentation |20% |

|Total |100% |

"The UW System standard for work required per credit is that students are expected to invest at least 3 hours of combined in-class and out-of-class work per week for each academic unit (credit) of coursework; thus, a 3-credit course will typically require a minimum of 9 hours of work per week (144 hrs./semester)."

Weekly outline

|Week |Chapter |Topics |

|1 |Chapter 1 |Learning about organizational behavior |

| | |Individual and organizational ethics |

| |Chapter 2 | |

|2 |Chapter 3 |Understanding individual differences |

|3 |Chapter 4 |Perceptions and attributions |

| | |Presentations of articles |

|4 |Chapter 5 |Learning concepts to improve performance |

|5 |Chapter 6 |Motivating employees |

| |Chapter 7 |Motivation: Goal setting and rewards programs |

| | |Presentations of articles |

|6 |Chapter 8 |Workplace stress and aggression |

|7 |Chapter 9 |Interpersonal communication |

| | |Presentations of articles |

|8 |Chapter 12 |Developing and leading teams |

|9 |Chapter 13 |Managing conflicts and negotiating effectively |

| | |Managerial decision making |

| |Chapter 14 | |

|10 |Chapter 16 |Cultivating organizational culture |

| | |Presentations of articles |

|11 |Chapter 15 |Organization Design |

| |Chapter 17 |Managing organizational change |

|12 |Presentations in class |Integrative cases |

|13 |Presentations in class |Research project |

Note to the outline: Depending on the instructor, specific readings should be assigned each week following a logical progression

Cases from Harvard Business School should be used along with other cases picked from various sources and/or textbooks. The textbook offers several integrative cases that can be used for the presentations in class. Students have to submit their selection of cases for approval before the presentation date.

University Policies

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures") (UWS Chapter 17).

Attendance Policy

Students are expected to actively participate in class and to be present on the date of their presentations. Students must notify the instructor by e-mail at least 4 hours before the class meeting of their absence and inquire about alternative assignments.

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