Syllabus for 7310



ORMG 7310

SEMINAR IN ORGANIZATIONAL BEHAVIOR

Spring 2005

Professor: Joseph G. Rosse Phone: 303-492-6254 (Leeds)

Office: 460 Business 303-735-5809 (Regent)

Joseph.Rosse@colorado.edu

Office Hours: W 11 - 1, after class, & by appointment. (You're also welcome whenever my door is open.) I’m also available most Mondays and Thursdays at my office in Regent Hall: 303F.

Course Description

This course provides a doctoral-level overview of micro-level research and theory in Organizational Behavior. The course will be a collaborative effort of all the participants, loosely orchestrated by the instructor. Each of you will be expected to be extensively involved in discussion at each session, and to bring to bear not only your understanding of that day’s readings, but also your readings from other classes and your accumulated life experiences. As such, we won’t really know what a particular day’s agenda is until that class is over. Our discussions may not be linear, but they are sure to be thought-provoking.

The first portion of the course (through March) will provide a survey of many of the "traditional" areas of micro-OB (e.g., motivation, leadership, job satisfaction). The final sessions will provide an opportunity for participants to explore in more depth specific areas of interest to them. Along the way, each of you will have an opportunity to practice the critical skills expected of graduate students: analysis, integration and presentation of information.

Reading Material

There will be a set of assigned readings for each class. Required readings are listed first; I suggest that you read them in the order listed. “Additional readings” provide some examples of other exemplary papers on the topic; generally I will not expect that you will have read them, unless you are the session leader, in which case you’ll want to be familiar with those that pertain to your topic

It will normally be your responsibility to locate the material; most are available on-line if you use CU computers (where possible I will provide links below). I will provide copies of any material that is not available through the library. I would advise you to make personal copies of the articles, both to have them with you for the discussion in class and to add to your personal library (invaluable for comps!)

Most people refer to the key journals in the field simply by acronyms; here’s a “code list” for acronyms you may not yet be familiar with:

|AME: Academy of Management Executive |JAP: Journal of Applied Psychology |

|AMJ: Academy of Management Journal |JOM: Journal of Management |

|AMR: Academy of Management Review |Psych Bull: Psychological Bulletin |

|ASQ: Administrative Science Quarterly |OBHDP: Organizational Behavior & Human Decision Processes |

Those who would like a quick overview of many of the traditional topics in OB may find the following book to be helpful before getting into the more specialized readings:

Bowditch, J.L. & Buono, A.F. (2005). A Primer on Organizational Behavior (6th Edition). NY: John Wiley & Sons.

Course Requirements

Participation and Discussion (30%)

Because this course is a seminar, it is expected that a substantial part of the learning will take place as part of the give-and-take of lively class discussion and debate. In order to have a good discussion, it’s really essential that you give substantial thought to the articles and come to the class with some points to make. To make this practical, I have tried to keep each week’s reading list reasonable so that you can actually read and think about each of the readings.

In addition to this informal daily participation, you will have two opportunities to lead class discussion of a topic of your choice (see below). There are two purposes for the requirement to lead class discussions. The first is to develop skill in organizing and presenting information to a group. (Note the emphasis on "develop"; you are not expected to be proficient at this skill now. The seminar experience is to be used to practice in a relatively non-threatening environment.) The second is to allow you to look more closely at a topic of interest to you. This second purpose is met by your choosing a topic that would otherwise not be included in the reading list.

Session Leader

As session leader, your role will be to lead the class through a productive discussion of the topic of the day. This could entail taking responsibility for the overall topic that day (e.g., “Motivation) but will more typically involve a more specific sub-topic (e.g., one theory of motivation, or perhaps one class of theories, such as “content” theories). Although everyone is expected to have read the required material, the session leader is expected to have also done some additional reading on his or her topic. This might include material from the “additional readings” category, or other material that you choose. You will have responsibility for leading the discussion of the topic, but you will not be responsible for selecting any additional readings.

Generally, the “presentation” involves providing your own synopsis of the topic and then leading the group through a discussion what you feel are the critical questions, fundamental flaws, or promising new research directions in the area. An example of some discussion questions are shown in the first few weeks’ material in the syllabus. While it is often useful to include detailed analysis/critique of one or more articles, some people prefer to instead focus on a more macro review. You should assume that the other course participants have also read the material carefully, so your job is to generate discussion, not to provide a lecture. My evaluation on your performance as session leader will be included as part of the Participation component. Let me know ASAP (at least by the second class meeting) what session you would like to lead.

Paper Presentation (10%)

This presentation involves a more formal presentation of your course paper (more detail on the paper follows). This generally involves a more specialized or esoteric topic that otherwise might not have been covered in the course (past examples include creativity and innovation; person-organization fit; performance monitoring from the perspective of organizational justice; group goal setting strategies, entrepreneurial teams, customer service climate ). Although it could involve a treatment much like our usual classes, I’d prefer that it involve a research proposal (more on that below).

For the “major” presentation you have the responsibility for:

• Assigning readings (typically 2-3 journal articles or book chapters) at least one class meeting prior to your session

• Summarizing relevant readings beyond those you’ve assigned

• Leading a useful discussion of your topic. If you’ve chosen the research proposal option (discussed in the next section), you should plan to spend the bulk of the time presenting your proposal to the group and getting feedback about how you might improve the design. (This is often very helpful, particularly if you hope to carry out the proposal. And I hope that most of you will do so!) If you’ve chosen the literature review option, you’ll spend more time discussing the literature and posing issues for discussion.

• Providing an annotated bibliography of your topic to the class.

Please try to have a few topics in mind by the third class meeting so that we can agree on them and on a date for your presentations (or you may see me in my office). The presentations will be scheduled for the class sessions in April (three presentations per day); let me know ASAP what dates/topics you prefer. Topics may be chosen from any area of OB (including connections between “OB” topics and other fields). If you're completely in the dark as to a topic, I'd suggest you scan the primary journals (JAP, OBHDP, AMJ, AMR, ASQ, Personnel Psych., etc.), recent reviews in The Annual Review of Psychology, or recent volumes of Research in Organizational Behavior for a topic of interest to you. The topic you choose for the paper should be specific enough to be covered in ~60 minutes of class discussion and 20-30 pages (e.g., "leadership" is too broad; "Graen's LMX model of leadership" would be better).

Course Paper (30%)

The topic of your presentation should be expanded into either a research proposal or a publishable-quality review article. Whichever paper option you choose should be written in APA (Publication Manual of the American Psychological Association) or Academy of Management format (expect me to be a stickler here), unless most of your writing is done in other disciplines. The paper is due one week following your presentation.

➢ A research proposal consists of a critical literature review, followed by a proposed means for investigating some question of interest. The literature review does not need to be as comprehensive as a review article, but should cover the critical literature related to the research you propose. It should lead naturally into your research question and hypotheses, so that the reader will immediately understand how your hypotheses (or your innovative research methods) will advance our understanding of the topic. This should be followed by a Methods section in which you describe the type of sample you would use (and why certain samples would be more appropriate than others); your proposed measures and manipulations (if applicable); and how you would analyze the resulting data. Finally, a Discussion section would describe the significance of the results you hope to obtain, as well as the limitations of your study. Overall, the proposal should be 20-30 double-spaced typed pages in length (although I'm not a page-counter).

➢ A "publishable quality theoretical article" would be similar to one what one might read in the Academy of Management Review, Research in Organizational Behavior, Psychological Bulletin, or a similar journal. The essence of a good review article is that it provides “value added” to the articles on which it is based; see the Klein and Zedeck (2004) article in the first week’s reading for more guidance. In addition to summarizing the extant literature, your task is to add integration, a new twist (perhaps an application to a different field of study), and/or a clear direction for future research. Obviously, the literature review for this kind of paper will be more extensive than for the research proposal; the overall length will depend on the topic, but will probably be in the range of 25-30 pages. "Publishable quality" is meant to represent a reasonable goal; I hope that many papers, given sufficient additional polishing, could be submitted to a conference or journal. (That has often been the case in the past.) I will be happy to work with you on this final polishing if you would like.

Exam (30%)

There will be a take-home exam to check understanding of the course material. The questions will be integrative in nature, very similar to those you will later see in comprehensive exams. I will hand out the exam in class on March 29, and it will be due back on April 5.

Course Schedule

|Jan 11 |Organizational Meeting |

| |Planning the course |

|Jan 18 |Overview of Organizational Behavior |

| |Trends in OB research |

| |The scientist-practitioner dilemma |

|Jan 25 |Theories of Individual Motivation |

| |Content theories (Maslow, Herzberg, need/value theories) |

| |Process theories (reinforcement theory, expectancy theory, goal-setting) |

| |Integrative approaches |

|Feb 1 |Evaluating Work Experiences |

| |Conceptualizing and measuring work attitudes |

| |Job satisfaction |

| |Work-related affect |

|Feb 8 |Positive Reactions to Work |

| |Attitudes and behavior |

| |Job satisfaction and job performance |

| |Organizational Citizenship/Extra-role/Prosocial behavior- DESIREE |

|Feb 15 |Negative Reactions to Work |

| |Employee withdrawal/turnover - CHUCK |

| |Deviance and Organizational Retaliation - TANDY |

|Feb 22 |Group Processes in Organizations |

| |Taxonomies of groups and teams - DAVID |

| |Organizational demography - JESSICA |

|Mar 1 |Decision Making (guest: Prof. Matt Hayward) |

|Mar 8 |Leadership I: An Historical Context |

| |Trait theories - ASAD |

| |Transactional Leadership (Ohio State Studies; Contingency theories) |

| |Do leaders make a difference? |

|Mar 15 |Leadership II: Contemporary Issues and Theories |

| |Charismatic/Transformational Leadership - DANIEL |

|Mar 22 |****************** SPRING BREAK****************** |

|Mar 29 |Work and Non-work (guest: Stacy Saturay) |

| |The relationship between work and non-work (life vs work satisfaction, leisure, fatigue) |

| |Work-Family balance |

|Apr 5 |Exam (no class) |

|Apr 12 |Individual Presentations |

| |Tandy: Intelligence and Entrepreneurs |

| |David: Environmental antecedents of job satisfaction |

|Apr 19 |Individual Presentations |

| |Desiree - Culture as Competitive Advantage |

| |Daniel – Organizational knowledge & learning |

|Apr 26 |Individual Presentations |

| |Jessica: Cultural critique of Weick on sense-making and organizing |

| |Asad: Tacit knowledge transmission in outsourced workers |

|May 3 |Individual Presentations |

| |Chuck: The role of meta-cognitions in similarity effects |

| |Kendra: Trust and leadership |

Jan 11. Planning the Course

Most of our time today will be devoted to planning the logistics of the course, getting to know one another, etc. But it will be useful to have read the following before class:

1. Klein, K.J. (2004). Theories in applied psychology: Lessons (Re)learned. Journal of Applied Psychology, 89(6), 931-933.

(JAP is available on-line if you’re accessing through a CU computer. Go the main library page at , then enter “Journal of Applied Psychology” in a Title search. Then click on “Connect to online version via ScienceDirect.” (or if you’re reading this on your computer, just click on that last link to go directly).

2. Pearce, J. (2004). What do we know and how do we really know it? AMR, 29(2), 175-179.

Note: There are three ways to obtain AMR (and its empirical counterpart, AMJ). Hard copies are available in the Business Library. To get them online, you can either become a member of the Academy of Management () (which I mention because it’s a great deal at only $58 for students!, or use EBSCO through a CU computer. One way to do the latter is to go to the main library page, and then search for Academy of Management Review under “Internet Resources Only” (or directly at ).

Jan 18. Overview of Organizational Behavior

Note: Annual Review chapters are available on-line from CU computers; go to the Chinook catalog at U and do a Title search for Annual Review of Psychology, then follow the leads for the online version.

The purpose of the first 4 readings is to provide an historical overview, so look for major themes.

1. Staw, B. M. 1984. Organizational behavior: A review and reformulation of the field's outcome variables. Annual Review of Psychology, 35: 627-666.

2. O’Reilly, C. 1991. Organizational behavior: Where we have been, where we’re going.  Annual Review of Psychology, 42.

3. Mowday, R. & Sutton, R. I. 1993. Organizational behavior: Linking individuals and groups to organizational contexts. Annual Review of Psychology, 44: 195-229.

4. Rousseau, D.M. (1997). Organizational behavior in the new organizational era. Annual Review of Psychology, 48, 515-546.

1. Yorks, L. & Whitsett, D.A. (1985). Hawthorne, Topeka, and the issue of science vs. advocacy in organizational behavior. AMR, 10, 21-30.

2. Rynes, S.L. & Trank, C.Q. (1999). Behavioral science in the business school curriculum: Teaching in a changing institutional environment. AMR, 24, 808-824.

Additional Readings:

Mohrman, S.A., Gibson, C.B., Mohrman, A.M. (2001). Doing research that is useful to practice: A model and theoretical exploration. AMJ, 44(2), 357-375.

Wilpert, B. (1995). Organizational Behavior. Annual Review of Psychology, 46, 59-90. (provides more of a macro and European focus).

Dunnette, M.D. (1990). Blending the science and practice of industrial and organizational psychology: Where are we and where are we going? In M. Dunnette & Hough, L. (eds)., Handbook of I/O Psychology, 2nd Ed., Vol. 1. (pp. 1-27). Palo Alto: Consulting Psychologists Press.

Brief, A. P. & Dukerich, J.M. (1991). Theory in organizational behavior: Can it be useful? Research in Organizational Behavior, 13, 327-352.

Discussion Questions:

1. How would you define OB, and what is its importance as a discipline? Think about answering this question if it was asked by (a) a physicist, humanist, or other scholar from a completely different tradition; (b) a manager, (c) an employee of an organization.

2. How is OB similar or different from related disciplines (e.g., psychology, sociology, communications, business strategy, public administration, political science)?

3. What trends do you see in how OB has evolved?

4. What seems to be left out, over-emphasized or otherwise wrong in the AR summaries of OB?

5. What biases, values, or other fundamental principles do you see in OB?

6. Where should the study of OB go in the next decade?

Jan 25 Work Motivation

1. Steers, R.M., Mowday, R.T., & Shapiro, D.L. (2004). The future of work motivation theory. AMR, 29(3), 379-387. (a quick overview)

2. For a bit more on the classics, see the following sections from Steers, R.M. & Porter, L.W. (1991). Motivation and Work Behavior (5th Edition). NY: McGraw-Hill:

1. Cherrington, D., Need theories of motivation (pp. 31-43).

2. Komaki, J., Coombs, T., Schepman, S., Motivational implications of reinforcement theory (pp. 44-58).

3. Pinder, C. Valence-Instrumentality-Expectancy theory (pp. 144-163).

4. Latham, G. & Locke, E. Goal-setting—A motivational technique that works (pp. 357-370)

5. Hackman, J.R., Work design (pp. 418-443).

3. Locke, E. & Latham, G.P. (2004). What should we do about motivation theory? Six recommendations for the 21st century. AMR, 29(3), 388-403.

4. Seo, M., Barrett, L.F., Bartunek, J.M. (2004). The role of affective experience in work motivation. AMR, 29(3), 423-439.

5. Kehr, H.M. (2004). Integrating implicit motives, explicit motives & perceived abilities: The compensatory model of work motivation and volition. AMR, 29(3), 479-499.

Additional Readings:

Ambrose, M. & Kulik, C.T. (1999). Old friends, new faces: Motivation research in the 1990s. Journal of Organization Management, 25, 231-292. (good review article)

Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. Dunnette & Hough, L. (eds)., Handbook of I/O psychology, 2nd Ed., Vol. 1. (pp. 75-169). Palo Alto: Consulting Psychologists Press. (Comprehensive, but difficult, integration of motivation theory)

Kanfer, R. & Heggestad, E.D. (1997). Motivational traits and skills: A person-centered approach to work motivation. ROB, 19, 1-56.

King, N. (1970). Clarification and evaluation of the two-factor theory of job satisfaction. Psych Bull, 74, 18-31. (the classic critique of Herzberg)

Pinder, C. C. (1984). Work Motivation: Theory, issues and applications. Glenview, IL: Scott, Foresman and Co. (compact reader summarizing a lot of traditional motivation theory)

Wahba, M. & Bridwell, L. (1976). Maslow reconsidered: A review of research on the need hierarchy theory. OBHP, 15, 212-240. (the classic critique of Maslow)

Some discussion questions to get us started:

1. There seems to be more interest in “work motivation” than motivation in general? Do you agree? If so, why is this?

2. When evaluating employees, how much weight should be given to motivation vs. ability?

3. Some have characterized motivation theories as “content” vs “process.” Does this categorization seem useful?

4. How “universal” are theories of motivation? How much are they likely to be influenced by—and how well do they account for--(a) individual differences, (b) cultural differences, (c) history (changes over time)? Are there other influences that should be better integrated?

5. Has, or should, motivation theory been influenced by changes in the nature of work? Are different theories more appropriate for different types of work (e.g., blue vs. white collar, knowledge work, team-based work, managerial)?

6. Is behaviorism/reinforcement theory relevant to “modern” work?

7. Do work motivation theories adequately account for the role of emotions and affect?

Feb 1 Evaluating Work: Job Satisfaction, Affect, and Mood

1. Spector, P.E. (1997). Job satisfaction: Application, assessment, causes and consequences. Thousand Oaks, CA: Sage. (Chapters 1 – 4, pp. 1 - 54).

2. Brief, A. & Weiss, H. (2002). Affect in the workplace. Annual Review of Psychology, 53, 279-307.

3. Ilies, R. & Judge, T. A. (2003). On the heritability of job satisfaction: The mediating role of personality. JAP, 88(4), 750-759.

4. Fuller, J.A., Stanton, J.M., Fisher, G.G., Spitzmuller, C., Russell, S. & Smith, P.C. (2003). A lengthy look at the daily grind: Time series analysis of events, mood, stress and satisfaction. JAP, 88(6), 1019-1033.

5. Weiss, H. & Cropanzano, R. (1996) Affective Events Theory: A theoretical discussion of the structure, causes, and consequences of affective experiences at work. Research in Organizational Behavior, 18, 1-74.

Additional Readings:

Arvey, R.D., Bouchard, T.J., Segal, M.L. & Abraham, L.M. (1989). Job satisfaction: Environmental and genetic components. JAP, 74, 187-192. (controversial!)

Dawis, R.V. (1992). Person-environment fit and job satisfaction. Chap 4 (pp.69 - 88) in C.J. Cranny, P.C. Smith, & E.F. Stone (Eds)., Job satisfaction. NY: Lexington Books.

Gerhart, B. (1987). How important are dispositional factors as determinants of job satisfaction? Implications for job design and other personnel programs. Personnel Psych, 72, 366-373.

Hinkin, T.R. (1992). Guidelines for scale development for the study of behavior in organizations. (unpublished manuscript).

Locke, E. (1976). The nature and causes of job satisfaction. In M. Dunnette (Ed.), Handbook of I/O psychology. Chicago: Rand McNally. (a classic review of job satisfaction)

Newton, T. & Keenan, T. (1991). Further analyses of the dispositional argument in organizational behavior. JAP, 76, 781-787.

Staw, B. & Ross, J. (1985). Stability in the midst of change: A dispositional approach to job attitudes. JAP, 70, 469-480. (early argument for dispositional approach)

Feb 8 Positive Reactions to work

Attitude-Behavior Associations

1. Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall, Chaps 1 and 2 (pp. 4-27).

Job satisfaction and job performance

2. Judge, T., Thoresen, C.J., Bono, J.E., & Patton, G.K. (2001) The job satisfaction—job performance relationship: A quantitative and qualitative review. Psychological Bulletin, 127, 376-407.

3. Fisher, C.D. (1980). On the dubious wisdom of expecting job satisfaction to correlate with performance. AMR, 5, 607-612.

4. Schleicher, D.J., Watt, J. D., & Greguras, G. J. (2004). Reexamining the job satisfaction–performance relationship: The complexity of attitudes. JAP, 89(1), 165-177.

Job Satisfaction and extra-role behavior

5. Borman, W. C. (2004). The concept of organizational citizenship. Current Directions in Psychological Science, 13 (6), 238-241.

6. Organ, D.W. & Ryan, K. (1995). A meta-analytic review of attitudinal and dispositional predictors of organizational citizenship behavior. Personnel Psychology, 48, 775-802.

7. Bolino, M. (1999) Citizenship and impression management: Good soldiers or good actors? AMR, 24, 82-98. (A useful and interesting contrarian view of OCB).

Additional Readings:

Hulin, C.L. (1991). Adaptation, persistence, and commitment in organizations. In M. Dunnette & Hough, L. (eds)., Handbook of I/O psychology, 2nd Ed., Vol. 2. (pp. 445-506). Palo Alto: Consulting Psychologists Press. (very thorough treatment of antecedents and consequences of employee attitudes)

Iaffaldano, M. & Muchinsky, P. (1985) Satisfaction and job performance: A meta-analysis. Psychological Bull, 97, 251-273.

Kramer, R. M. (1999). Trust and distrust in organizations: Emerging perspectives, enduring questions. Annual Review of Psychology, 50, 569-598.

Meyer, J. & Allen, N. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1, 61-89.

VanDyne, L, Cummings, L.L., Parks, J.M. (1995). Extra-role behaviors: In pursuit of construct and definitional clarity (a bridge over muddied waters). ROB, 17, 215-285. (Broad perspective of multiple “extra-role” behaviors, including OCBs, principled organizational dissent, and whistleblowing)

Feb 15 Negative Reactions to Work

1. Maertz, C.P. & Campion, M. (2004). Profiles in quitting: Integrating process and content turnover theory. JAP, 47(4), 566-582.

2. Lee, T., Mitchell, T., Sablynski, C.J., Burton, J.P., Holtom, B.C. (2004). The effects of job embeddedness on organizational citizenship, job performance, volitional absences, and voluntary turnover. AMJ, 47(5), 711-722.

3. Roznowksi, M. & Hulin, C. (1992). The scientific merit of valid measures of general constructs with special reference to job satisfaction and job withdrawal. Chap. 6 (pp. 123-163) of C.J. Cranny, P.C. Smith, & E.F. Stone (Eds), Job satisfaction. NY: Lexington Books.

4. Rosse, J. & Saturay, S. (2003). Individual differences in adaptation to work dissatisfaction. (handout)

5. Marcus, B. & Schuler, H. (2004). Antecedents of counterproductive behavior at work: A general perspective. JAP, 89(4), 647-660.

6. Colbert, A.E., Mount, M.H., Harter, J.K., Witt, L.A., Barrick, M.A. (2004). Interactive effects of personality and perceptions of the work situation on workplace deviance. JAP, 89(4), 599-609.

7. Barling, J., Kelloway, E.K., Iverson, R.D. (2003). High-quality work, job satisfaction, and occupational injuries. JAP, 88(2), 276-283.

Additional Readings:

Griffeth, R. W., Hom, P. W & Gaertner, S. (2000). A Meta-analysis of antecedents and correlates of employee turnover: Update, moderator tests, and research implications for the next millennium. Journal of Management, 26, 463[pic]88.

Maslach, C., Schaufeli, W.B., Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422

Pelled, L.H. & Xin, K.R. (1999). Down and out: An investigation of the relationship between mood and employee withdrawal behavior. Journal of Management, 25 (6), 875-895.

Robinson, S.L. & Bennett, R.J. (1995). A typology of deviant workplace behaviors: A multidimensional scaling study. AMJ, 38, 555-572.

Rosse, J. & Noel, T. (1996). Leaving the organization: Individual differences in employee withdrawal and adaptation. In K.R. Murphy (Ed.), Individual differences and behavior in organizations (pp. 451- 504). San Francisco: Jossey-Bass.

Skarlicki, D.P. & Folger, R. (1997). Retaliation in the workplace: The roles of distributive, procedural, and interactional justice. JAP, 82(3), 434-443.

Feb 22 Group Processes in Organizations

1. Guzzo, R.A. & Dickson, M.W. (1996). Teams in organizations: Recent research on performance and effectiveness. Annual Review of Psychology, 47, 307-338.

2. Kerr, N.L. & Tindale, R.S. (2004). Group performance and decision making. Annual Review of Psychology, 55, 623-655.

1. Martins, L.L. & Gilson, L.L. (2004). Virtual teams: What do we know and where do we go from here. JOM, 30, 805-835.

2. Jackson, S.E., Joshi, A. & Erhardt, N.L. (2003). Recent research on team and organizational diversity: SWOT analysis. JOM, 29(6), 801-830.

3. Williams, K.Y. & O’Reilly, C.A. (1998). Demography and diversity in organizations: A review of 40 years of research. Research in OB, 20, 77-140.

Additional Readings on Groups/Teams

Arrow, H. & McGrath, J.E. (1995). Membership dynamics in groups at work: A theoretical framework. ROB, 17, 373-411.

Banker, R.D. Field, J.M., Schroeder, R.G. & Sinha, K.K. (1996). Impact of work teams on manufacturing performance: A longitudinal field study. AMJ, 39, 867-890.

Crown, D. F. (2000). Building a multidimensional, context-relevant categorization heuristic for organizational work teams. Research in Personnel and HRM, 19, 93-136.

Gist, M.E., Locke, E. & Taylor, M.S. (1987). Organizational behavior: Group structure, process, and effectiveness. Journal of Management, 13, 237-257.

Goodman, P.S., Ravlin, E. & Schminke, M. (1987). Understanding groups in organizations. ROB, 9, 121-175.

Hambrick, D. (1994). Top management groups: A conceptual integration and reconsideration of the “team” label. ROB, 16, 171-213.

Sundstrom, E. DeMeuse, K.P., Futrell, D. (1990). Work teams: Applications and effectiveness. American Psychologist, 45, 120-133.

Additional Readings on Org. Demography:

Elsass, P.M. & Graves, L.M. (1997). Demographic diversity in decision-making groups: The experiences of women and people of color. AMR, 22, 946-973.

Harrison, D.A., Price, K.H., Bell, M.P. (1998). Beyond relational demography: Time and the effects of surface- and deep-level diversity on work group cohesion. AMJ, 41, 96-107.

Jackson, S.E., Brett, J.F., Sessa, V.I., Cooper, D.M., Julin, J.A., Peyronnin, K. (1991). Some differences make a difference: Individual dissimilarity and group heterogeneity as correlates of recruitment, promotions, and turnover. JAP, 76, 675-689.

Simons, T., Pelled, L.H., Smith, K.A. (1999). Making use of difference: Diversity, debate, and decision comprehensiveness in top management teams. AMJ, 42, 662-673.

Riordan, C.M. & Shore, L.M. (1997). Demographic diversity and employee attitudes: An empirical examination of relational demography within work units. JAP, 82(3), 342-358.

vanKnippenberg, D., DeDreu, C.K.W., Homan, A.C. (2004). Work group diversity and group performance: An integrative model and research agenda. JAP, 89(6).

Mar 1 Decision-Making in Organizations (guest: Prof. Matt Hayward)

Weick, K. (1979). The Social Pyschology of Organizing. NY: McGraw-Hill, 1979.

Mar 8 Leadership I: Historical Context

1. House, R.J. & Aditya, R.N. (1997). The social scientific study of leadership. JOM, 23(3), 409-473.

2. Judge, T., Colbert, A. & Ilies, R. (2004). Intelligence and leadership: A quantitative review and test of theoretical propositions. JAP, 89(3), 542-552.

3. Judge, T.A, Picoolo, R.F. & Ilies, R. (2004). The forgotten ones? The validity of consideration and initiating structure in leadership research. JAP, 89(1), 36-51.

Does leadership matter?

4. Meindl, J.R., Ehrlich, S.B. & Dukerich, J.M. (1985). The romance of leadership. ASQ, 30, 78-102.

5. Waldman, D.A., Ramirez, G.G., House, R.J. & Puranam, P. (2001). Does leadership matter? CEO leadership attributes and profitability under conditions of perceived environmental uncertainty. AMJ, 44(1), 134-143.

Additional Readings:

Bass, B.M. (1990). An introduction to the theories and models of leadership. Chapter 3 (pp. 37-55) of Bass & Stogdill’s handbook of leadership. NY: Free Press. (The ultimate historical reference.)

Yukl, G. & Van Fleet, D. (1992). Theory and research on leadership in organizations. In M. Dunnette & Hough, L. (eds)., Handbook of I/O Psychology, 2nd Ed., Vol. 3. (pp. 873-919). Palo Alto: Consulting Psychologists Press.

Hogan, R., Curphy, G.J. & Hogan, J. (1994). What we know about leadership: Effectiveness and personality. American Psychologist, 49, 493-504.

Kirkpatrick, S.A. & Locke, E.A. (1991) Leadership: Do traits matter? AME, 5, 48-60.

Regarding the effects of leadership:

Pfeffer, J. (1977). The ambiguity of leadership. AMR, 2, 104-112. (another critique of the leadership concept, though Pfeffer has since “recanted.)

Pfeffer, J. & Davis-Blake, A. (1986). Administrator succession and organizational performance. How administrator experience mediates the succession effect. AMJ, 29, 72-83.

Thomas, A.B. (1988). Does leadership make a difference to organizational performance? ASQ, 33, 388-400.

Mar 15 Leadership II: Transformational Leadership

1. Conger, J.A. & Kanungo, R.N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. AMR, 12, 637-647.

2. Kark, R., Shamir, B. Chen, G. (2003). The two faces of transformational leadership: Empowerment and dependency. JAP, 88(2), 246-255.

3. Bono, J. & Judge, T. (2004). Personality and transformational and transactional leadership: A meta analysis. JAP, 89(5), 901-910.

4. Judge, T. & Piccolo, R. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. JAP, 89(5), 755-768.

5. Howell, J.M. & Avolio, B.J. (1992). The ethics of charismatic leadership: Submission or liberation? AME, 2, 43-54.

6. Howell, J.M. & Shamir, B. (2005). The role of followers in the charismatic leadership process: Relationships and their consequences. AMR, 30(1), 96-112.

Additional Readings:

Barling, J., Weber, T. & Kelloway, E.K. (1996). Effects of transformational leadership training on attitudinal and financial outcomes: A field experiment. JAP, 81, 827-832.

Bass, B. M. (1997). Does the transactional-transformational leadership paradigm transcend organizational and national boundaries? American Psychologist, 52 (Feb), 130-139.

Kirkpatrick, S.A. & Locke, E.A. (1996) Direct and indirect effects of three core charismatic leadership components on performance and attitudes. JAP, 81, 36-51.

Waldman, D.A. & Yammarino, F.J. (1999). CEO charismatic leadership: Levels-of-management and levels-of-analysis effects. AMR, 24, 266-285.

Ludwig, D.C. & Longenecker, C.O. (1993). The Bathsheba Syndrome: The ethical failure of successful leaders. Journal of Business Ethics, 12, 265-273.

Mar 29 Work and Non-Work (guest: Stacy Saturay)

1. Kabanoff, B. 1980. Work and nonwork: A review of models, methods, and findings. Psychological Bulletin, 88(1): 66-77

2. Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A. 1964. Organizational Stress: Studies in Role Conflict and Ambiguity. Chapter 2. New York: John Wiley & Sons.

3. Parasuraman, S. & Greenhaus, J. H. 2002. Toward reducing some critical gaps in work-family research. Human Resource Management Review, 12(2002): 299-312.

4. Saturay, S. 2005. Work and family research: New considerations for modern circumstances. University of Colorado, Boulder.

5. Kossek, E. E. & Ozeki, C. 1998. Work-family conflict, policies, and the job-life satisfaction relationship: A review and directions for organizational behavior-human resources research. Journal of Applied Psychology, 83(2): 139-149.

Additional Readings:

Hart, P.M. (1999). Predicting employee life satisfaction: A coherent model of personality, work and nonwork experiences, and domain satisfactions. Journal of Applied Psychology, 84(4), 564-584.

Judge, T.A. & Ilies, R. (2004). Affect and job satisfaction: A study of their relationship at work and at home. Journal of Applied Psychology, 89(4), 661-673.

Parasuraman, S. & Simmers, C. A. 2001. Type of employment, work-family conflict and well-being: a comparative study. Journal of Organizational Behavior, 22: 551-568. (of particular relevance for entrepreneurial students?)

Scott, K.S. (1997). An exploration of the meaning and consequences of workaholism. Human Relations, 50(3), 287-314.

April 12 (a) Intelligence and Entrepreneurs (Tandy)

1. Sternberg, Robert J. 2002. Beyond g: The theory of successful intelligence. In General factor of intelligence: How general is it? Sternberg, Robert J.; Grigorenko, Elena L.(Eds. Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers, 447-479.

2. Daniel, Mark H. 1997. Intelligence testing: Status and trends. American Psychologist, Vol 52(10). Special issue: Intelligence & Lifelong Learning. pp. 1038-1045.

Additional Reading

Ward, Thomas B. 2004. Cognition, creativity, and entrepreneurship. Journal of Business Venturing, Vol. 19 Issue 2, p173, 16p;

April 12 (b) Environmental Antecedents of Job Satisfaction (David)

1. Baron, R. A. (1994). "The Physical Environment Of Work Settings: Effects On Task Performance, Interpersonal Relations, And Job Satisfaction." Research in Organizational Behavior: 46p.

2. Heerwagen, J. (2000). "Green buildings, organizational success and occupant productivity." Building Research & Information 28(Issue 5/6): 15p.

3. Oldham, G. R. and N. L. Rotchford (1983). "Relationships between Office Characteristics and Employee Reactions: A Study of the Physical Environment." Administrative Science Quarterly 28(Issue 4): 15p.

Additional Reading

Romm, J. and W. D. Browning (1994). Greening the Building and the Bottom Line: Increasing Productivity Through Energy-Efficient Design. R. M. Institute. Old Snowmass, Colorado, Rocky Mountain Institute: 15. (skim)

April 19 (a) (Desiree) Culture as Competitive Advantage

1. Barney, J.B. (1986). Organizational culture: Can it be a source of sustained competitive advantage? Academy of Management Review, 11, 656-665.

2. Dennison, D. R., Mishra, A.K. (1995). Toward a theory of organizational culture and effectiveness. Organization Science, 6, 204-223.

April 19 (b) (Daniel) Organizational Knowledge and Learning

1. Spender, J.C. & Grant, R.M. (1996). Knowledge and the firm: Overview. Strategic Management Journal, 17, 5-9.

2. Swan, J. & Scarbrough, H. (2001). Knowledge management: Concepts and controversies. Journal of Management Studies, 38, 913-921.

3. Ambrosini, V. & Bowman, C. (2001). Tacit knowledge: Some suggestions for operationalization. Journal of Management Studies, 38, 811-829.

April 26 (a) Cultural/critical analysis of Weick (Jessica)

1. Bantz, C. R. (1989). Organizing and The Social Psychology of Organizing. Communication Studies, 40, 231-240.

2. Deetz, S. A. (1992). Democracy in an age of corporate colonization: Developments in communication and the politics of everyday life.

3. Craig-Lees, M. (2001). Sense-Making: Trojan horse? Pandora’s box? Psychology and Marketing, 18, 513-526.

April 26 (b) Outsourcing and Entrepreneurial Activity (Asad)

1. Kulik, C.L & Ambrose, M.L. (1992). Personal and situational determinants of referent choice. Academy of Management Review, 17, 212-237.

2. Hogg, M.A. & Terry, D.J. (2000). Social identity and self-categorization processes in organizational contexts. Academy of Management Review, 25, 121-140.

3. Shah, P.P. (1998). Who are employees’ social referents? Using a network perspective to determine referent others. Academy of Management Journal, 41, 249-268.

May 3 (a) The role of metacognitions in similarity effects (Chuck)

1. Montoya, R. M. & Horton, R.S. (2004). On the importance of cognitive evaluation as a determinant of interpersonal attraction. Journal of Personality and Social Psychology, 86, 696-712.

2. Byrne, D. (1997). An overview (and underview) of research and theory within the attraction paradigm. Journal of Social and Personal Relationships, 14, 417-431.

May 3 (b) Trust and Leadership (Kendra)

TBA

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