The study of organizational behavior encompasses the behavior of individual organization members and groups within organizations; the myriad of organizational processes, dynamics, and conditions of the organization as a whole; and the ways in which all these factors interrelate.  This course helps students develop conceptual, diagnostic and personal skills for dealing with human interaction in complex organizations with diverse workforces.  We will take a systems approach to the material, finding in systems theories the common framework that links organizational processes and dynamics at the individual, group, and organizational levels.  We will compare and contrast behavioral theories and deal with a range of topics, including individual development and motivation, group and team development and dynamics, communication, leadership, conflict, power/politics, culture, diversity, creativity, ethics, decision-making, and the organizational psyche.  The student will develop skills in applying these concepts and theories by analyzing realistic organizational cases and processing and discussing those analyses with fellow students and the instructor.  The student will bring these skills to their own organizations to assess current management practices and develop recommendations for improvement.

UNIVERSITY OF VIRGINIA

School of Continuing and Professional Studies

HR-4040 – Human Behavior in Organizations

Online Course

September 3 – December 13, 2013

 

 

Course Number and Credits

 

Human Behavior in Organizations (HBO)

HR 4040

Three Undergraduate credits

 

Dates - September 3 – December 13, 2013

 

Location - This class will meet online; synchronously on September 3, October 21, and December 9.  All other classes will meet asynchronously through UVA Collab.

 

Times - Synchronous classes will meet between 6:00 p.m. and 8:30 p.m.

 

Instructor

 

Kathleen A. Ball, M.S.

434.202.2335

Kathleen.A.Ball@gmail.com

 

Mrs. Ball has extensive experience in the Human Resource (HR) field.  She has been a recruiter, career counselor, and HR manager for multiple organizations in the Federal government.  In addition to her expertise in human resources, Mrs. Ball has been an organization development consultant and executive coach for over 20 years.  Her specialties include strategic HR planning, succession management, leadership development and coaching, organization development and change management. 

 

Course Description

The study of organizational behavior encompasses the behavior of individual organization members and groups within organizations; the myriad of organizational processes, dynamics, and conditions of the organization as a whole; and the ways in which all these factors interrelate.  This course helps students develop conceptual, diagnostic and personal skills for dealing with human interaction in complex organizations with diverse workforces.  We will take a systems approach to the material, finding in systems theories the common framework that links organizational processes and dynamics at the individual, group, and organizational levels.  We will compare and contrast behavioral theories and deal with a range of topics, including individual development and motivation, group and team development and dynamics, communication, leadership, conflict, power/politics, culture, diversity, creativity, ethics, decision-making, and the organizational psyche.  The student will develop skills in applying these concepts and theories by analyzing realistic organizational cases and processing and discussing those analyses with fellow students and the instructor.  The student will bring these skills to their own organizations to assess current management practices and develop recommendations for improvement.

Required Text

5. Robbins, S. P. & Judge, T. A. (2012) Essentials of Organizational Behavior; Pearson/Prentice Hall, ISBN-10: 0132968509, ISBN-13: 978-0132968508

Other reading as assigned

 

Relevant Organization Behavior Journals

 

5. Journal of Applied Behavioral Science
5. Harvard Business Review
5. Sloan Management Review
5. Academy of Management Review

Learning Objectives

The student will:

5. Explore the broad outlines of organizational behavior and develop the knowledge and skills to apply organizational behavior concepts and theories.
5. Develop an informed view about how both the needs of the organization and the needs of the individual can be met in the organizational setting.
5. Utilize a systems view of human behavior at all levels of the organization.
5. Consider human behavior in organizations from both “psychodynamic” and “humanistic” perspectives, recognizing that there are other perspectives, including the “behavioralist”.
6. Examine the “whole person” concept as it pertains to organizational behavior.
5. Understand group development and behavior through a process of doing and thinking.
5. Reflect on his/her own motivation and growth in the organizational setting.

Course Delivery

We will create a learning environment in which what the students already know, what I and other experts know, and what the students are learning will interact and mutually energize each other.  Class sessions will include posted lectures, case studies, videos, student input, and small group projects and interactions.  Each class will become a mini-lab in which participants will practice ideas, skills, concepts, and perspectives that we introduce during the course.  You should not be overly concerned with coming up with the “right” answer.  A “right” answer is one that you can articulate and support, while drawing upon the references noted for the course.

 

This course will be taught online

 

Online Course Instruction and Tools

 

Online courses at UVA/SCPS are delivered in UVaCollab.  Students can use any computer that provides access for synchronous and asynchronous learning activities.  High speed internet access using Internet Explorer (7.0 or above) is highly recommended.

 

Login/Password:  Your UVa registration provides you with a UVa email password.  Help in obtaining your UVa password can be found at scpshelpdesk@virginia.edu

 

Course Site:  Once you have your UVa password, you can access our class site on UVaCollab.  The address of our class site will be provided to students once completely populated.

 

Technical guidance with UVaCollab can be found at: idtsupport@virginia.edu; collab-support@virginia.edu

 

Course instruction, communication, assignments, and resources will be provided through this UVaCollab site.  This will include:

5. Online Class sessions
5. Discussion Board/Discussion Forum
5. Announcements
5. Online sessions
6. Course email
5. Virtual office hours. 
5. Student email will be answered within 24 – 48 hours. 
5. Assignments

• You will be linked to additional reading material and case studies through this site. 

 

Assessment Components

 

The format for this class requires extensive reading, research, writing, and online (Collab) participation.  Students are expected to participate in weekly asynchronous discussions by reading each entry and commenting appropriately to advance the discussion. 

1.  Weekly Reading, Assignments and Forum Postings        25% of grade

 

Each Monday morning, I will post “lecture notes” and an assignment you will need to complete that week.  It may be a case study, discussion questions related to the assignment, or some other type of assignment.  You will need to read the material in assigned reading as well as the weekly notes.  Group Discussion questions for this course are posted under the Forums section of Collab.  Students are expected to participate throughout the week.  Students will post one original response to the questions or Case Study NLT Wednesday, 11:59 p.m. (EST), and at least two additional responses to other students’ postings no later than Sunday, 11:59 p.m. (EST) of that week. 

 

Students are expected to add something of substance to the discussion in their responses each week -- this would consist of their perspectives, new ideas, pointed follow-up questions, etc. Please note that both quantity and quality are important considerations when it comes to participation.  Substantive participation includes posting messages that:

5. Add value to the discussion and avoid simply repeating, agreeing with, or answering “yes” or ”no” to peers’ comments

5. Challenge comments in class, including those of the instructor
5. Constructively disagree
5. Ask insightful questions
5. Answer other people’s questions
6. Exemplify the point with real-life events, when possible
5. Make comments that are relevant to the course content and objectives

5. Integrate or apply relevant readings to the discussion

 

For case studies, initial responses should not exceed 300 – 350 words (counting mechanism exists on Collab).  The purpose of this parameter is to promote writing that is both thorough and concise.  Excellent case reports will:

5. Correctly identify the major issues in the case
5. Correctly use and interpret case facts
5. Support answers to questions by providing a compelling rationale using evidence from readings and course material.
5. Are well-written with proper grammar, punctuation, spelling, sentence structure and without typographical errors.

 

Proper grammar, punctuation, spelling, and sentence structure is expected; must be free of typographical errors.  Points will be taken off any assignment that is not a quality written product.

All times are for the Eastern Time Zone.

2. “Individual” Analysis –                                                       25% of grade

 

Organizational Behavior Log (OBLOG).  Keep a log with daily (workday) entries (September 3 – December 6) of your experience of the organization in which you work.  Monitor how productive you consider yourself to be, how motivated you are, how much you believe you are a part of the organization, how much you believe you belong, your relative level of frustration, and the degree to which you believe your uniqueness is being accepted by the organization.  Integrate what you are learning in class and identify the behavior, theory, model, that is operating.  One approach would be to assess each of these topics on a 1 – 5 scale each day.  For each workweek’s worth of entries, write a 200 word summary/analysis of your relationship to the organization, noting trends over time and any particularly interesting experiences; relate both trends and experiences to the theories and models being covered in the course. 

One-third due October 7

One-third due November 11

One-third due December 13

 

3.  “Group” Analysis

 

Watch the movie “12 Angry Men” (available online for rent or purchase) and document the evolution and life of the group.  Assess the group’s development and dynamics using one or more of the models covered in the readings and/or class assignments. 

 

Your paper should cover the following points:

5. Summarize the purpose and membership of the group.
5. Track the development of this group through Tuckman’s stages.  What signaled to you each stage?
5. What are the roles, goals, tasks, values, and relationships of this group?  Explain.
5. What determines status in the group?  Why?
6. How does the group make decisions?  Is this a useful process?  Why?
5. Is “groupthink” prevalent in this group?
5. Is this group a “team”?  If so, what tells you it is a team?
5. What type of team are you studying--Problem-solving?  Self-Managing?  Cross-Functional?  Virtual? 
5. What myth is prevalent in this movie?  Explain.

• Scapegoat
• Dependency
• Fight-flight
• Pairing

5. How is trust gained or lost with this group?

 

Due November 18, 2013                                      20% of grade

 

4.  “Organization” Analysis – Pick an organization you know well, preferably your own.  It could be a social/recreational/religious organization of which you are a part, or a fictional organization.  Assess its culture and dynamics using one of the models in the reading. 

 

Due December 13, 2013                                      20% of grade

 

5.  Class Participation                                                            10% of grade

 

Additional Class Expectations:

 

My hopes and expectations for this course are that you will engage in lively discussion about the topics, readings, and case studies you will encounter over the course and that this is turn will spark scholarly discussion and broaden our perspectives on the subject matter. My role in this process will be to act as a facilitator, not director, as you progress through the course. I expect each student to take an active role in the class and to interact with other students to facilitate the learning process.  I will occasionally share a personal opinion and interact with the class; I do not expect students to adopt values or opinions that are in conflict with their own. The intent is to learn from one another and to consider the thoughts and ideas of others. Some of which may be very different from yours. This diversity in ideas is what I believe is the strength of the online learning experience.

 

Real-time Class Assignments

 

Synchronous classes will be held 6:00 p.m. – 8:00 p.m. (EST) for the first (Sep 4, 2013), middle (Oct 21, 2013) and last (Dec 9, 2013) classes.  All other classes will be asynchronous.  Students will need to learn how to access the Elluminate function of Collab to participate in the synchronous classes. 

 

Writing Expectations

 

Papers should be written in the third person and adhere to the following format:

5. Double spaced
5. Arial or Tahoma 12-point font
5. Page numbers at the bottom
5. Submitted by 11:59 p.m. on the due date to the digital drop box.  Please be sure your name is on the paper.  Directions for how to use the Drop Box can be found in Tutorials.
6. When saving your document, title it as your name and assignment, e.g., Ball, Kathleen – Journal Assignment.
5. Proper grammar, punctuation, spelling, and sentence structure is expected of all students; no typographical errors. 

vFollow the citation and reference style established by the American Psychological Association (APA), in which case students should follow the guidelines set forth in Publication Manual of the American Psychological Association.  Alternatively, guidance can be accessed through http://apastyle.apa.org/, and/or Googling “apa style.”).  There is a handy U.Va. editorial style guide at http://artsandsciences.virginia.edu/communications/editorial_style_guide.html.

 

Points will be taken off any assignment that is not a quality written product. 

 

Online Etiquette

 

5. It is important to be polite and professional, whether agreeing or disagreeing with colleagues.
5. Remember NOT to write anything you would not want to see publicly printed; computer messages are NOT absolutely PRIVATE.
5. Since any email message that you write can be (and may be) forwarded to others, students should not disclose trade secrets or company-confidential information as part of this course.
5. In the conferencing format, students will be responding to the entire class (public domain).  If that is not what is intended, students should use email to address one/several students or the instructor (private domain).
6. Since there are no body language cues in the online environment, students should be cautious when using BOLD typeface (which gets attention--is it the type you want?), when using words or phrases that can stereotype people, or when responding to ideas about which one has strong beliefs. Professionalism at all times is critical.

5. Be sure to give citations for quoted materials or others' ideas, just as one would in hard copy.
5. Be sure to reread your Discussion Question responses before sending, and edit as necessary.
5. At the same time, give other correspondents the benefit of the doubt when their intentions seem unclear. Ask for clarification and always assume the best intentions. Practice patience and courtesy when reading as well as writing online.

 

Success in Online Education

 

5. Expect to spend 10 – 12 hours per week on this course.  It is imperative that you complete assigned reading before class.  Give yourself more time to do your online work until you become familiar with the procedures in this classroom.
5. Designate certain times each week that you will work on this course. Plan ahead. Avoid procrastination. It will even out the workload and reduce tension. Take the time you need to absorb material before moving on.
5. Actively participate in Forums. The discussions are set up to help you better understand specific aspects of the course. Taking part in the interchange for that unit will lead to a better understanding of the topic and also contribute to the personality and warmth of the classroom community.
5. Practice an informal but organized, concise, and clear writing style that aids online communication.
6. Create your material (especially if over a paragraph long) offline on your word processor and then open Collab and copy and paste it into the classroom text box. With your word processor, you can compose and edit efficiently and in a more relaxed environment until your material is the way you want it for posting. Remember to use spell check but also that spell check has its flaws. This also provides a backup of your material should you be disconnected while composing or submitting.
5. Actively participate in groups.  Be an active participant from the start. Your ideas and experiences will help others, you will benefit from those of your group members, and you will be able to depend on each other to complete your assigned tasks. The groups are set up to help you better understand specific aspects of the course. Taking part in the interchange will lead to a better understanding of the topic and also contribute to the personality and warmth of the classroom community.
5. Do all the work and submit it on time.

Confidentiality

 

To facilitate communication and learning in this environment, it is very important that class members agree to respect the confidentiality of what has been shared in this class.  Please DO NOT reveal/discuss any personally identifiable information (such as work site, comments about an organization or persons, views of policies, etc.) verbally or by copying the information, without the express permission of the speaker/writer.

 

 

Class Instruction	Access:  U.Va. Collab:  https://collab.itc.virginia.edu/portal/site/baf5b5ae-7e68-4abe-b18f-a6bdecc06c2c Class site:  13F HR 4040-701 (SCPS) Student Technical Requirements: U.Va. Computing IDs and Passwords Internet Explorer (7.0 or above) or Mozilla Firefox Headset/Mic:  Recommended Logitech Headset with USB
Class Requirements:	This class requires extensive reading, writing, and online (Collab) participation.  Students are expected to participate in weekly asynchronous discussions by reading each entry and commenting appropriately to advance the discussion.  Specific class requirements are outlined in “Assessment Components” and “Additional Class Expectations.”

 

Evaluation Standards                                       Evaluation Standards (continued)

Points attached to each requirement:   Individual Assignment Standards   Weekly Case Studies and Analysis                                    25%   Individual Analysis                                                              25%   Group Analysis 10/15                                                         20%   Organization Analysis                                                         20%   Group Participation                                                             10%   Total                                                                                   100%     Grading Scale       A+ 98 - 100 A 92 – 97  A- 90 – 91   B+ 88 – 89 B 82 – 87  B- 80 – 81   C+ 78 – 79 C 72 – 77  C- 70 – 71   D+ 68 – 69 D 62 - 67

Class Schedule

September 3, 2013 – December 13, 2013 A detailed schedule is attached.

 

Communication	I will schedule phone calls with each student during the first week of class.  During the semester, the best way to contact me is by email: kab4te@virginia.edu.  My goal is to respond within 24 hours.  I would also be glad to speak with you by phone, please e-mail me for a phone appointment.  I will respond ASAP.
Assignments	All assignments will be posted in Collab.  An outline of assignments is included at the end of this document.
Resources	Additional assigned material will be posted in “Resources” in Collab.  Students will also access the U.VA. online Library for additional resources.
Gradebook	Gradebook will not be used for this course.
Technical Support	Email to:  idtteam@virginia.edu Login/password:  scpshelpdesk@virginia.edu U.Va. Collab:   collab-support@virginia.edu BbCollaborate (Elluminate) Support:  idtteam@virginia.edu or http://support.blackboardcollaborate.com
	University Email Policies:  Students are expected to check their official U.Va. email addresses on a frequent and consistent basis to remain informed of University communications, as certain communications may be time sensitive. Students who fail to check their email on a regular basis are responsible for any resulting consequences. There is a way to forward your Virginia.edu email to your regular email account.Recommend you do so you do not need to manage two email accounts.   University of Virginia Honor System:  All work should be pledged in the spirit of the Honor System at the University of Virginia.   The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers:  “I pledge that I have neither given nor received help a  on this examination (quiz, assignment, etc.)”.  The pledge must be signed by the student. For more information please visit Honor System   Special Needs: It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws. Any SCPS student with a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note-taking, etc.), should contact the Learning Needs and Evaluation Center (LNEC) and provide them with appropriate medical or psychological documentation of his/her condition.  Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and implementation of accommodations. Accommodations for test taking should be arranged at least 14 business days in advance of the date of the test(s). Students with disabilities are encouraged to contact the LNEC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434-243-5188/Fax. Further policies and statements available: U.Va. Special Needs Website For further policies and statements about student rights and responsibilities, please see U.Va  Website (http://www.scps.virginia.edu/audience/students)

Schedule of Assignments

Date
Before Sep 3	Class Preparation – prior to September 3, 2013 Read Chapters 1 & 2 in Robbins & Judge Obtain your U.Va. email and access to Collab with your password – explore our site and review resources Familiarize yourself with the Collab site   Students should plan to spend 15 – 30 minutes to technically prepare for their synchronous classes
Sep 3	Synchronous online class.  6:00 – 8:30 p.m.  EST Please prepare to answer the following questions as a way to introduce yourself to the class Name Geographic Roots What type of work do you do? What do you like to do in your “free” time? What do you expect to get out of this course? Have you taken an online course before? Why are you taking this course?   Instructor reviews course requirements and expectations. New requirement to watch “12 Angry Men”   Review text book and resources available in Robbins & Judge.   Self-development - Psychological instruments will be administered throughout the course which will require (minimal) student time outside the classroom.  There is no additional cost to the student.   Chapter 1 – Introduction to Organizational Behavior – what you will learn this semester.
Sep 9	Individual Level   Chapter 2 – Diversity in Organizations
Sep 16	Individual Level   Chapter 3 – Attitudes and Job Satisfaction Chapter 4 - Emotions & Moods
Sep 23	Individual Level   Chapter 5 - Personality and Values Chapter 6 - Perception and Individual Decisionmaking
5. Sep 30	Individual Level   Chapters 7 and 8 - Motivation Concepts   Take FIRO-B instrument before this week
Oct 7	Group Level   Chapter 9 - Foundations of Group Behavior.    First OBLOG due
Oct 14	Group Level   Chapter 10 - Understanding Work Groups
Oct 21   Sync Class	Group Level                                         Synchronous Class   Chapter 11 – Communication Chapter 12 - Leadership

 

Date
Nov 4	Group Level   Chapter 13 – Power and Politics
10.Nov 11	Group Level   Chapter 14 - Conflict and Negotiation   Take Conflict Styles instrument prior to this week.
11.Nov 18	Organization Level   Chapter 17 – Organization Change and Development   Take MBTI prior to this week.   Group Analysis Due
12.Nov 25	Organization Level   Chapter 16 – Organizational Culture
13. Dec 2	Organization Level   Chapter 15 – Foundations of Organizational Structure
14.Dec 9	Synchronous class – 6:00 p.m. – 8:30 p.m. EST   Integration of Individual, Group, and Organization levels in organization behavior.   Third OBLOG Due
15.Dec 13	Final Submissions – if complete prior to this date, please submit. Third OBLOG Organization Analysis