Name:
__________________________________________________________________________________
B
Mgt 341 – Behavioral Foundations of Management
Spring
2013
|
Section 3278, LC 2 T/Th 8:45-10:05 a.m. |
Section 4582, LC 2 T/Th 10:15-11:35 a.m. |
Whenever
you need help…
Professor: Dr.
M. Fogelman (fogelman@albany.edu,
BA-324, 518/442-5545) personally handles all questions regarding course content, exam
and clicker questions, or class policies. Email messages and phone calls are welcome
anytime and usually answered within hours—or minutes. Email the professor only at fogelman@albany.edu, not via Blackboard or some
other address.
Graduate
Assistants: Ms. L. Drozynski and Mr. C. Frederickson are students’ first
contacts for questions about credit and grade recording for
exams, quizzes, assignments posted on Blackboard, and the in-class
participation exercise (the “Hotseat”). Email the GAs at mgt341ga@yahoo.com,
not via Blackboard mail!!
The
Information Technology Service (ITS) Help Desk (LC-27, 442-3700) can
help with any problems logging on to the UAlbany system, using Blackboard, or
getting access to electronic reserve.
What
this course is about…
Welcome to Management 341. Here we discover how the knowledge and
management of human behavior in enterprises makes some companies
and people succeed while others struggle.
To prepare yourself for the changing world of
work and the practice of management, you will analyze the history, research
trends, and modern applications of a wide range of theories and practices. We begin the term by examining (1) firm-wide and inter-organizational
levels of management. Then we investigate
the role and effects of (2) individual
behavior. In the third course
segment, we mainly assess ethical challenges and relate leadership,
communication and other skill sets to (3)
the management of work groups and teams. Key course policies and other
information will be posted on the Blackboard homepage and the class blog: http://mgt341spring13.blogspot.com/
Before
taking this course, students should have completed APsy
101 and either ASoc 115 or AAnt
108.
Our
goals…
Through a combination of in-class
presentations and conferences, examinations, quizzes, virtual sessions, written
contributions, clicker questions, active individual and small group
participation, and “flipped classes,”
you will…
·
Identify the behavioral foundations of management in an increasingly
diverse environment,
·
Describe how global socioeconomic and technological forces are
affecting the theory and practice of management,
·
Assess the interpersonal, ethical and other challenges faced by today’s
managers, and
·
Model effective small-group behavior in both face-to-face and virtual work
relationships
The
tools you will use…
Our
primary text is Organizational Behavior: Core Concepts by Angelo Kinicki. Be sure you
also get the premium online content, McGraw-Hill, 2008 (available locally as
ISBN 007-818958-6). Students who purchase just the text (ISBN
978-0-07-353029-1) should get the online premium content at www.mhhe.com/obcore. Before most classes, you need to read the
required chapters, [bracketed] in the Topic and Assignment schedule at the end
of this syllabus.
You should register and always bring to class your i>Clicker
(either a 5-letter or newer version) for recording your choices to questions
posed during class. Using it
conscientiously can contribute up to 15 points to your final
course grade. Clicker credit is earned only through use of the clicker during
class, so operating someone else’s clicker instead of, or in addition to, your
own is a form of academic dishonesty that subjects both
offenders to automatic course failure or other disciplinary action.
You should subscribe to BMGT341-L, a “listserv” distribution list for assignment reminders, exam advice, and other bulletins. If you fail to subscribe to “the list,” you
will probably miss opportunities to stay ahead on assignments and gain
up-to-date information on exam topics and other important subjects. To
subscribe, a student named “Jane Doe” with a local phone of all 5’s would send
a one-line email to listserv@listserv.albany.edu. The complete message text
of Jane’s email: subscribe bmgt341-L
Jane Doe 555/555-5555.
We will make extensive use of Blackboard and, linked to that system, Electronic Reserve (also known as E-Reserve, ERes,
and ARes) and the course blog. Following this
blog, which is primarily an archive of all listserv messages to the class, is a
less reliable way to keep up on important course news.
Students should bring to every class session two teacher-provided 8.5 by 11 sheets
(one pink/one green). Photo IDs and 9-digit
Student IDs (not SSNs) are required for all exams, with #2 Pencils and erasers strongly recommended. Electronic dictionaries may not be used
during exams.
Five
things you need to do or know right away!
When you arrive for session #3, you
will choose the seat for the whole term.
The course E-Reserve password is namlegof (after you enter the system using your own netid/password).
Cumulative clicker points earned
are updated on E-Reserve each week.
Monitor your progress regularly.
You need to register here http://www.educreations.com/sr/3D2048
(our access code is 3D2048)
Subscribe to the listserv,
forwarding any problem response to fogelman@albany.edu.
What we will do in and out of class…
Each of the following six session types
is coded on the topic schedule by a category icon. (Each session will have an numbered outline or slide set on ERes.
The best students usually print these items out in advance.)
5 More
than half the sessions are traditional
face-to-face lectures presented with slides, pretty much like those in
other courses. The main difference is
that around ten students sitting in front of the room are called on to answer
questions. They constitute a small class
within the larger lecture. On occasion,
what one of these hotseat
participants says or does has been coached or scripted.
2
Three or more flipped
classroom sessions.
These are a complete reversal of the traditional
teaching pattern. Instead of introducing
a topic during class and practicing and applying it as a “homework assignment,”
everyone watches image-and-voice video
lessons as part of their required reading before class. When in class,
you apply the knowledge to real management problems. Students on the hotseat,
preferably volunteers for those days, will answer questions and also play a
role as “linchpins,” connecting the instructor to the groups.
. Three
of our in-term class sessions are exams,
each one consisting of 35 multiple choice questions. Students whose last names begin with A
through K come for the first 35 minutes
of the class, and those starting with L through Z for the last 35.
9 Each
exam is preceded by an online exam review,
which is a recorded audio or video talk by the instructor coupled with a set of
review slides on the key topics to be featured on that exam. (Titled “Exam 1a,”
etc.)
m Each of these
three or more sessions will feature a guest
speaker, or possibly more than one from the same firm. Each of these successful executives or other
professionals is an expert in the topic(s) s/he will discuss. They have all done this before and generally
present along with the instructor. The hotseat and clicker questions are managed just as they are
in regular lecture classes.
7 Three
virtual sessions are class session
videos produced by the professor, and they resemble the lectures. The difference is that there is no classroom
component at all. This time slot is often
a good chance for students to meet privately or in groups with the professor—as
volunteers or by invitation.
How grades are earned…
Course grades are based on 100%. Since you can actually earn 108.75 points, a
curve factor has been built in.
Exams (75 course points)
You will take at least one exam for each of course segments 1, 2, and 3.
Exams 1a, 2a, and 3a are given at intervals during the semester, and exams 1b,
2b, and 3b during the final exam session. You may take in-term exams only
during the 35-minute period assigned to you.
Other than the three optional “second chances” you may select during our
scheduled final examination period, there is no additional final exam. For each segment, students may take the
in-term version, the “second chance” exam, or both. Only
the higher one of the two exam grades for each segment—exam 1a or 1b,
exam 2a or 2b, and exam 3a or 3b—will be counted in your average.
Attendance and Participation (30
course points)
Class content is one key source of exam questions,
but there are other reasons you need to come to class prepared to participate
both actively and passively.
1. Clicker points. (15 points) Your in-class responses to multiple choice questions serve
several purposes: review concepts, provide feedback, reward attendance and
promptness, and reveal how well students prepare for their flipped class sessions. You generally earn all 15 points by
spending appropriate levels of effort preparing for class and operating a functioning
clicker in class. Monitor your progress on E-Res.
2. The Hotseat. (up to 5 points) During
most classes, several students spend the full session in front of the class to
discuss the reading assigned for that day.
Anyone up there can be asked any question at any time on any related
topic. So long as you prepare the topic
assigned to be read for that class and sign the “hotsheet,”
you will receive the full five points.
Students who do not perform satisfactorily or who miss their dates
without a valid excuse (i.e., extreme circumstances) generally make it up by doing
both of the last two class days. Expect
the Hotseat Schedule to be posted to E-Reserve during
week #2.
3. Group and Individual Contributions. (10 points) are earned in two ways: (1) You
can a full point on each of at least
four Blackboard discussion section contributions by writing an intelligent
reaction to the video case assignment from the premium content that comes with
the text, or you can earn up to a half point by submitting it within 48 hours
past the deadline. (2) You will be able to earn one or more by answering questions asked of you in
class, most often during flipped sessions. How students earn the remaining 4
contribution points, including Tweets,
quizzes, additional voluntary flipped and regular session participation, and/or
additional Blackboard discussion contributions will be announced on the
Blackboard homepage, distributed via the listserv, and archived on the course
blog.
SPECIFIC STEPS TO POST ON OUR CLASS BLACKBOARD HOMEPAGE: Select
DISCUSSIONS and then CREATE THREAD. The subject header you create for your
message will read "Asg## where ## is the
assignment number. Please use this exact header format, with no spaces. (ASSIGNMENTS WILL BE ANNOUNCED VIA THE
BLACKBOARD HOMEPAGE, the listserv, and
the course blog: http://mgt341spring13.blogspot.com/)
Grading and Criteria
Final grades will be based
on a composite score using weighted criteria.
|
Grades: |
|
How Grades are Achieved: |
|||||
|
92-100+ |
A |
|
77-79 |
C+ |
|
3
In-term Examinations and/or |
|
|
90-91 |
A- |
|
73-76 |
C
|
|
Optional
Final[s] with name and ID number entered correctly |
75% |
|
87-89 |
B+ |
|
70-72 |
C- |
|
10
items, including individual blackboard posts, and other contributions as formally announced. |
10% |
|
83-86 |
B |
|
60-69 |
D |
|
In-class
participation (“the Hotseat”) |
5% |
|
80-82 |
B- |
|
Below 60 |
E |
|
Individual
Clicker Points (credit awarded proportionally). |
15% |
Academic Dishonesty will not be tolerated. Consequences of cheating,
using any electronic device during an exam, representing another’s work as your
own (plagiarism), or having one student operate another’s
clicker include being issued a failing grade in the course,
referral of the matter to a judiciary hearing for disciplinary probation, and
suspension or dismissal from the University. See the “non-credit” versions of
the tutorials at http://library.albany.edu/usered/plagiarism/page2.html if you are at all unsure of
what constitutes plagiarism.
Extreme
Circumstances are
evaluated by the Office of the Dean (Vice Provost) for Undergraduate Education
in LC-30. When documented by the student, acceptable excuses include
hospitalization or medical emergency involving the student, death/funeral in
the immediate family, and delay due to an automobile accident—one officially
reported to the authorities—on the way to class. Unacceptable excuses
include ordinary transportation issues: flat tires; parking and mechanical
problems; bus delays: broken alarm clocks; eye, dental, medical, or employment
appointments which could be scheduled some other time; pre-/post-vacation
extensions; and social occasions such as christenings, weddings, reunions, and
Bar Mitzvahs. (See Undergrad Bulletin “Attendance” regulations for additional
details.)
Extra Credit
Aside from a built-in course point total over 100%,” there are no
opportunities to do additional work for extra credit during the semester.
As indicated in the Undergraduate Bulletin, students may not “submit additional
work or … be reexamined for the purpose of improving their grades after the
course has been completed.”
Topic and Assignment Schedule
(This list or sequence of topics may change
slightly!!! Advance news of any modifications
will be announced in class and also posted on the Blackboard
Bulletin Board, emailed via the listserv, and archived on the class Blog.)
|
Session Number |
Date |
Selected Topic(s) (Students are advised to
download and review notes from Electronic Reserve before
each class.) |
BEFORE CLASS: [Kinicki Chapter] **On E-Reserve {Flip videos #s} |
|
1.
|
1/24 |
5 The
Roots of Management Practice for Today and Tomorrow |
**01
to read (ERes) |
|
2.
|
1/29 |
5 Organizational
Behavior: Why People Matter to Organizations |
[1] and Read
Syllabus! |
|
3.
|
1/31 |
5 Organizational
Culture: How Organizations Create and Transmit a Culture |
[12] |
|
4.
|
2/5 |
5 Change
and Learning Organizations: How to Thrive in a Turbulent World |
[14]
|
|
5.
|
2/7 |
2 Organizational
Design: How a Structure Connects Employees and Tasks |
[13]
{5} (ERes?) |
|
6.
|
2/12 online |
7 Additional
Aspects of Organizational Culture and Design (Session attendance is not
expected; streaming video of lecture content will be accessed on Electronic
Reserve.) |
**06
to read (ERes) |
|
7.
|
2/14 |
5 Globalism,
Cross-cultural considerations, and Applied Global Performance Concepts in
Today’s Environment |
**07 to read (ERes) |
|
|
online |
9 Exam 1a Streamed E-Res Review
Session: Firm-wide, and
Inter-organizational Segment |
**Exam 1a review slides |
|
8. |
2/19 |
. Exam
1a (Content from Sessions 1 through 7) |
**Exam times posted on Electronic
Reserve |
|
9.
|
2/21 |
5 Perception
and Diversity: Why Viewpoints Differ |
[2] |
|
10.
|
2/26 |
5 Individual
Differences: What Makes Employees Unique |
[3] |
|
11.
|
2/28 |
m
Managing Yourself:
Entrepreneurship and “Intrapreneurship” |
**11
to read (ERes) |
|
12.
|
3/5 |
2 Motivation
in Theory: What Makes Employees Try Harder |
[4] {12} (ERes?) |
|
13.
|
3/7 |
5 Stress,
Time Management, and Career Life
Cycles |
**13 to read (ERes) |
|
14.
|
3/12 |
m Team Building and High-Performance
Teams
|
**14 to read (ERes) |
|
15.
|
3/14 |
5 Motivation
in Practice: How to Bring Out the Best in People |
[5] |
|
16.
|
3/26 online |
7 Trust,
Organizational Justice, and Privacy (Session attendance is not expected; streaming
video of lecture content will be accessed on Electronic Reserve.) |
**16
to read (ERes) |
|
|
online |
9 Exam 2a
Streamed E-Res Review
Session: Individual Behavior Segment |
**Exam 2a review slides |
|
17.
|
3/28 online |
7 Conflict
and Negotiation: Why Conflict Arises and What to Do about It …Includes
Aspects of Decision Making (Session
attendance is not expected; streaming video of lecture content will be
accessed on Electronic Reserve.) – from EXAM 3a |
[8] |
|
18.
|
4/2 |
5 Groups
and Teamwork: How Groups Work and How to Lead Them - from EXAM 3a |
[6] |
|
19.
|
4/4 |
. Exam 2a (Content from
Sessions 9 through 16, not 17 or 18) |
**Exam times posted on Elec. Reserve |
|
20.
|
4/9 |
m Decision Making: How Individuals and
Groups Arrive at Decisions |
[7] |
|
21.
|
4/11 |
5 Communication:
How to Get Messages Across—Online and Off |
[9] |
|
22.
|
4/16 |
5 Power and Politics: How People Influence
One Another
|
[10] |
|
23.
|
4/18 |
5 You
Make the Call: Cases in Applied Business Ethics |
**23
to read (ERes) |
|
24.
|
4/23 |
2 Leadership: What Makes an Effective
Leader |
[11] {24} (ERes?) |
|
25.
|
4/25 |
2? Integrated
Case: Working In And Managing Teams |
**25
to read (ERes) |
|
|
On-line |
9 Exam 3a and
3b Streamed E-Res
Review Session: Group Behavior Segment |
**Exam
3a/3b review
slides |
|
26.
|
4/30 |
. Exam
3a (Content from Sessions 17, 18 and 20 through 25) |
**Exam times posted on Elec. Reserve |
|
27.
|
5/2 |
5 Other
Topics in Organizational Behavior and Management |
**27
to read (ERes) |
|
28.
|
5/7 |
m Human
Resource Management |
**28
to read (ERes) |
|
|
online |
9 Exam 1b and 2b Streamed
E-Res Review Sessions – 2 separate videos |
**Exam
1b and 2b review
slides |
|
Exam Week |
Appx 5/9 |
Final: Exams 1b, 2b and/or 3b, lasting a total of two
hours, PROBABLY 5/9/13, but
DEFINITELY **BEFORE** THE TIME IN THE EXAM SCHEDULE PUBLISHED ONLINE
AT THE START OF THE TERM!!! |
Room assignments to be posted on lecture
hall doors. |
SESSION
TYPE
SYMBOLS: 5Traditional class format 2
“Flipped” class . Exam
m Guest speaker 7Virtual
session 9
Review video (not a scheduled session)
**Required before-class “reading” materials
to be available on Electronic Reserve, often including links to video and other
content.