Management 308 - 101Behavior and Theory in Organizations

Summer, 2017 (Three Weeks w/o names) May 20, 2017; 3 p.m

Instructor: William Ross, Ph.D.Office: 416-A Wimberly HallOffice Hours:11:50 a.m. - 12:15 p.m. Monday-Thursday and by appointment; in the

classroom.Phone: (608) 785-8450 (if I'm in a meeting, you can leave a message).E-Mail: wross@uwlax.eduWeb Pages: http://websites.uwlax.edu/wross/ Desire2Learn: http://www.uwlax.edu/d2l or https://uwlax.courses.wisconsin.edu/

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

Class Times: 8:30 a.m.- 11:55 a.m. Monday – Friday, 3315 Centennial Hall

Objectives: 1. To explore selected issues in management and organizational behavior. These topics will be examined from both researchers' and practitioners' viewpoints.

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

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

Text: Robins, S. P., & Judge, T. A. (2015). Organizational Behavior, Sixteenth Edition. Upper Saddle River, NJ: Pearson/Prentice-Hall (it has parrots on the cover).

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

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

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

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

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

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

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

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

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

Course Requirements:1. Attendance. I have been teaching for over thirty years and I’ve seen that the

easiest way to improve your course grade is to come to class. Therefore, I expect you to come to class.

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

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

3. Article Presentation. Each class member will present on an assigned topic, using the assigned article as a starting point. Additional library research will be required. The presentation should last 10-15 minutes, NOT use Power Point, and should involve the class in some way (don’t simply read to the class for 15 minutes). Also, if you want to show a relevant video clip, do not show video clips longer than 4 minutes, total, as part your presentation. [Note: On exams, you are responsible for knowing about each of the readings, whether presented in class or not.] The presentation constitutes 7% of your course grade.

4. Competitive Case Presentations. Assume that you are on one of two competing consulting teams being considered by a client to help solve an organizational problem. The first consulting team must summarize the case to the class (do not assume that everyone in the class has read the case); the second team does not need to summarize it, but may summarize a few key points if they wish.

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

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solutions and you should show that you understand and can apply course concepts and theories.

Imagine a chart with three column headings: “Problems Theory Solutions .” Under that set of headings, imagine three different rows each with a problem, course concept, and solution. Thus, theoretical concepts should help you identify the problems and possible solutions.

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

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

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

Notes: (1) Extra-credit presentations are worth up to 2% of your course grade, depending on the quality of the presentation.

(2) On exams, you are NOT responsible for competitive cases that were not presented in

class. You should know the main issues illustrated by cases that were presented.

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Grading Rubric for Case Presentations (Consultants):

1. Did consultants appear well-organized?

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

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

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

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

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

7. Good: Were concepts/theories used to identify solutions (or at least related to solutions)? Not Good: Or were solutions just “common sense” without any consideration of course concepts?

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

9. Did consultants handle client and audience questions effectively?

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

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

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

systems thinking”)?

Grading Rubric for Case Presentations (Clients):

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

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

writing your paper.)

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

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

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

How thoughtful was the rationale? Did it go beyond merely stating “I liked one 4

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

was a better set of solutions? Did your explanation reinforce the learning of the concepts and theories?

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5. OPTIONAL EXTRA-CREDIT PAPER. Because it is summer, and the course is not writing emphasis, there is NO term paper requirement for this class. There is, however, an extra-credit optional term paper option (see information on the following pages for details). If you choose to complete this assignment, you must submit a 12-20 page typed paper on this topic. I will grade the paper and will offer extra credit for the course based upon your paper grade: F or D = 0%, C=+1%, BC=+1.5%, B=+2%, AB=+3%, A=+4%. This could make the difference in your course grade, particularly if you do badly on one of the examinations. Your optional extra-credit paper will be due (by both e-mail and a “hard copy” in my mailbox in room 416 Wimberly Hall) on Wednesday, June 14, 2017 at 11:00 a.m. Please let me know before the semester ends if you are planning to write the paper so that I will not turn in a final course grade for you prematurely.

For your extra-credit term paper assignment, you must write about one of the following topics, relating it to topics covered in the course:

Topic #1: In class we covered the topics of “Moods & Emotions.” One under-studied emotion in the context of work is “anger.” Another is “guilt/shame.” Write a paper about ONE of those emotions in the context of organizational behavior. Go beyond what is reported in the textbook. What does recent research show? How can managers use this information?

References to get you started:Lindebaum, D., & Geddes, D. (2016). The place and role of (moral) anger in

organizational behavior studies. Journal of Organizational Behavior, 37(5), 738-757. doi:10.1002/job.2065

Koning, L. F., & Van Kleef, G. A. (2015). How leaders' emotional displays shape followers' organizational citizenship behavior. The Leadership Quarterly, 26(4), 489-501. doi:10.1016/j.leaqua.2015.03.001

Chi, S., Friedman, R., & Lo, H. (2015). Vicarious shame and psychological distancing following organizational misbehavior. Motivation & Emotion, 39(5), 795-812. doi:10.1007/s11031-015-9483-0

Yip, J. A., & Schweitzer, M. E. (2016). Mad and misleading: Incidental anger promotes deception. Organizational Behavior & Human Decision Processes, 137207-217. doi:10.1016/j.obhdp.2016.09.006

Thiel, C., Griffith, J., & Connelly, S. (2015). Leader–Follower Interpersonal Emotion Management: Managing Stress by Person-Focused and Emotion-Focused Emotion Management. Journal of Leadership & Organizational Studies, 22(1), 5-20. doi:10.1177/1548051813515754

Steigenberger, N. (2015). Emotions in sensemaking: A change management perspective. Journal Of Organizational Change Management, 28(3), 432-451. doi:10.1108/JOCM-05-2014-0095

Brescoll, V. L. (2016). Leading with their hearts? How gender stereotypes of emotion lead to biased evaluations of female leaders. Leadership Quarterly, 27(3), 415-428. doi:10.1016/j.leaqua.2016.02.005

Topic #2: What is “The Glass Cliff?” How does this relate to organizational behavior? References to get you started: (1) Ryan, M.K., & Haslam, S. A. (2007). The Glass Cliff: Exploring the dynamics surrounding the appointment of women to precarious leadership positions. Academy of

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Management Review, 32 (2), 549-572. (2) Bruckmüller, S. & Branscombe, N. R. (2010) The glass cliff: When and why women are selected as

leaders In crisis contexts. British Journal of Social Psychology 49 (3), 433-451.

(3) Mulcahy, M., & Linehan, C. (2014). Females and Precarious Board Positions: Further Evidence of the Glass Cliff. British Journal of Management, 25 (3), 425-438.(4) Ryan, M. K., Haslam, S. A., Morgenroth, T., Rink, F., Stoker, J., & Peters, K. (2016). Getting on top of the glass cliff: Reviewing a decade of evidence, explanations, and impact. Leadership Quarterly, 27(3), 446-455. doi:10.1016/j.leaqua.2015.10.008(5) Main, B. M., & Gregory‐Smith, I. (2017). Symbolic management and the glass cliff: Evidence from the boardroom careers of female and male directors. British Journal Of Management, doi:10.1111/1467-8551.12208

Topic #3: There are many “popular” books published each year that purport to tell you how to be successful as a manager or entrepreneur. Does the advice found in a “pop” management book correspond with the scientific research on the topic? Read and relate ONE of the following books (NOT on reserve; check your local bookstore) to the scientific research in organizational behavior (no more than 1/3rd of your paper should be “book summary” – the rest should be your analysis, relating the book to other research – cite your sources):

(1) Howard Fero & Rebecca Herman (2014). Lead me out to the ballgame: Stories and strategies to develop

major-league leadership. (2) Chris Ducker (2014). Virtual Freedom: How to work with virtual staff…(3) Ben Horowitz (2014). The hard thing about hard things: Business when there are no easy answers.(4) Martina Carroll-Garrisson (2014). How to stop the bully at your workplace… (5) T. D. Jakes (2005). Ten Commandments of Working in a Hostile Environment.(6) Anese Cavanaugh (2015). Contagious Culture: … Intentionally Create an Organization that Thrives(7) Ruma Bose & Lou Faust (2011). Mother Teresa, CEO: Unexpected principles for practical leadership. (8) Jeanne Brett (2014). Negotiating globally.(9) Rich Karlgaard (2014). The soft edge: Where companies find lasting success. (10) John Kotter (2014). Accelerate: Building strategic agility for a faster-moving world.

(11) Marcus Buckingham & Curt Coffman (2016). First: Break all the rules. What the World’s Greatest Managers do Differently.

(12) Anassi Bari, M. Chaochi, & Tommy Jung (2014). Predictive analytics for dummies. (13) Larry Weidel (2015). Serial Winner: Actions to Create Your Cycle of Success. (14) Micah Zenko (2015). Red Teaming: How to Succeed By Thinking Like the Enemy. (15) John Maxwell (2015). Intentional Living: Choosing a Life That Matters.(16) Shu Hattori (2015). The McKinsey Edge: Success Principles from the … Consulting Firm (17) David Burkus (2016) Under New Management: How Leading Organizations are Upending Business…(18) Ron Friedman (2014). The Best Place to Work: Art & Science of Creating an Extraordinary Workplace. (19) Ross McCammon (2015). Works Well With Others: An Outsider’s Guide to … Crucial Skills.(20) Beverly Jones & Kerry Hannon (2016). Think like an Entrepreneur, Act like a CEO.(21) William Kahn (2015). The Ostrich Effect: Solving Destructive Patterns at Work (22) Patrick M. Lencioni (2015). The Truth About Employee Engagement: A Fable

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About…Job Misery.(23) Tony Davila, Marc Epstein, & Robert Shelton (2015). Making Innovation Work. (24) John P. Kotter (1996/2012). Leading Change.(25) Ram Charan (2015). The Attacker’s Advantage.(26) Mark Appleyard (2017). Think, Speak, Live.(27) James Ward (2017). New Directions: Successful Strategies for Career, Workplace, and Personal Growth(28) Keith Thomas (2017). Leadership Lessons from Moses.(29) Robert Dickie III (2017). Love Your Work.(30) Cam Romani (2017). Reaching Your Potential.(31) Paul Marcus (2017). The Psychoanalysis of Career Choice, Job Performance, and Satisfaction(32) Sallie Krawcheck (2017). Own it: The Power of Women at Work (33) Molly Erman (2017). Work Life: A Survival Guide to the Modern Office(34) David Stillman & Jonah Stillman (2017). Gen Z @ Work: How the Next Generation is Transforming… (35) Ronald Warren (2017) Personality at Work: Drivers and Derailers of Leadership.

Topic #4: What is “Distributed Cognition” Theory? How does it relate to management?

References to get you started:(1) Hutchins, Edward (1995). Cognition in the wild. Boston: MIT Press.(2) Huebner, Bryce (2014). Macrocognition. New York: Oxford Press.(3) Bardone, Emanuele (2011). Seeking Chances. Berlin: Springer-Verlag.(4) Payette, Nicolas (Ed., 2008). Beyond the Brain: Embodied, Situated and Distributed Cognition. (5) Andreasson, R., Lindblom, J., & Thorvald, P. (2016). Interruptions in the wild: Portraying the handling of interruptions in manufacturing from a distributed cognition lens. Cognition, Technology & Work, doi:10.1007/s10111-016-0399-6(6) Heavey, C., & Simsek, Z. (2017). Distributed cognition in top management teams and organizational ambidexterity: The influence of transactive memory systems. Journal Of Management, 43(3), 919-945.

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Topic #5: Write a paper about how “desire” differs from “valence (anticipated value),” “reason,” “attitude,” “emotion,” and “intention” to influence individual and group decisions. Use the following sources to help you understand and apply these psychological and marketing concepts to Organizational Behavior:

(1) BAGOZZI, R. P. 2007. The legacy of the technology acceptance model

and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8, 244-254.

(2) BAGOZZI, R. P. & DHOLAKIA, U. M. 2002. Intentional social action in virtual communities. Journal of Interactive Marketing, 16, 2-21.

(3) BAGOZZI, R. P. & LEE, K.-H. 2002. Multiple routes for social influence: The role of compliance, internalization, and social identity. Social Psychology Quarterly, 65, 226-247.

(4) BRATMAN, M. 1987. Intention, plans, and practical reason, Cambridge, MA, Harvard University Press.

(5) DHOLAKIA, U. M., BAGOZZI, R. P. & PEARO, L. K. 2004. A social influence model of consumer participation in network-and small-group-based virtual communities. International Journal of Research in Marketing, 21, 241-263.

(6) PERUGINI, M. & BAGOZZI, R. P. 2001. The role of desires and anticipated emotions in goal‐directed behaviours: Broadening and deepening the theory of planned behaviour. British Journal of Social Psychology, 40, 79-98.

(7) PERUGINI, M. & BAGOZZI, R. P. 2004. The distinction between desires and intentions. European Journal of Social Psychology, 34, 69-84.

(8) FISHBEIN, M. & AJZEN, I. 1974. Belief, Attitude, Intention, and Behavior.

Topic #6: How might the parasite Toxoplasma Gondii affect organizational behavior? What are the

implications for management?(1) Houdek, P. (2017). Puppetmaster: Possible influence of the parasite

Toxoplasma Gondii on managers and employees. Academy Of Management Perspectives, 31 (1), 63-81. doi:10.5465/amp.2015.0163

(2) Lester, D. (2012). Toxoplasma Gondii and homicide. Psychological Reports, 111 (1), 196-197. doi:10.2466/12.15.16.PR0.111.4.196-197

(3) Torrey, E. F. (2006). Cats and Schizophrenia. Forbes, 178 (12), 48.(4) Allen, F. E. (2012). House Cats Said to Lead to Car Crashes, Suicides, and

Mental Disorders. Forbes.Com, 22.(5) Risk of Toxoplasma Infection Evaluated in Retail Meat Products. (2005).

National Hog Farmer, 50 (12), 24.(6) Cara, E. (2016). Bugs in your brain. Newsweek Global, 166 (21), 52-54.(7) Maseland, R. (2013). Parasitical cultures? The cultural origins of institutions

and development. Journal Of Economic Growth, 18 (2), 109-136. doi:10.1007/s10887-013-9089-x

Your extra-credit term paper grade will be based upon the following criteria:(A) Adequate (but not excessive) summary.................. 10%(B) Clearly stating your position on all the

important issues.................................................... 10%(C) Quality of arguments (logic, etc.) ......................... 40%(D) Outside research (referencing articles,

books, cases, theories, or research) I expect TEN or more references for each paper...... 20%

(E) Addressing opposing arguments (if any).................. 10%(F) Style (e.g., are the sentences clear?),

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grammar (e.g., do you know when to use "there," "their," and "they're"?), reference page, misc.................... 10%

----- 100%

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Helpful Termpaper Suggestions:All papers should include at least ten different references. All ten references should be

cited within the text at least once as you use them. The general rule is, "if you borrow an idea or research finding, then cite the source, even if it is not a direct quote." For example, suppose I cited a study showing that most supervisors divide their subordinates into "ingroup" and "outgroup" members. I might write:

"It has been demonstrated that leaders do not treat all of their workers alike: research shows that most supervisors divide their subordinates into ingroup and outgroup members (Dansereau, Cashman, and Graen, 1973). Other work suggests that, (1) taking OB courses in college (Jones, 1990) and (2) working quickly toward a clearly-stated objective (Forrest, 1992) are also important for good leader-member relations."

Note that these were not direct quotes, but I cited the sources where I got my ideas. That way the reader knows which ideas were borrowed from which sources.

The works you cite should also appear at the end of your paper in a reference list. All works in the reference list should also be cited in the paper. Thus, I do NOT want to see a vague "Bibliography"--I want to know which ideas in the paper go with each source.

Examples of references:(1) For a book:Jones, G. (1999). I was a miserable failure before I took OB: Just look at me now!

Atlanta: New Publishers.

(2) For journal articles:Dansereau, F., Cashman, J. & Graen, G. (1973). Instrumentality theory and equity as

complementary approaches in predicting the relationship of leadership and turnover among managers. Organizational Behavior and Human Performance, 10, 184-200.

Forrest, N. B. (January 16, 2002). My motto for success: "Get there firstest with the mostest." Journal of Vague Generalizations, 14, 128-131.

Note that the underlined number is the volume number; the other numbers are page numbers. So 14, 128-131 means "volume 14, pages 128-131."

(3) For Internet sources:Use the internet web address in the location where you would put the publisher of

a printed document.U.S. Meaningless Lists staff (2015). 2015 Top Undergraduate

Basketweaving Programs.U.S. Meaningless Lists. http://www4.usnews.com/usmlists/edu/college/cat12mk.htm . Accessed: June 4, 2016 via ABI-Inform Database.

At least three of your references should come from "scholarly" sources (e.g., scholarly books, journals such as Organizational Behavior and Human Decision Processes, Academy of Management Journal, or Journal of Applied Psychology) rather than "popular" sources (e.g., Fortune, Business Week). This will help you develop your skills at finding applications for research as well as helping you keep up with the

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latest developments in this scientific field.

Papers without adequate references will be penalized and papers without any citations earn grades of "F" or "D." The reason for this policy is to insure that you adequately understand the literature on the topics you discuss, and to keep your paper from sounding like a "paraphrase" of only one or two sources. Remember that you need to start researching your paper today!

Papers are to be completed individually and responses should be typed. The University has several micro-computer laboratories available for you to do word processing. Use 1" margins and either double-space the paper or use block-paragraph style (like this syllabus).

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Guidelines for grading papers:As you write your paper, please consider the following:"F" papers tend to have the following characteristics:

1. The papers are dishonest and/or simply copy huge chunks of material.

2. They ignore key points of discussion and readings.3. the author hasn't got a clue as to what the topic even means (e.g., I

once had a student whose paper on "applications of management science to x" was poor because he did not bother to discover that there was a difference between modern "management science" a la MGT 395, and the "scientific management" of the 1910s -- his paper was all about Frederick Taylor!)

4. They are "fluff" and haven't attempted to consider the scientific literature.

5. They contain serious factual errors.6. They were written the night before and read like a sloppy "first draft"

rather than a polished, formal paper (I once gave an "F" to a paper whose author confessed that he had started writing the paper two hours before class began -- it showed!)

"D" papers tend to have the following characteristics:1. Despite obvious effort, the author is "way off."2. The paper simply uses description; there is no analysis.3. The paper contains factual errors.

"C" papers tend to have the following characteristics:1. The formal paper correctly answers questions, but makes little

attempt to integrate ideas into a coherent whole (thesis) through use of a logical, structured format with clear introduction, middle, and conclusion to the paper.

2. The formal paper does not show me where the author stands on the issue. (However, note that you cannot claim "your own experience" as one of your ten sources as one student tried to do many years ago.)

3. The formal paper is well structured and integrated, but examples and evidence to support the thesis are missing, incorrect, unscientific, or irrelevant.

4. The formal paper is well structured and integrated, but does not address, then refute, any counterarguments (if appropriate for that topic).

5. The paper uses only a few sources and/or does not cite its sources clearly.

"B" papers tend to have the following characteristics:1. The formal paper is well written and appropriately considers the

issues raised above. However, the quality is not sufficient to give it an "A."

2. New concepts and vocabulary are not sufficiently integrated into the paper.

3. Other important perspectives and/or issues are insufficiently explored, as relevant to the topic.

4. There are minor problems with technical aspects of the paper

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(citations, grammar, spelling, etc.).5. The paper does not use ten different sources and/or does not cite

them clearly.

"A" papers tend to have the following characteristics:1. They fulfill all of the technical requirements of the assignment.2. New concepts and vocabulary are used appropriately and are well-

integrated.3. Other perspectives (and counterarguments, if appropriate) are

addressed.4. New and/or interesting connections between the course and library

research are made; personal perspectives are incorporated into the paper where appropriate.

5. Use scientific evidence appropriately.6. Are interesting (and perhaps even creative) and are of very high

quality.

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Course Grading Policy:To summarize, your grade equals

(.24 x points from Mid-Term Exam #1) + (.24 x points from Mid-Term Exam #2)+ (.24 x points from Final Exam)+ (.07 x points from the article-based presentation)+ (.07 x points from the first Competitive Case Presentation – as a consultant)+ (.07 x points from the second Competitive Case Presentation – as a

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

analysis)-----100%

+ Extra Credit if you choose to write a term paper (up to 4%) or give an extra presentation (up to 2%).

Letter grades for each exam, etc. will be assigned in the following manner:●First, I will find the scores of the top 5% of the class plus a perfect score. ●Second, I will take the average of these top scores (at the end of the semester, I will use the sum of

these averages as the reference point for calculating course grades).●Third, I will find the following cutoffs:

92% of the average will be the lower cutoff for an "A"89% of the average will be the lower cutoff for an "AB"82% of the average will be the lower cutoff for a "B"79% of the average will be the lower cutoff for a "BC"70% of the average will be the lower cutoff for a "C"65% of the average will be the lower cutoff for a "D"Scores lower than 65% will be considered failing ("F").

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

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

The test had 40 items. The top scores (three out of fifty-eight enrolled) were 40, 39, and 37. Kristine made a 36, Boris made a 31, and Dudly made a 26. What grade did each make?The mean of the top scores was 38.67

The lower cutoff for an A = (.92 x 38.67) = 35.6The lower cutoff for an AB =(.89 x 38.67) = 34.4The lower cutoff for a B = (.82 x 38.67) = 31.7The lower cutoff for a BC =(.79 x 38.67) = 30.6The lower cutoff for a C = (.70 x 38.67) = 27.1The lower cutoff for a D = (.65 x 38.67) = 25.1

-Kristine earned an "A" and was thrilled ("I got an A!")-Boris made an "BC" and was irritated… “Is it a B or is it a C? I can’t stand this ambiguity!”-Dudly made a "D", whereupon he dropped out of college and joined a flea-infested commune full of UW-Madison hippie dropouts from the late 1970s; he spends his days making tie-died socks and standing at street corners shouting advice to people who are already far happier than he.

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Advantages of this grading system:1. Your score is not compared to any arbitrary number of points. This solves the

problem of a test that is too hard for the entire class.2. In a larger class, you are not compared to the top student but rather to the

top 5% of the students in the class. This reduces the likelihood that one "superstar" will alter the curve so much that a reasonable grade is beyond the reach of the mere mortal.

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

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Course Reading ListNote: You are not responsible for studying cases that are not presented in class;

you ARE responsible for ALL readings, whether presented in class or not.

Date Topic ___ ____Reading Assignment

May 22 M Course overview; History of Management Thought; Diversity Ch. 1 & 2

*Additional Reading: “Mr. Edens Profits from Watching his Workers” at Electronic Banking System, Inc. (from Jones & George Contemporary Management, seventh edition, pp. 69 – 70; see D2L).

May 23 Tu The manager as a person: Attitudes, Emotions, Personality & Values Ch. 3 & 4

*Additional Reading: Wiltermuth, S. S. & Tiedens, L. Z. (Sept., 2011). “Incidental anger and the desire to evaluate.” Organizational Behavior & Human Decision Processes, vol. 116, no. 1, pp. 55-65. Available from Elsevier ScienceDirect via Murphy Library databases. Direct link: http://libweb.uwlax.edu:2113/science/article/pii/S0749597811000483 Presented by:

# Competitive Case Presentation: “Dissatisfaction at …”Consultants: (Team 1)

(Team 2) Client:

# Competitive Case Presentation: “the Lawyer”Consultants: (Team 1) vs.

(Team 2);Client:

May 24 W The manager as a person: Personality & Values; Ch. 4 & 5

Multicultural & Global Work Environments

*Additional Reading: Davis, K.L. (April 30, 2010). Executive Session: David Green, founder of Oklahoma City-based Hobby Lobby. [Oklahoma City] Journal Record. Available via ABI-Inform. Link: https://libweb.uwlax.edu/login?url=http://proquest.umi.com/pqdweb?did=2026783941&sid=1&Fmt=1&clientId=3845&RQT=309&VName=PQD Presented by:

# Competitive Case Presentation: “The Road to …”Consultants: PB (Team 1) vs.

EL (Team 2)17

Client: CL

18

May 25 Th The manager as an Individual Decision Maker ; Time Management (?) Ch. 6

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

*Additional Reading: Berfield, S. (Dec. 7, 2015). Making Ethical Chic. Bloomberg Businessweek, Issue #4454. Business Source Premier links: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=111371410&site=ehost-live&scope=site or http://libweb.uwlax.edu:2066/ehost/detail/detail?vid=71&sid=3143a72f-ad2e-4657-bcc6-cf36642e8ff8%40sessionmgr120&hid=4101&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=111371410&db=buh Presented by: LV

# Competitive Case Presentation: “Dilemma at …”Consultants: (Team 1) vs.

(Team 2); Client:

May 26 F ***EXAM #1 (Chapters 1 – 6)***Followed by…Motivation Concepts & Applications

Ch. 7 & 8

May 29 M Memorial Day – No Class!

May 30 Tu Foundations of Group Behavior; Effective Groups & TeamsCh. 9 & 10

*Additional Reading: Peters, D. (2013, July/Aug.) Virtually there(plus “How to run a virtual meeting”). CMA Magazine, 87 (4), pp. 29-31Available via Ebscohost MasterFile Premier database: http://web.b.ebscohost.com/ehost/detail?vid=28&sid=3d52eeb6-5e9c-4a0c-8c1b-3cfd12db75c6%40sessionmgr110&hid=123&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=89333008 OR https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=89333008&site=ehost-live&scope=site Presented by:

# Competitive Case Presentation: “A Challenge for Mr. W…”Consultants: (Team 1) vs.

(Team 2); Client:

# Competitive Case Presentation: “Horseplay at the Textbook Processing Center”Consultants: JM (Team 1) vs.

PB (Team 2); Client: EL

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May 31 W Group Behavior: Group Decision Making; GroupthinkCh. 9 & 10

*Additional Reading: Hutchison, P., Jetten, J., & Gutierrez, R. (2011). Deviant but desirable: Group variability and evaluation of atypical group members. Journal of Experimental Social Psychology, Vol. 47, Issue 6, pp. 1155-1161. Available via Elsevier Science Direct: http://libweb.uwlax.edu:2113/science/article/pii/S0022103111001727 Presented by:

#Competitive Case Presentation: “Freddy & Mr. Camphor”Consultants: (Team 1)

(Team 2) Client:

June 1 Th Organizational Communication; LeadershipCh. 12

*Additional reading on “Servant-Leadership.” Liden, R. C., Wayne, S. J., Chenwei, L., & Meuser, J. D. (2014). Servant Leadership and serving culture: Influence on Individual and Unit Performance. Academy of Management Journal, 57 (5), 1434-1452. EBSCOhost Business Source Premier links: http://libweb.uwlax.edu:2130/ehost/detail/detail?vid=10&sid=cf5404d9-bb43-4480-9d95-204f8a59fb4d%40sessionmgr4004&hid=4204&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=98835633&db=buh or https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=98835633&site=ehost-live&scope=site Presented by: EL

#Competitive Case Presentation: “Arctic Mining Consultants”Consultants: (Team 1) vs.

(Team 2); Client:

#Competitive Case Presentation: “The Greenlife Company”Consultants: LV (Team 1)

CL (Team 2)Client: PB

#Competitive Case Presentation: “ ‘Hang-ups’ at a Call Center” Consultants: (Team 1) vs.

(Team 2); Clients:

June 2 F ***EXAM #2 (Chapters 7 – 12)***Followed by…Organizational Power & Politics

Ch. 13

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June 5 M Managing Organizational Conflict & Negotiation; Planning & Organizational Structure

Ch. 14-15

*Additional reading: Wulf, J. (2012, Fall). The flattened firm: Not as advertised. California Management Review, 55 (1), 5-23. Available at Murphy Library via EbscoHost Business Source Premier:http://web.b.ebscohost.com/ehost/detail?vid=43&sid=3d52eeb6-5e9c-4a0c-8c1b-3cfd12db75c6%40sessionmgr110&hid=123&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=buh&AN=82743350 OR https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=82743350&site=ehost-live&scope=site Presented by: PB

# Competitive Case Presentation: “And we wonder why…” [version 2.4]Consultants: Claire Lindner (Team 1) vs.

LV (Team 2); Client: JM

# Competitive Case Presentation: “K. Company”Consultants: (Team 1) vs.

(Team 2)Client:

# Competitive Case Presentation: Consultants: (Team 1) vs.

(Team 2); Client:

June 6 Tu Reducing Absenteeism & Turnover; Organizational CultureCh. 16

*Additional Reading: Hansen, S. D., Dunford, B. B., Alge, B. J., & Jackson, C. L. (2016, Sept.). Corporate Social Responsibility, Ethical Leadership, and Trust Propensity: A Multi-Experience Model of Perceived Ethical Climate. Journal of Business Ethics, Vol. 137 (4), 649-662. EBSCOhost PsychInfo links: http://libweb.uwlax.edu:2097/10.1007/s10551-015-2745-7 ORhttps://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=psyh&AN=2015-34314-001&site=ehost-live&scope=site OR http://libweb.uwlax.edu:2130/ehost/detail/detail?sid=7abd10d7-b0bd-4b31-a124-04dfc3d8fc29%40sessionmgr4009&vid=56&hid=4101&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2015-34314-001&db=psyh Presented by:

# Competitive Case Presentation: “Borderline Catering & Restaurant”Consultants: EL (Team 1) vs.

JM (Team 2); Clients: LV

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June 7 W Human Resource ManagementCh. 17

*Additional Reading: Yam, O. B., & Kruger, A. N. (2010). Strength-basedPerformance appraisal and goal setting. Human Resource Management Review,21, (2), 137 – 147. Murphy Library EbscHost Business Source link:http://libweb.uwlax.edu:2068/ehost/detail?sid=86f62cc8-1b59-48c5-87bb-1090d2b464b8%40sessionmgr113&vid=3&hid=112Presented by: CL

#Competitive Case Presentation: “An Administrative Mess …”Consultants: (Team 1) vs.

(Team 2); Clients:

# Competitive Case Presentation: “The Case of Union Formation (?) Among the Disgruntled Nurses”Consultants: (Team 1) vs.

(Team 2); Clients:

June 8 Th Organizational Change; Just in time for the final exam: “Stress” Ch. 18

*Additional Reading: Mujtaba, B., Lara, A., King, C., Johnson, V., & Mahanna, T.. (2010). Stress at Work... Journal of Applied Management and Entrepreneurship, 15 (2), 26-42. The data aren’t surprising or complex; the main value of the article is that it has a nice summary of common terms (and lists) found in the “stress” literature – so you too can know “the lingo of stress!” ABI-Inform link: https://libweb.uwlax.edu/login?url=http://proquest.umi.com/pqdweb?did=2059165321&sid=1&Fmt=6&clientId=3845&RQT=309&VName=PQD Presented by: JM

# Competitive Case Presentation: “D. School”Consultants: (Team 1) vs.

(Team 2); Client:

#Competitive Case Presentation: “Training & Development at ...”Consultants: (Team 1) vs.

(Team 2); Client:

June 9 F ***EXAM #3 (Chapters 13 –18, plus additional readings)***

June 14 WednesdayOptional Extra-Credit Term Paper is due by 11:00 a.m.

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“When Do I Present?” Quick Reference Chart

Competitive Case Presentations: Article

Presentation:Name Consulting Team #1 Consulting Team #2 Clients _ __ . PB May 24 W May 30 Tu June 1 Th June 5 MEL June 6 Tu May 24 W May 30 Tu June 1 ThCL June 5 M June 1 Th May 24 W June 7 W

JM May 30 Tu June 6 Tu June 5 M June 8 ThLV June 1 Th June 5 M June 6 Tu May 25

Th

Dropped:#1 June 8 Th June 6 Tu May 23 Tu May 31

W #2 May 30 Tu June 5 M June 8 Th May 23

Tu

23