Individual Group Behavior Organizations Assignment Help
Individual Group Behavior Organizations Assignment Help Prerequisites for this course can be found in the Undergraduate Catalog. It is your responsibility to ensure that you have met them. If you have not met the prerequisites for the course, you will be de-registered by the college. Students attending the course who do not have the proper prerequisite risk being deregistered from the class.
Students have responsibility to ensure they are properly enrolled in classes. You are advised to review your official class schedule (using Web for Students) during the first two weeks of the semester to ensure you are properly enrolled in this class and section. Should you find an error in your class schedule, you have until Friday, January 24, 2004 to correct the error with your advising office. If registration errors are not corrected by this date and you continue to attend and participate in classes for which you are not officially enrolled, you are advised now that you will not receive a grade at the conclusion of the semester for any class in which you are not properly registered.
Course Overview: This course is designed to provide you with a richer understanding of organizational report behavior. We will discuss individual Consumer behavior, group behavior, the organization’s context, and the interrelationship Leadership of all three.
Each business report day, individuals interact with other individuals and with groups, and they do so within the context of their organizations. In order to be effective and successful at work, it will be necessary for you to understand all of the factors that impact your own behavior and the behavior of others with whom you interact.
Through the course of the semester, I will lead you in classroom discussions, and I will facilitate as you guide yourself through your own self-discovery. Classroom discussions will follow the textbook, but will not be confined to text material. We will watch film clips that demonstrate many of the topics in your book, and I will pose additional questions and provide additional demonstrations that will further increase your understanding of the topics.
I have tried to create a course that will be both fun and informative, but please do not mistake any levity to mean that this is not a serious course. Our class is fairly large, and this has both advantages and potential disadvantages. One benefit to having a large class is that there are many perspectives from which we can all learn; however, a potential drawback that arises is that students often only share their insights with those classmates in their own immediate area. When this happens, the rest of the class misses what might be an enlightening point, and background noise is created that distracts students from what is being said either in the front of the room or by a fellow classmate who has the floor. For these reasons, I expect that during discussions, we will all be respectful of each other by sharing with the entire class, one at a time, only when it is our turn.
Your performance in this course will be assessed in several ways, and you will have the ability to choose some of the Dublin Business assessment. Mandatory for all of you will be 6 assessments that you can think of as either small tests or big quizzes. Additionally, because your learning is improved by the active effort you give, you will have the opportunity to earn points simply by distribution information in class. And finally, corresponding to each test/quiz, you will complete either one or two mini-projects related to material covered in that section. This is the part you get to choose.
The six test/quizzes will each be worth 30 points so that 180 points are available from tests. None of the quizzes will be cumulative. Questions may be any combination of multiple choice, true/false, or fill-in-the-blank. They will cover ALL material presented, however, which means that all textbook material Requirements (both covered in class and not), and all classroom material (both from the textbook and not) may be on the quiz. Keep this in mind, so that if you must miss class, you can make arrangements with a classmate to learn what was discussed in class that day.
It is important in this class (as it is in all classes) that you actively participate in your own learning. You will see that many of the topics we cover will apply to you or to situations about which you are familiar, and it will increase both your own memory and the memories of your classmates if you actively share your experiences with us. As we will discuss, more durable memories are made through active learning, so your success in mastering the material of this class depends in part on your participation.
Participation points are a quick and easy way to earn points in my classes. You can earn them by answering review questions at the beginning of each class, answering discussion questions during class, participating in the small group discussions that will occur, and simply attending and appearing to be engaged in the class. As you know, business marketing is an applied field. Class discussions will be designed to encourage you to begin applying your new knowledge. When you join in class discussions, benefits occur for the rest of us in the classroom also. Your contributions may help to clarify material for a classmate or might help someone to better integrate or apply the material we discuss. This helps the learning of everyone in the room. There are 20 points available for participation. They are assigned at my discretion, but you will have the opportunity to provide input into this by evaluating your own participation at the end of the semester.
For each quiz section except the first, you will have the opportunity to earn 20 additional gudance , and you may choose one of two ways to earn them. You may either become involved in a semester-long service-learning project requiring you to volunteer your services to an organization within our community and write one paper relating course material to your experiences, or you may choose to complete two of the mini-projects attached to the end of this syllabus.
Service-learning: This option requires that you volunteer your services to an organization within our cecommunity and write one paper per quiz section that relates course material to your experiences. This alternative will allow you to not only learn more about course concepts but also gain experience within an organization. This experience will benefit the community and will also benefit you by providing you another experience to add to your resume, affording you an opportunity to observe course material in a new environment, and offering the possibility of intrinsic satisfaction.
If you choose this, together, you and I will determine a volunteer organization within which you will volunteer, and you will be required to write one paper per quiz section discussing your observations of course material within the organization. Your paper must include the following: 1) explanations of at least 3 concepts from the applicable chapters; 2) descriptions of how the concepts were exhibited; and 3) a discussion of the insight you gained by observing course material in a real-world setting. Papers must be 3-5 pages in length.
Because quizzes are roughly three weeks apart, you will be required to provide your organization three hours of volunteer time per section. For some organizations, this will mean one hour per week. For others, it may mean that you will volunteer three uninterrupted hours in one day.
If you plan to choose this option, you must let me know by the end of this week so that we can get you started in your organization right away. Each service-learning report is worth 20 points, and because you will write 5, there are 100 points available for this portion of the class.
Mini-project: If you choose this, for each test section, you will complete two mini-projects based on quiz-related topics. Attached to the syllabus is a list of potential projects and the test sections to which they belong. These projects all vary, but common to each is that at the completion of the project, you will generate a brief written report. Each report will be approximately 3-5 pages in length. (Guidelines are on the last page of this syllabus.) What is important is that each project is FULLY explained. This means that in addition to answering the relevant questions, you must demonstrate your understanding of the necessary concepts. Understanding is demonstrated by defining each of the concepts you discuss. You will turn in each report on the day the corresponding quiz is given. Each project will be worth 10 points. Because you must write two for each quiz except the first, 100 points are available from mini-projects.
Quiz and paper policies:
You will be given 45 minutes in which to complete each quiz. After you finish, you may leave the room, but you must be back by 4:15 because class will resume at that time. NO ONE may begin taking a quiz after the first person has left the room.
All papers are due before class ends on the assigned days. No late assignments will be accepted unless arrangements have been made with me prior to the due date, and I will not make arrangements for this except in the case of an extreme and unavoidable emergency. If you must miss class on the day the assignment is due, you can email it to me before the end of class that day. While no late assignments will be accepted, papers can always be turned in early.
If you have a valid doctor’s excuse or an official excuse from your employer or the university stating that you could not be available to take the test on test day, you may make up the quiz in the testing center. Otherwise, you will have the opportunity to take ONE make-up quiz. This can be used if you must miss a test day and do not have a valid doctor’s, employer, or university excuse for your absence. Under these circumstances, make-up tests will be given on the last day of the semester, and they can include any information from throughout the semester. This means that if you take a make-up quiz, it may or may not cover material corresponding to the chapter you missed. The format of the make-up quiz will be essay.
All students are expected to attend class regularly and are responsible for all material covered even when they miss class. As stated previously, tests will cover material that is in the textbook AND ALSO MATERIAL THAT IS PRESENTED IN CLASS BUT IS NOT FOUND IN THE BOOK. Additionally, announcements may be made in class that may alter this syllabus, and you are responsible for knowing them and abiding by them. For this reason, it is to your benefit to attend class each day. If you must miss class, cake arrangements to get notes from a classmate. I do not give copies of my own class notes.
Students with Disabilities
: In accord with University policy, if you have a documented disability and require accommodations to obtain equal access in this course, pleas contact me at the beginning of the semester or when given an assignment for which an accommodation is required. Students with disabilities must verify their eligibility through the office of Student Disability Services (SDS) on the first floor of Main Hall. You can contact Kelly Kulick at ext. 53287 to register with the office of SDS.
The use of intellectual property of others without attributing it to them is considered a serious academic offense. Cheating means to misrepresent the source, nature, or other conditions of your academic work (e.g., tests, papers, projects, assignments) so as to receive undeserved credit. The use of the intellectual property of others without giving them appropriate credit is a serious academic offense. It is the University’s policy that cheating or plagiarism result in receiving a failing grade for the work or course. Repeat offenses result in dismissal from the University.
For Spring 2004, the course withdrawal deadline is Saturday, March 20, 2004. Withdrawal before the deadline results in a “W” on the official transcript; after the deadline a grade must be calculated and reported.
Tentative Course Schedule:
The following schedule may be changed depending on the progress of the class; however test dates will not change. Any changes to this syllabus will be announced in class.
|1/12 Course Introduction|
|1/14 Ch. 1 OB: Developing people-|
centered organizations and skills
Lrng mod C: Research in OB
|1/19 No class: MLK day||1/21 Lrng mod C|
Lrng mod A: Ethics and OB
|1/26 Ch. 2: Managing diversity||1/28 Quiz 1|
Ch. 5: Individual differences
|2/2 Ch. 5||2/4 Ch. 5|
Ch. 6: Values, attitudes, abilities, job
|2/9 Ch. 6|
Ch. 7: Social perception and attributions
|2/11 Ch. 7|
|2/16 Ch. 7||2/18 Quiz 2|
Ch. 8: Motivation through needs, job
design, intrinsic rewards
|2/23 Ch. 8|
Ch. 9: Motivation through equity,
Expectancy, goal setting
|2/25 Ch. 9|
|3/1 Ch. 10: Feedback, extrinsic rewards,|
|3/3 Ch. 10|
Lrng mod B: Performance appraisal
|3/8 Quiz 3|
Ch. 11: Decision making
|3/10 Ch. 11|
Ch.12: Group dynamics
|3/15 Ch. 12|
Ch. 13: Teams
|3/17 Ch. 13|
Ch. 14: Managing conflict and
|3/22 No class: Spring break||3/24 No class: Spring break|
|3/29 Ch. 14||3/31 Ch. 14|
|4/5 Quiz 4|
Ch. 3: Organizational culture
|4/7 Ch. 3|
Ch. 15: Communication
|4/12 Ch. 15|
Ch. 16: Influence tactics, empowerment
|4/14 Ch. 16|
|4/19 Quiz 5|
Ch. 17: Leadership
|4/21 Ch. 17|
|4/26 Ch. 4: International OB|
|4/28 Quiz make-up|
|4/3||4/5 Final quiz 3:30|
This is a guide for you to follow when writing the reports that accompany your mini-projects. If this guide is not followed, points can be lost.
Standard Document Formatting Guidelines
As a general rule, documents should be professionally type written (this means spell-checked and grammar-checked) and printed . Papers corresponding to each, separate assignment should be stapled if placed into pockets of a folder, but should not be stapled if placed into prongs of a folder.
Pagination – numbered consecutively in top right corner beginning with first page
Line spacing – double space text, left not right justified
Author identification – Place your name in the top left corner of the first paper.
Title – Use the title of the mini-project as listed in your syllabus as the title for your paper.
Headings – These should be justified left and underlined. Utilize headings as needed to help me follow the organization of your paper. This means that if your project asks specific questions, list each question as a heading, and if your project contains different parts, give each part a heading that identifies it as separate from the others.
Attachments – If your project requires you to develop a survey or read outside material, staple those to the back of your submission. When you are gathering data for the projects corresponding to test 2, I do not want to see each completed survey. I simply want to see a copy of the survey that you created and used to gather your data.
Each of these projects is grounded in one or more concepts discussed in class or in your book. Your report must include: 1) any applicable concept definitions; 2) a thorough description of your activity; 3) what you discovered. Be sure that you provide thoughtful answers to all questions. These projects are not intended to be busy-work. They are intended to give you a chance to more fully explore course content, so your paper must reflect that exploration.
Quiz 1 Although there are no mini-projects required for this section, you may substitute either of these projects for one of the projects corresponding to any of the other quizzes. Each of these can only be substituted one time.
Individual Group Behavior Organizations Assignment Help
MP1. Take a Manager to Lunch: Take a manager to lunch (or meet at place of business), and interview her or him about work. Discover such things as how time is spent, most difficult aspects of the job, frustrating/rewarding aspects of the job, lessons learned from managing, ethical situations faced, career advice that can be offered, etc. Don’t limit yourself to these. Add your own questions or revise my suggestions to your own taste. After the interview, write a report summarizing your findings and your reactions to the manager’s comments. In your report, be sure to note the manager’s name, place of business, time and length of meeting. Remember that it is appropriate to schedule ahead by making an interview appointment with the manager and follow up afterward with a thank-you note after the interview. Family members are NOT allowable, but you might want to consider interviewing someone who works in your career field.
MP2. Diversity. People in the U.S. are diverse in ethnicity, religion, and values. This assignment allows you to explore diversity and in so doing, identify some of the challenges faced by managers and employees. Specifically, the project focuses on living as a minority. You may either:
1 Interview an individual who is a racial, national, or religious minority at KSU-Stark. Discover what it feels like to be a minority, how others treat her or him, how she or he would like to be treated, what challenges have been faced as a minority and how they were handled, etc.
- Or, become a minority yourself by taking a ride in a public place (e.g., the mall) in a wheelchair. Go with a friend and don’t use your legs from the time you get out of the car to when you get back in. Notice the ease or difficulty you have doing the things you have done as an able-bodied person as well as the reactions you receive from others.
Then, write a report telling briefly what you did and summarizing your findings. Be sure to include any new insight you gained from your experience and to relate this to effective working relations.
Some of the projects in this section ask you to collect some sort of data. You must choose at least one of those that do so that for at least one of your papers, you will create a graph. Within the corresponding report, you must graphically depict the data you gather. To do so, you will simply enter your data (ratings of job criteria for people of different ages/career stages, numbers of times observed employees perform certain activities, etc.) into Excel and create an appropriate graph that illustrates your findings. You may choose the type of graph that best depicts your data. Additionally, you may choose the data to include in your graph. Simply choose the data that are important to your discussion. For example, in one project, you will be gathering ratings on 5 job criteria from 20 people in different career stages to see if there is a relationship between career stage and reported importance of job criteria. An appropriate graph for this might depict histograms for each of the criteria showing how importance changes (or doesn’t) as a function of career stage.
MP3. Skill Enhancement. Most of us have something we would like to do better – communicate more assertively, exercise more often, stop procrastinating, spell better, study more, not eating between meals, etc. Follow the specified change routine that includes: identifying a specific behavior you want to increase or decrease and rewarding yourself for following your plan. The entire process takes a minimum of 3 weeks, so you better get started quickly if you choose this one.
- Choose a specific, discrete, measurable behavior that is a) relevant to the course, b) difficult for you to do or avoid doing, and c) important. Avoid picking something that’s easy or trivial and avoid behaviors that are enacted very infrequently. Try to pick a behavior that occurs (or should occur) daily.
- Make observations of the behavior over a period of two days to get a baseline of the behavior. Count the number of times you normally enact the behavior without trying to increase of decrease it at all. Count when the behavior occurs not later, so keep the recording simple. Be accurate and strict with your counting.
- Make a specific plan of behavior modification (e.g., the number of times that you would like to increase or decrease behavior enactment to and how you plan to make the changes). Write down your specific plan. In your plan, specify the reward or punishment you plan for yourself when the behavior is enacted more or less often. Also choose the schedule of reward/punishment.
- Keep a record of the behavior while you are applying rewards/punishments. Continue the reward/punishment schedule for 14 consecutive days constantly recording your behaviors.
- After the 14 days, submit a summary of the entire process with a visual graph of the behaviors.
MP4. Job criteria. Survey at least 20 people of different ages and in different career stages. Ask them to rate 5 criteria (e.g., pay, recognition, challenging work, etc.) that are or would be most important to them in a job. Ratings should be made on a Likert-type scale such as one with responses ranging from 1=Not at all important to 5=Extremely important. Statistically analyze your data to discover whether or not there is a relationship between either age or career stage and importance of job criteria. If you need help with the analysis, come see me. Discover whether or not any patterns develop in your data. Write a report summarizing who your participants were and the pattern or lack of pattern found in their responses. Be sure to include your survey.
MP5. Personality types for different jobs. Explore the web sites of several well-known, large corporations. Scan the site to learn more about the companies looking for any information about the companies’ CEOs or top-level mangers. Research at least 7 managers. From what you read on the site and from what you know from class and your book, try to determine which personality traits and abilities the top managers seem to possess and which they do not appear to have. Be sure that your research includes many different personality traits and many different abilities. In your report, discuss the businesses whose sites you explored, the managers you focused on, the traits and abilities you concluded each has, and what lead you to those conclusions. Your graph can depict frequency of occurrence of different characteristics.
MP6. Hot Heads! In your text, on pages 184-185 is an ethical dilemma. Read the scenario. Determine what you would do by choosing one or more of the options posed at the end and fully explaining your choice (a full explanation includes a discussion of the benefits and the drawbacks of the choice you made). Also, as number 5 states, invent other options and discuss them. For this, invent at least two other options, and fully discuss (including benefits and drawbacks) those options.
MP7. A US Navy Commander Saves the Ship by Winning Hearts and Minds. On pages 217-218 is an OB in Action Case Study. Read the case and fully answer the five questions posed at the end.
MP8. To complete this project, you must have a work- or school-related meeting that you will be attending with at least one other person. Describe your perceptions of what took place during the meeting, and explain why events unfolded as they did. Describe the characteristics and behavior of the other people who were present at the meeting, and explain why they behaved as they did. Describe how you think you were perceived by the other people at the meeting, and explain why you behaved as you did. After you have completed the previous questions, choose another person who participated in the meeting, and arrange to meet with her or him for about 15 minutes. Explain that you want to ask a few questions about the meeting for one of your classes, and ask the person to be as honest and accurate as possible. Ask the person the three previous questions that you answered for yourself (perceptions during the meeting, characteristics of participants, ect.). Write the person’s exact responses to the following questions (do not interpret the answers). Use your understanding of perceptions and attributions to explain any ways that your perceptions may have differed from the other person’s.
MP9. Enlarging and enriching jobs. Find public places in which you can unobtrusively observe at least 3 people at work. Some possible examples are the grocery store, a restaurant, a hotel, the food court at the mall. Identify workers who are performing rather simple, specialized tasks repetitively. Record the frequency of performance of at least 3 different behaviors. For example, count how many times per minute the greeter at WalMart says, “Welcome to WalMart.” Use this information to create your graph. Next, think of ways in which the job can be either enlarged or enriched to make it more interesting and more motivating. In your report, describe who you observed, what the people were doing, the suggestions you develop, how you think they could be implemented, and how they would increase interest and/or motivation.
MP10. On pages 317 and 318 in your book is an Internet Exercise that asks you to go to GE’s website and answer questions about GE’s values, goals, rewards, and motivation practices. Fully answer the four questions in the book using course material. Be sure to define and explain any concepts you use.
MP11. Fully answer the questions in your book on page 353 corresponding to the Internet Exercise that asks you to visit the web site of Panoramic Feedback. Remember that full answers to the questions involve discussion and explanation of course concepts.
MP12. Team managers. Interview three managers at different organizations who manage teams. Be careful to choose managers who manage teams, not simply managers who manage groups of individuals. Ask the managers about their experiences in managing teams. What management styles or behaviors have they found that work? What management styles or behaviors have not been successful in creating an effective team? How would they describe an effective team? Your paper should include the managers’ answers and also your interpretations of the answers. For example, are the responses similar or different in different organizations? Why do you think that is? Do you think there is something in the nature of the job or structure of the organization or nature of the industry that leads to differences in team management?
MP13. Developing a team-based organization. Read “The Little Airplane that Could” Training, December 2000 by S. F. Gale. Summarize the article. How would Boeing’s plan work in other industries? What would be the costs, risks, benefits to instituting the same type of change in a smaller company, different type of manufacturing industry, service organization, new organization, older organization, company with little diversity, company with great diversity, etc?
MP14. Are Lawyers at Vinson & Elkins Partly Responsible for Enron’s Collapse? Read the Ethical Dilemma on page 405 in your book. At the end, you are asked what lawyers at this firm should have done. For each of the first three options, discuss the benefits and drawbacks of these actions. Additionally, Question 4 asks you to invent other options. Invent and fully discuss (including benefits and drawbacks) your creation.
MP15. A 10-year retrospective of the Challenger Space Shuttle disaster: Was it groupthink? Read the OB in action case study on pages 437 and 438, and fully answer the five questions at the end. Remember that full answers include explanations and definitions of course concepts.
MP16. Pulp Friction at Weyerhaeuser. Read the OB in Action Case Study on page 510 in your book, and fully answer the 5 questions at the end. Remember that full answers include explanations and definitions of course concepts.
MP17. Conflict in the news. Find five articles that discuss organization-related conflict (union negotiations, whistle-blowing, personality conflict, etc.). The articles can come from any business-related media source (the business section of the Akron Beacon Journal, The Wall Street Journal, Fortune, etc.). For each article, briefly summarize the organization and the conflict situation. Identify as many antecedents to the conflict as are apparent from the article and as many consequences as could have occurred. Discuss why you believe the actual consequence resulted. Be sure to include citations for the articles you choose.
MP18. Socialization tactics. Survey at least 20 workers to discover what types of socialization tactics their employers use for new employees and which tactics those employees felt were most important to their own socialization at work. Ask them about their own personal experiences including formal and informal tactics, collective and individual tactics, sequential and random tactics, fixed and variable tactics, serial and disjunctive tactics. Develop a list of items that requires respondents to rate items on a scale of 1-5 in which 1 = never happens and 5 = always happens. Also develop another 5-point scale asking respondents to rate their perceptions of the importance of same items. For this scale, have 1 = not at all important and 5 = extremely important. Write a report summarizing your findings.
MP19. Realistic job preview of your school. If you choose this activity, you must ask me for a copy of the “College Characteristics Index.” It is a 100-item self-report survey that asks you to simply indicate whether or not statements such as “There is a theater on or near campus specializing in foreign films” are true. After completing the survey, you must write a realistic job preview (RJP) about our campus. You may paraphrase and elaborate upon statements in the survey rather than simply restating them. Your RJP should provide a realistic essay that would allow potential students a sufficient description of life on our campus.
MP20. Mr. Myogi’s power bases. Watch the movie The Karate Kid (1984, Columbia Pictures). Which of French & Raven’s power bases are applicable to the relationship between Daniel and Mr. Miyagi? Why? Which are not applicable? Why? What are some examples from the movie that let you answer these questions?
MP21. Complete the Internet Exercise in your book on page 585. It asks you to visit two web sites and answer six related questions. Be sure that your answers are fully developed and complete. Remember, fully developed answers include definitions and explanations of course concepts.
MP22. Enron’s Organizational Culture Contributed to Its Financial and Legal Problems. Read the OB in Action Case Study on pages 106-107 in your book and fully answer Questions 2-6 at the end. As always, be sure to include explanations of the course concepts you discuss.
MP23. Organizational Politics Enron-Style. Read the OB in Action Case Study on pages 585-587 in your book and fully answer questions 1-4 at the end. Remember to explain the course concepts you discuss.
MP24. Choosing a leader. Suppose you are director of a large manufacturing firm. The manager in charge of the advertising department just had a serious accident and has to be replaced since it is doubtful that he will be able to return to work for quite some time. You need someone to fill in for him. The situation is rather hard to define. The key people are temperamental and touchy, and there has been a great deal of infighting and conflict. The manager has had a difficult time holding the department together. Moreover, there has been a demand form other managers for more creative marketing campaigns. You need someone who can immediately take charge of this department and make it productive. What is the situational control in the advertising department? What type of leader is best suited for this situation? What would you do if you were unable to find an optimum leadership match according to Fiedler’s theory?
MP25. Keeping up to date on the world of management and OB. Go to the home page of BusinessWeek magazine and click on either “Daily Briefing,” “Small Business,” “Careers,” “Global Business,” or “Technology.” Find two articles dealing with at least two key topics in your book. The articles must introduce information additional to that which is found in your book or discussed in class. Answer the following questions, and be sure to include a hard copy of the article with your submission.
Summarize the articles (state the authors’ main argument(s) and the information provided to support the argument(s).
What prompted you to select those articles?
What are the OB-related linkages between your articles and your book?
What useful or interesting new information did you acquire from your selected article? How will that information benefit you as a manager?
MP26. How Ready Are You to Assume the Leadership Role? Complete the Personal Awareness and Growth Exercise at the end of Chapter 17 on page 628 in your book, and fully answer the 3 discussion questions at the end.
MP27. 3M Tries to Make a Difference in Russia. Read the Ethical Dilemma on page 144 in your book. At the end, you are asked if you believe 3M should export its American ethical standards to Russia, and you are given several response options to choose. Select the one that best fits your beliefs, and discuss its benefits and its drawbacks. Then select the one that least fits your beliefs, and again discuss its benefits and its drawbacks. Then invent two other options and discuss them.