ORG 330 ORGANIZATIONAL
BEHAVIOR
PROFESSOR HOWARD SCHWARTZ Th
Winter 2005 Home Phone:
684-5345
Office: 345 Elliott Hall Email: Schwartz@Oakland.edu
Office Phone: 370-2122
Office
Hours:
URL:
http://www.sba.oakland.edu/faculty/schwartz/schwartz.htm
Course
Objectives:
Organizations of the future will not be like organizations of the past.
They will make demands on all of their employees that, in earlier times, were
made only upon people at high levels. Specifically, they will require all of
their employees to manage each other and themselves. This will not be a matter
of simply having abstract knowledge about people and about management. People
will need to be able to do something with what they know. What they will need
to be able to do will need to be learned by doing it.
This class will be structured to permit, and to demand, a high degree of
interpersonal and group interaction. The class will be structured rather like
an organization, with students divided into groups. The work of the groups will
be to learn about organizations. The specific tasks of the groups will be to do
exercises, analyze cases, and write written reports on the analyses. The groups
will need to organize themselves in order to perform these tasks most
productively. This will mean learning about themselves and applying what they
have learned to their own processes. This will be the most important learning
that will take place in the class.
Necessarily, this course will involve a great degree of uncertainty. It
is well for class members to understand from the very beginning that the
uncertainty they will experience is part of the course. Students are expected
to learn from this uncertainty. Learning how to cope with it constructively
will be one of their most important learning experiences. On the other hand,
students who are extremely uncomfortable with uncertainty may find themselves
overly stressed. They may be well advised to take this course under another
format.
The main function of the reading will be to provide theoretical
understanding that will be of use both in case analysis and in group
self-understanding. The text will be Effective
Behavior in Organizations, Seventh Edition, by Cohen, Fink, Gadon and
Willits.
Grading
My
experience has been that the OU grading system presumes an unrealistic capacity
to express differences quantitatively. The difference, for example, between a
3.2 and a 3.3, unless it is based on a numerical scale, is often not based on a
distinction that can be reliably made. But students take such differences very
seriously, which puts the grader in a very awkward position.
Accordingly, except for the exams, which will be graded according to the
OU system, I am reverting to the grading
system in use by almost other colleges and universities, based on the grades A,
B, C, D, F. These will be augmented, as they usually are, by + and - . These grades have quantitative
equivalents as follows.
|
A+ |
4.3 |
|
A |
4.0 |
|
A- |
3.7 |
|
B+ |
3.3 |
|
B |
3.0 |
|
B- |
2.7 |
|
C+ |
2.3 |
|
C |
2.0 |
|
C- |
1.7 |
|
D+ |
1.3 |
|
D |
1.0 |
|
F |
0.0 |
Grading will be determined as follows: (1) three written group analyses.
The first analysis will be worth 10 points. The second will be worth 11 points.
The third will be worth 12 points (2) an individual term paper, 1500 – 2000
words, analyzing the development of your group, worth 34 points; (3) Two exams,
which will contain both multiple-choice and essay questions, worth 15 and 18
points. The exams will cover the material in the text and the material
discussed in class.
Grading for the group analyses will center around a group grade. Individual grades will be based on group
members' assessments of other members' contributions. Specifically, each group
member will be assigned 100 points for every other member in the group. They
will then be able to allot these points to other members, subject to a maximum
of 130 points and a minimum of 70. When the group grade is assigned, individual
grades will be calculated by expressing the mean assignment of points to
individual members as a percentage of the group grade. The groups will each
decide the basis upon which individual grades are to be assigned. They will do
this at the time they formulate the group's statement of its ideals. Individual
grade assessments will be due at the time the case analyses are due.
An example may be useful. Suppose that a group contains six members. So
each member gets 500 points to distribute among the others. The group decides
to use a certain set of criteria in evaluating each other. On this basis,
suppose that members Arthur, Barbara, Cathy, Diogenes, and Elliot give Frank
80, 100, 85, 100, and 90 points respectively. The mean of these is 91. Now
suppose that the group grade is B, or 3.0. Then Frank gets an individual grade
of 91% of 3.0, which is 2.7, or B-. The only exception to this is that if a
person has contributed nothing at all to the paper, and has not given a
justification that is acceptable to the group, that person should be given a
grade of 0 on the case, which will not be averaged in with the rest of the
grades.
Note that if the group grade is A+,
and an individual gets a mean score of over 100, this may convert to an
individual grade of over 4.0. This will be permitted, and the grade will be
averaged in with the rest of the individual's grades. Grades of over 4.0 for
the course will not be assigned, however.
For the exams a top grade of 4.0 will be given to the highest score in
the class, percentages of which will then be used to establish the other
grades.
Subjective
grading
There is always an element of subjective judgment in grading written
assignments. This element is often overestimated by students. Matters like
organization, rigor, and clarity are actually much more straightforward than
many students imagine, and will be readily agreed upon by most experienced
graders. Assessments of depth, insight, and originality may be more variable,
but there will still be substantial agreement among experienced graders. Where
the "subjective" element shows up most importantly is in judgments of
what is important in a case, what the crucial elements are.
I try to keep these judgments to a minimum by trying to understand how
well a paper succeeds within its own perspective, but a subjective element will
always be present. The best way for students to deal with this subjective
element is to come to an understanding of what the instructor thinks is
important by understanding the point of view of the instructor. This is never a matter of learning a few
simple rules that the instructor can state, but is more a case of learning to
see the world as the instructor sees it. This may seem a burden, but it is, in
fact, the reason that there are instructors.
This is a point that deserves elaboration. In any organization,
subordinates are rated by their supervisors. These ratings always have a subjective element to them. Organizational
participants come to understand that learning how their boss sees things is a
necessary element in determining how they can do work that will meet with their
bosses’ approval and with the approval of the organization that the boss
represents. In this way, the organization organizes itself and gets the kind of
work it values. Learning to read the boss, therefore, is not some irritating
irrelevancy that a worker or a student has to put up with, it is an important
element of the job itself. In this class, to make an obvious point, the
instructor is the boss. The wise student understands that part of his or her
job is to study the instructor.
In any case, students should understand that they will be engaged in
writing projects. The value of a written work is contained completely within
the work itself. Your job as a writer is to convey your point of view to the
reader in a way that is compelling and interesting, as judged by the reader. You should never say that your paper was
terrific, and that it was the reader’s fault for not understanding or agreeing
with it. To say that a paper is good is to say that it makes the reader understand and agree with it. The sign that you have written a good
paper is that you get a certain response from the reader -- in this case, a
good grade.
I think of grades as having five levels, with pluses and minuses,
indicating that the paper deserves more or less than the basic grade, but has
not reached the next higher or lower level. An F grade means that the person has not ben to class or has not
fulfilled the assignments. A D is a
grade for individuals who have come to class, for the most part, and completed
the assignments, but have not done so in a serious fashion. A D grade is for a blow-off, in which the
work just does not represent a serious engagement with the material. A C is given to a paper that represents
a serious engagement, but that is seriously flawed, in one or more ways.
Perhaps it is badly organized to the point where the reader cannot make good
sense of it, perhaps it glaringly omits important facts, perhaps it has little
analytic depth, and simply recites the facts of the case or discusses them in a
superficial way. In any of these cases,
there will be something wrong with the paper and I will tell you what it is. A B paper is a good paper. It is
reasonably well organized, addresses the important facts, and uses sound,
relevant theoretical material. There is not necessarily anything wrong with it;
it just does not stand out. An A
paper is an excellent paper. The key word here is "excel."[1]
An A paper will be one that has
something extra: originality, depth, comprehensiveness... something. You do not
have to excel over the other groups in the class. I have a clear sense of what
the average level for these papers is. It is entirely possible for every paper
in the class to be excellent. Nevertheless, every excellent paper will stand
out in one way or another. An A+ paper
is simply a standout. This grade will rarely be given.
Case
Analysis
In analyzing a case, you should convey the important features of the
case in order to establish a framework within which you will conduct your
explanation. Then you should analyze the case. Analysis is not the same as
simply describing the facts of the case. It does not only address the question
of what
happened, but also, and more important, answers the question why what happened happened. It should go
beneath the surface, making good use of theoretical material. This material
will come from the text and/or from the lectures. It should be properly
referenced. You may use outside sources if you wish, but then you will be
responsible for the quality of those sources. When a recommendation is made,
the recommendation should be rooted in your analysis. This means that your
recommendations will be directed toward solving the problems you identify in
your analysis. There is no such thing as a good answer by itself. A good answer
is always an answer to a specific question. You have to say what the question
is and show that your answer is the best possible answer to that question.
Written
Appeals
Written appeals of grades will be considered. If you believe that I have
missed a point that you have made, and you can make a good argument for this in
writing, I will consider it. Written appeals should contain an alternative
grade. This should be the grade you think the paper deserves. I will either
change the grade to your alternative or I will keep the original grade. Oral
appeals will not be considered.
Length of Paper Submissions
Text for group papers should not exceed 1200
words, excluding title page and references, if any. A count of the number of
words in the text should be given on the title page.
Assignment
to the Foreign Legion
By two-thirds vote of other group members, other group members at a time
may be reassigned to a potential group called the Foreign Legion. The Foreign
Legion, however many members it contains, will be responsible for the same work
as other groups, with the same deadlines. Individual members may also decide,
for their own reasons, to quit their group and join the Foreign Legion. If the
Foreign Legion becomes too large, it may be broken up into two or more Foreign
Legions.
Assignment to the Foreign Legion, whether on the initiative of the group
members or of an individual, must be done with proper notice, including
notification of and consultation with the instructor.
Exile
to
Under some circumstances, I may decide that a number of groups have
individuals in them who are not making contributions and are damaging the
prospects of other group members. In such instances, I may downsize the groups
by sending some members into exile. In such cases, exiled members will be sent
to a new group or groups called
Reflection
During the course of the term, individuals and groups will be asked to
reflect upon themselves and each other and contribute the results of these
reflections. These reflections will take the form of statements about oneself,
about others, and about the group and its ideals. They will serve the purpose
of group and individual development and will be a critical part of the course.
To assist in these reflections, students are urged to keep a journal of their
thoughts and feelings about their group's process and on their own involvement.
In order to be useful, journals should be started as early as possible. The
final reflection will be the term paper.
The
Term Paper
The purpose of the term paper is to show how much you know about organizational
behavior by applying what you have learned to the analysis of your group. A
term paper should show good use of theoretical material. I value a paper that
reflects the fact that the student has learned something. I do not value a
paper that could have been written by a person before entering the course.
The term paper should be done in the reflective spirit. In this spirit,
you look at your group, others within your group, and yourself as
dispassionately and objectively as possible. You need to consider your emotions
here, but distance yourself from them. Look at them as if they belonged to
someone else. Try to understand where your emotions came from; do not simply
express them. Learning to do this is absolutely essential to growth and to a proper
understanding of organizational behavior.
.
Student
attendance and behavior
Students are expected to attend class for both lecture and group
activities, except because of occasional, unavoidable conflicts. They are
expected to avoid being disruptive while they are there. These matters impact
on group and class performance and help form the impression that the instructor
has of the student. Persistent
absenteeism and/or disruptiveness will be grounds for exile to
Instructor
consultation
The instructor will be available for consultation on group process.
Groups may invite the instructor to observe group meetings or to help the group
work through any problems of process it may be having. The instructor will not,
however, help specific groups to formulate their approach to a paper.
Group
liaisons
Each group will appoint one of its members to serve as liason between
the instructor and the group. There may be some meetings before class, but most
contact will be by email.
|
Date |
Topic |
|
Group Work |
|
|
|
|
|
|
|
|
|
|
|
|
Jan 13 |
|
|
Group
Formation |
|
|
|
|
Jan 20 |
The
Organizational System |
chs. 1 and 2 |
Statement of
Ideals |
|||
|
Jan 27 |
Basic Concepts |
ch. 3 |
Practice Case |
|
|
|
|
Feb 3 |
The Group
System 1 |
ch. 4 |
Begin Case 1 |
|
|
|
|
Feb 10 |
The Group
System 2 |
ch. 5 |
Continue Case
1 |
|
|
|
|
Feb 17 |
The Group
System 3 |
ch. 6 |
Case 1 due,
group self-assesment |
|||
|
Feb 24 |
|
Midterm Exam |
Revise
Statement of Ideals |
|
||
|
Mar 3 |
The Personal System 1 |
ch. 7 |
Begin Case 2 |
|
||
|
Mar 10 |
Spring Break |
|
|
|
|
|
|
Mar 17 |
The Personal System
2 |
ch. 8 |
Continue Case
2 |
|
|
|
|
Mar 24 |
The
Interpersonal System 1 |
ch. 9 |
Case 2 due,
group self-assessment |
|||
|
Apr 1 |
The
Interpersonal System 2 |
ch. 10 |
Revise
Statement of Ideals |
|
||
|
Apr 7 |
Power and
Leadership 1 |
ch. 11 |
Begin Case 3 |
|
|
|
|
Apr 14 |
Power and
Leadership 2 |
ch. 12 |
Continue Case
3 |
|
|
|
|
Apr 21 |
Intergroup
Relations |
ch. 13, 14 |
Term Paper
due, Case 3 due, Legacy statement |
|||
|
Apr 28 |
|
Final Exam |
|
|
|
|
[1] ex·cel (îk-sèl) verb
To
show superiority; surpass others.
Synonyms:
excel, surpass, exceed, transcend, outdo, outstrip. These verbs mean to be or
go beyond a limit or standard. To excel is to be preeminent (excels at figure
skating) or to be or perform at a level higher than that of another or others
(excelled her father as a lawyer). The American Heritage Dictionary of the
English Language, Third Edition.