Course Syllabus

Course Information
Course Number/Section BA 3361 – Honors
Course Title Organizational Behavior
Term Fall 2007
Days & Times Thurs. 1:00 – 3:45

Professor Contact Information

Professor Dr. Laurie Ziegler (Dr. Z.)
Office Phone 972-883-2847
Email Address WebCT email
Office Location SM 4.210
Office Hours Wed. 4:00 – 7:00

TA TBA
Phone
Email Address WebCT email
Office Location
Office Hours

Course Pre-requisites, Co-requisites, and/or Other Restrictions

This is the honor’s section of BA 3361. You must meet eligibility requirements to enroll.

Course Description
Have you ever wondered why some people seem motivated and others do not? Why some people
see the world the way you do and others don’t have a clue? Why some decisions are successfully
implemented and others never see the light of day? These questions and more are at the heart of
organizational behavior. In this course you will learn about human behavior in an organizational
context. You will not only understand what is going on, you will also be able to predict what will
happen, and will be able to influence outcomes.

Student Learning Objectives/Outcomes

1) Students will be able to describe team processes and explain the characteristics associated
with effective team performance.
2) Students will develop an understanding of ethical and value-related issues as they relate to
human behavior in organizations and will be able to apply this knowledge to make ethical and
responsible decisions.
3) Students will be able to explain and apply major theoretical and scholarly approaches,
empirical findings, and historical trends in Organizational Behavior.
4) Demonstrate an understanding of how diversity and multiculturalism affects the workplace
environment and develop some strategies to bridge differences to capitalize on the benefits of
multiculturalism.
5) Students will be able to explain and apply basic research methods used in Organizational
Behavior.

Course Syllabus Page 1

6) Students will be able to identify, explain, and apply modes of critical thinking to
Organizational Behavior concepts.
7) Students will develop a regard for human values and the ability to make judgments based on
ethical and environmental considerations.
8) Students will understand the multicultural aspects and international dimensions of the
societies and world in which we live and be familiar with knowledge and methods necessary to
deal with related problems.

Required Textbooks and Materials

Course Packet:

BA 3361 Journal Articles (refer to the Journal List located at the end of this syllabus).

Packets are available at the UTD and Off-Campus bookstores. Some articles are
available at the UTD Library.

Books:

Big Brown: The Untold Story of UPS, Greg Niemann ISBN: 0787994022

The Google Story: Inside the Hottest Business, Media & Technology Success of Our
Time, David A Vise and Mark Malseed ISBN: 0553383633

Books may be purchased at the UTD and Off-Campus bookstores or through other
sources.

WebCT 3361.004 Course Site:

Dr. Z: Power Points Slides, Audio Lectures, Assignments, Assessments, Unit Learning
Objectives

Assignments

Welcome Students

I am pleased to be your instructor and facilitator to the wonders that are Organizational
Behavior. I am trying a different approach this semester forgoing textbooks, using
journal articles and books instead. Consequently, the assignments, assessments, and
weights below are based on the research I have conducted, feedback I have received from
students and colleagues, and my own experiences.

This course is a small organization and as an organization we will acquire, share, and
most assuredly use knowledge. Also, as a successful organization, we will need to be
flexible and adaptive. As such, this syllabus may need to be modified during the
semester. I will apprise you at the earliest opportunity of any changes that might take
place. I will also, if appropriate, solicit your input.

Participation (15%)

Course Syllabus Page 2

In an honors course it is imperative that you participate in course activities. Participation may
take a variety of forms. You may actively participate in class discussions both as a member of
the entire class or in small group discussions. You may find material that is relevant to the course
(e.g. a news report, movie) and summarize it for your classmates or give the summary to me and I
can incorporate into that day’s discussions. You may attend outside course-related activities and
give me an oral summary or present it to the class. The purpose is not to make you talk for
talking’s sake but to meaningfully engage you in the material.

Personal Statement (2%): Submit up to a one page personal statement on the

discussion board under the personal statement forum by 8/30/07 11:55 pm CST. We
will use this information to get an idea of what our class members are like. Information
you provide might include: who you are, what you do, what industry you are in, what
your hobbies are, and what you want to get from this course. You could attach a picture
of yourself (with family, friends, pets, alone, etc.) if you like. Your experience in this
course will be greatly enhanced if you read your classmates’ statements. You might even
find out that you have synergies with fellow students and wish to explore further
relationships with them.

Class Contributions and Discussions (10%): Although you have no formal write-up*,
it is expected that you will be prepared to discuss readings and participate in assessments
and other activities. *I will institute required write-ups if I perceive that the class, as a
whole, is not adequately prepared each class period. I will keep track of your value-
added comments and questions.

Field Trip (3%): It is expected that you will participate in the field trip. If you are
unable to for some reason, talk to me and we will come up with an alternative
assignment.

Team Facilitation Activities (25%)

Each team is responsible for facilitating two class sessions. The sessions are based on the
powerpoint slides I have created as well as the journal readings associated with your units. First I
will provide the theory and basic concepts of the associated OB concept. Then, you will expand
on the OB concept, integrating the journal reading(s) in your analysis. You are encouraged to
supplement your analysis with additional academic resources. If you do, provide a reference list
or bibliography as appropriate. Use questions, dialogue, PowerPoint presentations,
Audio/Videos, web links, etc. to enhance your presentations. You should then provide interactive
activities that engage the entire class in meaningful applications of course content. You may have
them complete surveys, conduct role plays, build objects, etc. You may choose to bring in a guest
speaker. What a great idea! If you do so, please inform me in advance so I can find out specifics
about the speaker and the topic.

The Evaluation Rubric for the facilitation activity is provided in a separate document.
The quality and timeliness of your quiz questions over both sessions counts 5% toward your team
facilitation grade.

Book Analysis (20%)

We will read two books during the semester. First, we will read Big Brown: The Untold Story of
UPS. Your objective is to analyze the book through the eyes of an organizational behavior

Course Syllabus Page 3

specialist. As the semester goes on, we will have more issues and ideas to talk about. Next, we
will read The Google Story. In addition to analyzing the book content through an OB perspective,
you can also compare and contrast the two books. We will spend a portion of each class period
discussing the book content. Please compare prepared to share your ideas. Keep notes of your
thoughts and any new ideas you have based on the classroom discussion (perhaps in a journal
format). You will provide a hardcopy report to me documenting your journey. This is due at the
beginning of class on 11/15.

For some basic ideas on how to evaluate a book check out the following website:

http://lib.colostate.edu/howto/evalbk.html

Quizzes (40%)

You will have 12 quizzes during the course of the semester. I will use the top ten grades. If you
miss a quiz you will get a “0” for that quiz score and this will be one of the grades I drop. This is
consistent with the attendance policy. You may not make up quizzes.

The quizzes will cover questions coming from my lecture material (obtain slides from your
WebCT course site in advance of the lectures) and from the team facilitation presentation. The
quiz will take place after the material is presented; therefore if you come to class prepared and
actively listen you will do well on them.

Submission criteria:
Each team will submit to me a minimum of 7 Multiple Choice questions that adequately assesses
their presentation material. One team member will attach a word document of the quiz questions
and will submit them through the WebCT mail tool with the subject heading “Quiz Questions
Unit X” where X is your Unit number. This is due no later than the Monday immediately
preceding your facilitation (8:00 AM CST). I will use these questions in combination with my
lecture questions to create the quizzes. Remember to make your questions as unambiguous as
possible. Provide four options and avoid using: all of the above, none of the above, a and b etc.
type of questions. Make sure that you covered the material in your presentation and dialogue.
Also, make sure that the questions assess key learning points. For ideas, take a look at the
learning objectives I have provided at the beginning of each unit’s slide presentation.

Important: Do not share your questions with any member of the class who is not in your team.

Team Peer Evaluation (Required)

You are required to complete an evaluation of your participation and the participation of your
team mates on the team facilitation projects including the creation of quality quiz questions. I
want to know how well you worked with each other, how you divided the tasks, and how well
each member executed his/her part. Among other issues you may find important, consider each
member’s ability to adhere to deadlines, availability, interpersonal skills, creativity, leadership,
and responsibility to the team. The Team Peer Evaluation is confidential and is due at the
beginning of class on 11/15.

Rating/Grading
Above and beyond: (A+) went above and beyond and deserves a score higher than the
majority of the team members
Full contributor: (A) receives all team points; contributed fully to the team project

Course Syllabus Page 4

 Less than full: (B, C. F) give support for why you graded them as less than full
contributors

Overall Evaluation
I will review the feedback and determine if you deserve a “0” (full participation), “+”
points (members rate you consistently above and beyond the other team members) or “-“
points (members rate your participation consistently below that of full participation). If
you contribute fully you will receive a “0” on the peer evaluation and receive full credit
on your team assignment. It is possible for you to earn or lose points based on your
overall team contribution assessment. If you are consistently rated low (social loafing)
you may fail the team project.

Penalty
If you do not turn in your peer evaluation on time, I will deduct 5 points off of your Final
Course Grade (not the grade on your team projects). This is very important. Contribute
fully to your team projects and meet all course deadlines.

Provide the following information.

Your Last name, First

Team Name

List team member names in alphabetical order by last name, assign grades and provide
comments. Include yourself in the list.

Team Member Name Rating/Grade

Team Member #1
Team Member #2
Team Member #3 etc.

1. Explain the roles each member took and the contributions that each team member made. Be
specific. You learned about this in OB after all.
2. Why did you grade each person the way you did?
3. What worked well with your team and what would you do to improve your team process?

Academic Schedule

Dates Lecture Journal Readings Book Other

Materials Readings

Unit 1: Icebreaker
8/16
Introduction to Speaker: Loreen
OB
Phillips
(Library)

Course Syllabus Page 5

 Unit 2: On the Folly of Rewarding A, Big Brown: Team
8/23 While Hoping for B. Introduction Formation
Research Ch. 1
Ch. 2
Team Name
Learning

Unit 3: Why Does Affect Matter in Big Brown: Personal

8/30 Organizations? Ch. 3 Statement
Attitudes Ch. 4
What Makes a Leader? Ch. 5
Quiz 1 (Units 2
Emotions
and 3)

Unit 4: Overloaded Circuits: Why Big Brown: Team 1

9/6 Smart People Underperform. Ch. 6
Personality Ch. 7 Quiz 2 (Unit 4)

Values

Unit 5: Pygmalion in Management Big Brown: Team 2

9/13 (Classic). Ch. 8
Perception Ch. 9 Quiz 3 (Unit 5)
The Set-Up-to-Fail Syndrome.

Stereotype Threat at Work.

Unit 6: Do Teams Who Agree to Big Brown: Team 3

9/20 Disagree Make Better Ch. 10
Decision Making Decisions? Ch. 11 Quiz 4 (Unit 6)
Ch. 12
Creativity Improving the Creativity of
Organizational Work Groups.

Field Trip
9/27
(Flexible Date)

Unit 7: Challenging Behaviorist Google: Team 4

10/4 Dogma: Myths About Money Introduction
Motivation and Motivation. Ch. 1 Quiz 5 (Unit 7)
Concepts Ch. 2
How to Motivate Your Problem Ch. 3
Motivation People. Ch. 4

Course Syllabus Page 6

 Applications

Unit 8: Case Analysis Google: Team 5

10/11 Bob's Meltdown (HBR Case Ch. 5
Group Study and Commentary) Ch. 6 Quiz 6 (Unit 8)
Foundations Ch. 7
Ch. 8

Unit 9: Speeding Up Team Learning. Google: Team 1

10/18 Ch. 9
Teaming High Performance Teams: Ch. 10 Quiz 7 (Unit 9)
Lessons From the Pygmies. Ch. 11
Ch. 12
Leading Virtual Teams, Ch. 13

Unit 10: Taking the Stress out of Google: Team 2

10/25 Stressful Conversations. Ch. 14
Communication Ch. 15 Quiz 8 (Unit 10)
Is Silence Killing Your Ch. 16
Company? Ch. 17
Ch. 18

11/1 Unit 11: The Seven Ages of the Google: Team 3

Leader. Ch. 19
Leadership Ch. 20 Quiz 9 (Unit 11)
Level 5 Leadership: The Ch. 21
Triumph of Humility and Fierce Ch. 22
Resolve (HBR Classic).

Leadership That Gets Results.

Unit 12 When Followers Become Google: Team 4

11/8 Toxic. Ch. 23
Power Ch. 24 Quiz 10 (Unit
Political Skill: An Antidote For Ch. 25 12)
Politics Workplace Stressors. Ch. 26

Unit 13: How Resilience Works. Team 5

11/15
Conflict Tapping the Subjective Values Book Analyses
Present in Negotiations: Face,
Negotiation Feelings, and Friendships. Peer
Evaluations

Quiz 11 (Unit
13)

11/22 Holiday

Unit 14: How Storytelling Builds Next-

11/29 Generation Leaders. Quiz 12 (Unit
Organizational 14)
Culture

Course Syllabus Page 7

 • This schedule is flexible and will be adapted as necessary based on the course
dynamics.

Course Syllabus Page 8

Grading Policy

General Assessment Breakdown:

Participation (15%)
Team Facilitations (25%)
Book Analyses (20%)
Quizzes (40%)

Final Grade Scale Conversion:

97 and above A+
92 to 96.99 A
89 to 91.99 A-
87 to 88.99 B+
82 to 86.99 B
79 to 81.99 B-
77 to 78.99 C+
72 to 76.99 C
69 to 71.99 C-
67 to 68.99 D+
62 to 66.99 D
59 to 61.99 D-
Below 59 F

Note: There has to be a grading cut-off somewhere. This is where our course grades are
delineated. Do not ask me to give you a different cutoff at the end of the semester.

Course and Instructor Policies:

Attendance Policy:

Attendance is crucial for several reasons:

1. You must be in class to participate in discussions.
2. You will be at a substantial disadvantage in learning the material if your attendance is poor.
3. You will learn some useful information.
4. It is graded. You may miss two classes without penalty. Each additional class missed will
result in a 5 point deduction from your final grade.

If you must come to class late, please do so quietly. If you need to leave class early, please get
my approval at the beginning of the session. Turn off all electronic equipment unless I give you
prior permission to use them. This includes computers, cell-phones, MP3 players, Blackberries,
etc.

Quizzes and Assignments

I do not accept late assignments and do not offer extra credit. I drop your two lowest quiz grades,
therefore, there will be no make up quizzes.

Course Syllabus Page 9

 Additional UTD Information

Technical Support
If you experience any problems with your UTD account you may send an email to:
assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.

Field Trip Policies

Off-campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD printed publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V,
Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the

Course Syllabus Page 10

 student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to
discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Copyright Notice
The copyright law of the United States (Title 17, United States Code) governs the making of
photocopies or other reproductions of copyrighted materials, including music and software.
Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright
owner’s rights and such infringement is subject to appropriate disciplinary action as well as
criminal penalties provided by federal law. Usage of such material is only appropriate when that
usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to
follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information
about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

Course Syllabus Page 11

 In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
disabilityservice@utdallas.edu

If you anticipate issues related to the format or requirements of this course, please meet with the
Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your
full participation in the course. If you determine that formal, disability-related accommodations
are necessary, it is very important that you be registered with Disability Services to notify them of
your eligibility for reasonable accommodations. Disability Services can then plan how best to
coordinate your accommodations.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

Course Syllabus Page 12

 The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 13

 BA 3361: Honors Organizational Behavior
Fall 2007

Readings: Journal Articles

Learning

On the Folly of Rewarding A, While Hoping for B. Kerr, Steven. In Academy of

Management Journal, Vol. 18, Iss. 4. pp. 769-783. Published Dec, 1975. Academy of
Management, (15 pages).

Attitudes and Emotions

Why Does Affect Matter in Organizations? Barsade, Sigal & Gibson, Donald; In
Academy of Management Perspectives, Vol. 21, Iss. 1, pp. 36-59, Feb. 2007 (24 p)

What Makes a Leader? (HBR Classic). Goleman, Daniel. In Harvard Business Review,
Case No. R0401H. Published 01/01/2004, Harvard Business School Publishing, (10
pages).

Personality

Overloaded Circuits: Why Smart People Underperform. Hallowell, Edward M. In Harvard

Business Review, Case No. R0501E. Published 01/01/2005, Harvard Business School
Publishing, (8 pages).

Perception

Pygmalion in Management (Classic). Livingston, J. Sterling. In Harvard Business

Review, Case No. R0301G. Published 01/01/2003, Harvard Business School Publishing,
(8 pages).

The Set-Up-to-Fail Syndrome. Manzoni, Jean-Francois; Barsoux, Jean-Louis. In Harvard

Business Review, Case No. 98209. Published 03/01/1998, Harvard Business School
Publishing, (13 pages).

Stereotype Threat at Work, Roberson, Loriann & Kulik, Carol. In Academy of

Management Perspectives, Vol. 21, Iss. 2, pp. 24-40, May 2007 (17p)

Decision Making and Creativity

Improving the Creativity of Organizational Work Groups. Thompson, Leigh;

In Academy of Management Executive (journal), Vol. 17, Iss. 1. pp. 96-109. Published
February, 2003. Academy of Management, (14 pages).

Do Teams Who Agree to Disagree Make Better Decisions? Sidle, Stuart; In Academy of
Management Perspectives, Vol. 21, Iss. 2, pp. 74-75, May 2007 (2p)

Course Syllabus Page 14

Motivation
.
Challenging Behaviorist Dogma: Myths About Money and Motivation. Kohn, Alfie. In
Compensation and Benefits Review, Vol. 30, Iss. 2. pp. 27-37. Published March/April,
1998. Sage Publications (US), (11 pages).

How to Motivate Your Problem People. Nicholson, Nigel. In Harvard Business Review,
Case No. R0301D. Published 01/01/2003, Harvard Business School Publishing, (8
pages).

Groups and Teams

Speeding Up Team Learning. Edmondson, Amy C.; Bohmer, Richard; Pisano, Gary P. In
Harvard Business Review, Case No. R0109J. Published 10/01/2001, Harvard Business
School Publishing, (7 pages).

High Performance Teams: Lessons From the Pygmies. De Vries, Manfred F. R. Kets. In
Organizational Dynamics (journal), Vol. 27, Iss. 3. pp. 66-77. Published Winter, 1999.
Elsevier Science Publishers *, (12 pages).

Leading Virtual Teams, Malhotra, Arvind; Majchrzak, Ann, & Rosen, Benson; In
Academy of Management Perspectives, Vol. 21, Iss. 1, pp. 60-70, Feb. 2007 (11 p)

Communication

Taking the Stress out of Stressful Conversations. Weeks, Holly. In Harvard Business
Review, Case No. R0107H. Published 07/01/2001, Harvard Business School Publishing,
(8 pages).

Is Silence Killing Your Company? Perlow, Leslie; Williams, Stephanie. In Harvard

Business Review, Case No. R0305C. Published 05/01/2003, Harvard Business School
Publishing, (6 pages).

Leadership

The Seven Ages of the Leader. Bennis, Warren G. In Harvard Business Review, Case
No. R0401D. Published 01/01/2004, Harvard Business School Publishing, (8 pages).

Level 5 Leadership: The Triumph of Humility and Fierce Resolve (HBR Classic). Collins,
Jim. In Harvard Business Review, Case No. R0507M. Published 07/01/2005, Harvard
Business School Publishing, (12 pages).

Leadership That Gets Results. Goleman, Daniel. In Harvard Business Review, Iss.
03/01/2000. pp. 1-16. Case No. R00204. Published 03/01/2000, Harvard Business
School Publishing, (13 pages).

Power, Politics, Influence

When Followers Become Toxic. Offermann, Lynn R. In Harvard Business Review, Case
No. R0401E. Published 01/01/2004, Harvard Business School Publishing, (6 pages).

Course Syllabus Page 15

Political Skill: An Antidote For Workplace Stressors. Perrewe, Pamela L; Ferris, Gerald
R; Funk, Dwight D; Anthony, William P. In Academy of Management Executive (journal),
Vol. 14, Iss. 3. pp. 115-123. Published August, 2000. Academy of Management, (9
pages).

Conflict

How Resilience Works. Coutu, Diane L. In Harvard Business Review, Case No. R0205B.
Published 05/01/2002, Harvard Business School Publishing, (6 pages)

Negotiation

Tapping the Subjective Values Present in Negotiations: Face, Feelings, and Friendships.
Muir, Clive; In Academy of Management Perspectives, Vol. 21, Iss. 1, pp. 72-74, Feb.
2007 (3p)

Culture

How Storytelling Builds Next-Generation Leaders. Ready, Douglas A. In MIT Sloan

Management Review, Vol. 43, Iss. 4. pp. 63-69. Published Summer, 2002. MIT Press
Journals, (7 pages).

Case Analysis

Bob's Meltdown (HBR Case Study and Commentary). Carr, Nicholas G. In Harvard
Business Review, Case No. R0201A. Published 01/01/2002, Harvard Business School
Publishing, (9 pages).

Course Syllabus Page 16