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BSAD 120: Summer, 2010


SYLLABUS BSAD 120 Summer (July), 2010 Principles of Management and Organizational Behavior

INSTRUCTOR - David Jones, Ph.D.



Kalkin 311

Office Hours: After class, or by Appointment Course Meets: Mon/Wed/Fri 1:00 4:30 PM, Room Kalkin 001 Course Dates: Class starts Wednesday, July 7; the last class is Friday, July 30; the last team assignment is due Monday, August 2


Modern organizations operate in an environment of rapidly changing technology, increased globalization, and fierce competition for enhanced products and services. People are a major source of sustainable competitive advantage for many organizations. How people are managed and led have important implications for work motivation, job attitudes, behavior, and team performance. Because employee participation, responsibility, autonomy, and teamwork are on the rise, organizational behavior skills are not only important for managers, but for everyone.

This course is about people in organizations: how they think and why they behave in the ways they do. Students will learn about contemporary theory, research, and practice in the Organizational Behavior discipline, which draws predominantly upon psychology, organization development, and management sciences. Emphasis is placed on how principles of motivation and leadership affect individuals and teams in the workplace. This course also exposes students to ethics, diversity, and corporate social responsibility in a global business environment.

This course is highly experiential and interactive. Students are therefore expected to share in the responsibility for their own learning and for the collective learning of the class. A team project provides the capstone of experiential learning in this course through which theory and research is applied to understanding aspects of organizational behavior and management in local organizations. This project is designed to foster teamwork, critical thinking, writing, and presentation skills.


Personality, Values, Culture, & Diversity; Job Attitudes & Behavior; Motivation & Perceptions of Fairness; Leadership & Ethics; Teamwork & Conflict Management; Perception; Organizational Structure, Culture, & Change; & Corporate Social Responsibility.


Organizational Behavior: Essentials. McShane, Steven, L., & Von Glinow, Mary Ann. McGraw-Hill/Irwin, 2007. ISBN 0-07-353006-9.

BSAD 120: Summer, 2010





Team Assignments



Four tests comprise 60% of the final grade in the course: Test 1 = 10%, Test 2 = 20%, Test 3 = 20%, and Test 4 = 10%. The rationale for the relative weighting of each test will be explained in class. Make-up tests are not offered except in the event of a legitimate absence.

Legitimate absences are limited to (a) medical reasons that are accompanied by appropriate documentation and, if discussed with the instructor in advance, (b) athletic obligations, (c) religious holidays, and (d) career management opportunities. Religious Holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule. If a religious holiday schedule is submitted in time, students who miss course work for the purpose of religious observance will have the opportunity to make up the work. Athletic Obligations: As soon as possible, student athletes should submit in writing to their instructors the days on which they will be absent due to athletic obligations. Career Management Opportunities: Students who must schedule job interviews and other career related opportunities during class time should inform the instructor in advance in order for the absence to be considered legitimate.

Team Assignments:

Working in teams, students will complete three assignments: analyses of Motivation (worth 10%), Leadership (worth 15%), and Teamwork (worth 15%). All team members will receive the same base grades on the assignments. However, each student’s base grade will be weighted by his or her “team member evaluation score.

At the end of the semester, all team members will evaluate each other and themselves in terms of their teamwork behavior and contributions to the team. For each student, a team member evaluation score is computed by averaging the evaluations provided by other team members with his or her self-evaluation. This team member evaluation score is then used to weight each student’s base grade on the team assignments to account for the different contributions among team members. To illustrate, consider a team assignment grade of 90% (the average percentage across the three assignments). One team member was an exceptional leader of the team and did more than his or her share of the work, which is reflected in this student’s team member evaluation score of 105. In contrast, another student was a slacker who did less than his or her share of the work, missed several meetings, and was often the source of conflict; this student’s team member evaluation score was 80. As a result, for the team assignment grade of 90%, the strong team member receives 94.5% and the slacker receives 72%. Thus, it behooves each student to contribute meaningfully to the team and to maintain positive working relationships with all team members.

BSAD 120: Summer, 2010


Percentage to Letter Grades:

99-100 = A+

92-98 = A

90-91 = A-


= B+

82-87 = B

80-81 = B-


= C+

72-77 = C

70-71 = C-


= D+

62-67 = D

60-61 = D-


= F


To do well in this course students must attend class regularly. Attendance is rewarded in several ways. First, students will have a deeper understanding of the material, which will assist them during and after course. Second, the instructor will often explain in class which material will and will not be tested. Third, in many classes material not presented in the textbook will be covered.


In this course, you are expected to be an active participant in the learning process. This means that you take responsibility for your learning. Part of being an active learner is to seek help about concepts with which you are having trouble: Do not hesitate to email me, come to office hours, or use your classmates as a learning resource.

In the classroom, although I will review many key concepts from the textbook, my role goes beyond reiterating and clarifying the textbook material. I do not merely teach “for the test.” This means that material will be covered in the classroom that will not be tested.

In the classroom, I aim to link theory and research to the real world.” This is accomplished through linking the material to events in real organizations, your own experience, the shared experiences of your classmates, and my experiences working in teams and organizations. Experienced-based learning will occur through group discussion of concepts and short cases, facilitated reflection, in-class exercises, and team-based assignments and case analyses.

For students who want to learn beyond the course material, optional readings will be made available. If you desire it, I will work with you to set and prepare for class-related and career- related goals.

My overall aim as an instructor is to push you to learn and achieve more than you might on your own. I am not just a disseminator of information; I am a coach and facilitator of your learning and development as a future business leader and as a person. Former students say that this course is not an easy one and that it requires hard work to achieve a high grade. The good news is that most students say they find the course highly enjoyable, rewarding, and applicable to both their work and non-work lives.

BSAD 120: Summer, 2010



The principal objective of the policy on academic honesty is to promote an intellectual climate and support the academic integrity of the University of Vermont. Academic dishonesty or an offense against academic honesty includes acts that may subvert or compromise the integrity of the educational process. Such acts are serious offenses that insult the integrity of the entire academic community.

Offenses against academic honesty are any acts that would have the effect of unfairly promoting or enhancing one's academic standing within the entire community of learners which includes, but is not limited to, the faculty and students of the University of Vermont. Academic dishonesty includes knowingly permitting or assisting any person in the committing of an act of academic dishonesty.

The academic honesty policy distinguishes between minor and major offenses. Offenses purely technical in nature or in which the instructor does not perceive intent to achieve advantage are deemed minor and handled by the instructor. Major offenses are those in which intent to achieve academic advantage is perceived. A full statement of the policy can be found in the Cat's Tale. Each student is responsible for knowing and observing this policy.


Assignments plagiarized in whole or in part from the Internet or published sources automatically receive a grade of 0. Plagiarism includes (a) the verbatim copy of paragraphs, sentences, and parts of sentences, and (b) the use of ideas without giving due credit (i.e., without citing and referencing the source of the idea). If you have questions about what does and does not constitute plagiarism, please ask.


Faculty and students will at all times conduct themselves in a manner that serves to maintain, promote, and enhance the high quality academic environment befitting the University of Vermont. To this end, it is expected that all members of the learning community will adhere to the following guidelines:

Faculty and students will attend all regularly scheduled classes, except for those occasions warranting an excused absence under the policy detailed in the catalogue (e.g., religious, athletic, medical).

Students and faculty will arrive prepared for class and on time, and they will remain in class until the class is dismissed.

Faculty and students will treat all members of the learning community with respect. Toward this end, they will promote academic discourse and the free exchange of ideas by listening with civil attention to the comments made by all individuals.

Students and faculty will maintain an appropriate academic climate by refraining from all actions which disrupt the learning environment (e.g., making noise, ostentatiously not paying attention, and leaving and reentering the classroom inappropriately).

BSAD 120: Summer, 2010








July 7


Course Introduction


OB I: Introduction to OB & Workforce Trends

Chpt. 1

July 9


OB II: Personality, Values, & Culture OB III: Job Attitudes & Behavior

Chpt. 2


pp. 75-78

July 12


Test 1 (10%)


Test 1


Motivation I: Needs & Drives Motivation II: Expectancy Theory, Rewards, & Goal Setting

Chpt. 5

Motivation Analysis Assigned

July 14


Motivation III: Job Design & Employee Involvement Motivation IV: Perceptions of Fairness

pp. 120-



July 16


Leadership I: Competencies

Chpt. 11


Leadership II: Behavioral Approach & Contingency Perspective

pp. 73-75

July 19


Leadership III: Transformational Leadership, Gender, & Implicit Leadership Leadership IV: Integrity & Ethics


Motivation Analysis Due


Leadership Analysis Assigned

July 21


Test 2 (20%)


Test 2


Teamwork I: Intro to Teams, Team Performance Model, & Team Composition

Chpt. 7

July 23


Teamwork II: Development Stages, Managing Norms, & Effective Meetings Teamwork III: Decision Making, Problem Team Members Teamwork IV: Communication, Email, & Active Listening

pp. 159-



July 26


Teamwork V: Conflict Management

Chpt. 10

Leadership Analysis Due


Teamwork Analysis Assigned

Test 3 (20%)

Test 3

July 28


Lrgr Org I: Organizational Culture & Artifacts Lrgr Org II: Organizational Culture Strength, Subcultures, & Mergers Lrgr Org III: Organizational Change

Chpt. 13

July 30


Lrgr Org IV: Corporate Social Responsibility

Chpt. 14


Test 4 (10%)


Test 4

Aug 2


No Class

Teamwork Analysis Due


Team Evaluations Due

* All tests are taken during class time. All due dates are at 9:00 pm, which applies to the three team assignments (Motivation, Leadership, and Teamwork Analyses) and the Team Member Evaluations.