READINGS/TOPICS FOR DISCUSSION
TEAM & EXPERIENTIAL
EXERCISES/ACTIVITIES
ASSESSMENTS
CASE FOR CRITICAL
THINKING
CLASS 1 –
1/25
Part 1 - Organizational Behavior Today
What Do You Think You Know About OB
Learning Styles
Icebreaker
An incident in OB
The Eye
Management
Secrets
1 - Introducing Organizational Behavior
Exercise 1 - My Best Manager
Case 1A - Trader Joe’s
Keeps Things Fresh
Case 1B - Getting The
Evidence: Leadership
Training Dilemma
Teams present their
arguments for each
Case and convey
WWMDo
CLASS 2/1
Exercise 3 - My Best Job
1 – Managerial Assumptions
Exercise 2 - Graffiti Needs Assessment
2 – 21st Century Manager
Part 2 - Individual Behavior and Performance
PowerPoint-The Eye /Management Secrets
2 - Diversity, Personality & Values
-
3 – Turbulence Tolerance Test
Exercise 8 - Prejudice in Our Lives
5 – Personal Values
Case 2 - Diversity Leads
the Way
19 – Your Personality Type
20 – Time Management Profile
3 - Perception, Attribution, & Learning
Exercise 10 - Alligator River Story
6 – Intolerance for Ambiguity
Case 3 – The Jim
Donovan Case
4 – Global Readiness Index
Case 4 - Tough Situation
at Magrec, Inc.
7 –Two Factor Profile
Case 5 - It Isn’t Fair
8 – Are You Cosmopolitan?
Case 6A - Perfect
Pizzeria, or Not?
Case 6B - OB Classic:
Hovey & Beard Company
Downside of Punishment
CLASS 3 –
2/8
4 - Emotions, Attitudes, & Job Satisfaction
My Best Job
Graffiti Needs Assessment
5 - Motivation
Annual Pay Raises
6 - Motivation and Performance
Exercise 15 - My Fantasy Job
Upward Appraisal
Exercise 13 - Tinkertoys
CLASS 4 –
2/15
Part 3 - Teams and Teamwork
7 - The Nature of Teams
MID TERM ASSESSMENT
Exercise 11 - Teamwork and Motivation
9 – Group Effectiveness
Case 7 - The Forgotten
Team Member
13 – Empowering Others
Case 8 - Teams Drive
the Racing Cars
Lost At Sea
16 – Your Intuitive Ability
Case 9 - Decisions,
Decisions, Decisions
Exercise 34 - Entering the Unknown
17 - Decision-Making Biases
Exercise 18 - Serving on the Boundary
Interrogatories
8 – Teamwork & Team Performance
Exercise 20 - Scavenger Hunt Team Building
Exercise 21 - Work Team Dynamics
Exercise 22 - Identifying Team Norms
Work Team Culture
9 – Decision Making and Creativity
Fostering the Creative Spirit
10 – Conflict and Negotiation
Exercise 36 - The Ugli Orange
18 - Conflict Management Strategies
Case 10 - The Case of
the Missing Raise
Exercise 37 - Conflict Dialogues
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CLASS 5 –
2/22
Part 4 – Influence Processes & Leadership
11 - Communication
Exercise 29 - Active Listening
12 – “TT” Leadership Style
Case 11 - The Poorly
Informed Walrus
14 – Machiavellianism
Case 12 – Political
Behavior Analysis
Exercise 30 - Upward Appraisal
Exercise 31 - 360 Feedback
12 – Power & Politics
Exercise 28 - My Best Manager – Revisited
My Best Job
13 – The Leadership Process
Sweet Tooth – Class Activity (W-90)
15 – Personal Power Profile
Exercise 26 - Leadership Skills Inventories
11 – Leadership Style
Case 13 - The New Vice
President
10 – Least Preferred Coworker
Case 14 – Zappos Does It
With Humor
Interview a Leader
Exercise 27 - Leadership & Participation in
Decision Making
14 – Leader Traits & Behavioral Styles
Sweet Tooth – Class Activity (W-90)
Student Leadership Practices
Inventory
CLASS 6 –
3/1
Part 5 – Organizational Context
15 – Org’l Culture & Innovation
Exercise 23 - Workgroup Culture
22 - Which Culture Fits You?
16 – Org’l Structure & Design
Exercise 38 - Force-Field Analysis
21 Organizational Design Preference
CLASS 7 –
3/8
Final Exam
FINAL EXAM
CLASS 8 –
3/15
Final Team Presentations
FINAL TEAM ASSESSMENT
Case 15 - Never On A
Sunday
Case 16 - First
Community Financial
Closing Activities, Final Exam
2
3
ORGANIZATIONAL BEHAVIOR SELF ASSESSMENT
Student Name: ___________________________________
Title of Assessment: ____________________________________________
Assessment No. _____________
Student Score ________________
I.
Self-Analysis Profile describing the assessment and Interpretation of score.
II.
Interpretation:
III.
List and Briefly Discuss Organizational Behavior Concepts Identified:
IV.
Implications for organizational behavior from an employee and management perspective:
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Organizational Behavior Self-Assessment
Assessment No. 1 Managerial Assumptions
I.
My Score: x= 6/ y= 3
Self-Analysis Profile Describing the Assessment and Interpretation of Score.
McGregor’s theories are a great interpretation of how managers can perceive what effectively motivates their
workers. Understanding your assumptions about employees’ motivation will influence your management style.
Theory X managers assume that employees are naturally unmotivated and dislike working. Theory Y managers
assume that employees are happy to work, are self-motivated, and enjoy greater responsibility. Having knowledge
of which management style you are can help you manage people more efficiently.
II.
Interpretation
My score means I have more of a Theory X style of management. I believe this is accurate because based on my
experience with the younger generation, it seems no one like responsibility or likes to go the extra mile to get
things accomplished without being told. Many people in my circle go to work because it pays well and they have
to provide for themselves and their families. Very few people have jobs that they actually enjoy. This leads me to
believe that since workers are less self-motivated, they should receive more supervisor direction and work in more
controlled environments, which is an authoritarian style of management. Because I encourage authoritarian style
of management, I have negative views of others in the workforce.
III.
List and Briefly discuss Organizational Behavior Concepts Identified
This theory directly relates to the role of a manager and the employees. Theory X puts employees in more of a
controlled environment which limits their freedom and creativity. Theory Y is more relaxed and allows employees
to be responsible for themselves without a lot of direction. This can relate to one being empowered and
accountable for the choices that they make within the parameters of the organizations goals.
IV. Implications for Organizational Behavior from an Employee and Management Perspective
Personally, I think it is better to manage from a Theory X style of management; however, I would work better
under a Theory Y style. I motivate myself and I strive on completing tasks and getting things accomplished so I
don’t need a lot of supervision to get my job done. Even though we as managers may have our preference in
managing employees, from an organizational perspective, I think the best thing to do is to evaluate the type of
employees you have and find the best management style that is more effective on them.
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Week ________ Weekly Reflection
Name: _______________________
Assignment: Submit a 500-750 word reflection on what you feel were the key
items covered during the week and how they might apply to your present or
future education, life, or professional endeavors.
Response:
What is the most significant thing I learned this week?
How did what I learned change my thinking about this week's topics?
What previous experiences relate to what I read and learned?
How will I use (or have I used) this knowledge in my understanding behavior?
What questions do I still have about this week's learning?
Course Reflection - Identify how the key issues studied during the course have specifically impacted your
professional and personal life.
Word Count:
6
Sample
Week 6 – Weekly Reflection
Assignment: Submit a 500-750 word reflection on what you feel were the key items covered during the week and how they might apply to
your present or profession, life, or ministry.
Response:
What is the most significant thing I learned this week?
This week seem to bring us back to the forefront. That is, we have experienced the concepts, models, instructional design, how people learn and
assessments and the significant thing that evolved out of this week is how we bring this online experience altogether by linking it to the standards and
policies that govern its applications and processes. Therefore, the review of Best Practices, FERPA, Accreditation Standards are all key factors that
significantly contribute to the success of online academic programs and a significant part of this learning.
How did what I learned change my thinking about this week's topic?
While I matured from the refresher in Best Practices, I came to an incontrovertible understanding of why I enjoy facilitating. The readings for this
week and week five, reminds me of why I turned down the opportunity for a chair and dean position at my University. Participation! I love the
academic class involvement. Whether it is in the design of a course or finding ways to enhance the learning environment, I satisfaction comes in the
growth of the students that I facilitate in a very participatory environment. Administrative functions, while still a part of what I do as a program
coordinator, I always find my greatest pleasure and potential in the learning environment, in front of and not behind the desk.
What previous experiences relate to what I read and learned?
Best Practices relates to my experience with Randy Bell from ABHE. During his visit to our SOFBI, we felt the sting of his whip as he went through
the 19 tenets of accreditation (that fit under the Best Practices) that needed to be shored up and some even required a complete implosion in order to
begin with adherence to the accrediting guidelines. This information is very valuable with respect to my experiences with accrediting reviews that I
have previously encountered for a pre assessment in accreditation readiness. Adherence to the appropriate application of institutional context and
commitment, curriculum and instruction, faculty support, student support and evaluation and assessment will be the guiding light of this
accreditation process and subsequent reviews.
How will I use (or have I used) this knowledge in my ministry or life?
As previously stated, I will be using the material gleaned from this course in the development of online material. Moreover, I will apply various
techniques to my facilitation to include more specifically designed rubrics, clearer expectations, and evaluative components. I will also use this
materials as a guide to bridge the gap between my onsite and online transition as I develop continuing education courses for summer students.
What questions do I still have about this week's learning?
What has the success rate been for those who have come into this experience with the intention of designing programs for their respective institution?
In addition, if you have received feedback, from former graduates, what has been their greatest concern?
Course Reflection - Identify how the key issues studied during the course have specifically impacted your professional and personal life and
ministry.
WOW! Great question! The question is where I begin. I do not know what I really expected from this course. In retrospect, I was preparing for a
storm, thunder and lightning as my love for on-site facilitating was confronted about the realities of online learning. At some point, I became cold
toward the process and really had to pray to maintain objectivity because I really did not want my reflections to reveal a combative nature. I have
never been opposed to tackling the new or change, but this transition (in growing in wisdom of the reality of this continual online trend) initially had
me apprehensive not only from what I was embarking upon but also how it would inevitably affect my future in this profession. Well I operate on
the philosophy that, if you knew better you would do better. I am pleased to say, that is holds true with this experience. I have come out wanting to
exceed my expectations. I started applying the practices on site, especially following Robin Smiths’ suggestion in Conquering the Content. She
stated that facilitators need to be content specific and navigation friendly --a process for conquering the content that is user friendly for both online
and onsite. While much of the material was not new, it is simplistically chunked whereby anyone can transition with comfort from traditional
instruction to online. Additionally, I like the idea of blogging or journaling to give me important insights about the process of transitioning from
onsite to online and a comparative analysis of my experiences in both environments.
My plan to develop online curriculum has not changed. Hence, my reason for attending this course started during the two-week orientation and
continued throughout the six-week course. I have compiled two manuals and have retained copious notes to assist me in the design and development
of an accredited online associate degree curriculum for Spirit of Faith Bible Institute. Smith’s material in Conquering the Content and NBC’s course
design are invaluable components to the success I feel I have achieved in this course and both will serve as the templates for my undertaking in the
design of online curriculum. "From my learning in this class, the one major skill I will apply to my ministry is to continue to develop the skills
that will enable me to discern and maintain an emotional connection from the online learner as I transition from the traditional face-to-face
interaction and facilitation.
Word Count: 884
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The Experiential Learning Process
Experiential learning involves a number of steps that offer student a hands-on, collaborative and reflective learning
experience which helps them to “fully learn new skills and knowledge” (Haynes, 2007).
Although learning content is important, learning from the process is at the heart of experiential learning. During each
step of the experience, students will engage with the content, the instructor, each other as well as self–reflect and apply
what they have learned in another situation. The following describes the steps that comprise experiential learning as
noted by (Haynes, 2007, para.6 and UC Davis, 2011)
Experiencing/Exploring “Doing”
Students will perform or do a hands-on minds-on experience with little or no help from the instructor. Examples might
include: Making products or models, role-playing, giving a presentation, problem-solving, playing a game. A key facet of
experiential learning is what the student learns from the experience rather than the quantity or quality of the experience.
Sharing/Reflecting “What Happened?”
Students will share the results, reactions and observations with their peers. Students will also get other peers to talk
about their own experience, share their reactions and observations and discuss feelings generated by the experience.
The sharing equates to reflecting on what they discovered and relating it to past experiences which can be used for
future use.
Processing/Analyzing “What’s Important?”
Students will discuss, analyze and reflect upon the experience. Describing and analyzing their experiences allow students
to relate them to future learning experiences. Students will also discuss how the experience was carried out, how
themes, problems and issues emerged as a result of the experience. Students will discuss how specific problems or
issues were addressed and to identify recurring themes.
Generalizing “So What?”
Students will connect the experience with real world examples, find trends or common truths in the experience, and
identify “real life” principles that emerged.
Application “Now What?”
Students will apply what they learned in the experience (and what they learned from past experiences and practice) to a
similar or different situation. Also, students will discuss how the newly learned process can be applied to other
situations. Students will discuss how issues raised can be useful in future situations and how more effective behaviors
can develop from what they learned. The instructor should help each student feel a sense of ownership for what was
learned
Personal Learning Statement
Objectives:
a. To identify individual learning objectives for the course.
b. To develop a realistic set of expectations.
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c. To establish a roadmap for individual progress assessment.
Task
The following are some thoughts on how to complete and write the attached learning contract:
•
The purpose of this learning contract is to set attainable objectives that you can then work toward. It is a way of setting
reasonable expectations of yourself and then sticking to them.
•
Before you begin to respond to the attached guided areas, please review the course syllabus, scan the textbook, and
consider what they mean for you.
•
Be as realistic as you can be in putting your objectives on paper. At the end of the course, you will want to see how well
you have done at attaining them.
•
Please make two copies of the contract and return them to the instructor at the beginning of the second class session.
The instructor will review your contract and return one copy to you.
•
You may revise your contract during the course if you wish by submitting a revision to the instructor.
•
The instructor will keep one copy of your contract until the end of the course, at which time it will be returned to you.
Your contract is a confidential agreement between you and your instructor.
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Name: ________________________________________ HURD Course: _____________________________________
Personal Learning Statement
Based on personal reflection, my review of the course syllabus, initial scanning of Schermerhorn et.al. Organizational
Behavior, and the class discussion thus far, my learning objectives in this course are (include things that you would like to
learn about yourself as well as specific course content):
My performance objectives for the course (the grade I want to work toward) are as follows:
The following obstacles (e.g., conflicting pressures, personal limitations) may get in the way of meeting my objectives:
I want to work on improving in the following areas (e.g., listening skills, writing skills, speaking in class):
Specifically, I will do the following to meet my objectives (identify specific actions of your choice):
I understand that this statement is for my personal guidance and will not be graded. It is a contract between you and me. I
may change it by submitting a new contract at any time. In signing this contract, I am committing myself to full participation
in the course and to adherence to the norms outlined in the syllabus.
Signature: ________________________________
Date: ____________________________________
Accepted: ________________________________
(Instructor’s name)
Date: ____________________________________
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