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 1 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: 4 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. 5 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 7 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. 8 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. 9 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: ____________________________________ 10
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