BADM 311 Syllabus Fall 2021 PDF

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Great explanation of what the course is and what students are supposed to do during the semester...

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Gies College of Business University of Illinois, Urbana-Champaign Office Hours: By appointment https://www.linkedin.com/in/jgoncalo

Professor Jack Goncalo 343F Wohler [email protected] www.creativityguy.com

BADM 311: INDIVIDUAL BEHAVIOR IN ORGANIZATIONS, FALL 2021

Course Objectives:   

To learn how to use social influence to advance your agenda at work. To understand the social influence processes underling many popular management techniques. To learn how to use social influence to collaborate more effectively in teams.

Course Requirements and Grading: Final course grades for BADM 311 will be based on the following scale: A AB+ B B-

93-100% 90-93% 87-90% 83-87% 80-83%

C+ C CD+ D F

77-80% 73-77% 70-73% 67-70% 63-67% Below 60%

Your final grade is based on your performance on the 4 assignments below: A. B. C. D.

Discussion Forum Participation Midterm exam Takeaway paper Term paper

10% 20% 30% 40%

A. Each week, I will post a discussion topic on Compass. To earn full participation points, please post one response to the topic and also choose one other student’s response and comment on it. B. One exam in class on October 6th that will cover the readings and lectures up to that date. We will have a review session in class just prior to the exam. The exam will be closed book and it will be a mix of multiple-choice and short answer essay questions. C.

I will ask you to write one short paper using a template available on the course website. Please submit them following the instructions on the template by the start of class as listed in the schedule. This paper asks you to use course concepts as a starting point for deriving your own takeaway from this course (reading, lecture, exercise). The aim of this assignment is to use the knowledge you gain in this course and immediately apply it to a

current or past team experience. Please read the following guidelines carefully. You should be clear and concise in your description of your key takeaway— (a) make an argument substantiating why you believe it to be true, (b) consider any limits on when you should use it, and (c) be specific about how can you take advantage of this insight in your work experience. Each of these steps is a recipe for systematic reflection that you can use to learn from your own experiences and put your insights to good use. First, you must think of a clear takeaway that can be stated briefly, otherwise, you are less likely to remember any specific lesson from your experience. Second, you need to use the course material to evaluate the evidence you have in support of your key takeaway so that you are clear about the reasons why you believe it, how strongly supported it is, and what might lead you to change your mind. Third, you need to consider exceptions, weaknesses, and alternatives so you use it appropriately. Finally, you need to be specific about how to put it into practice; otherwise, you will be far less likely to use it. Thus, a takeaway paper should include each and every one of the four parts below: 1.

A concise statement of your takeaway—it should be one sentence or less, the product of your own thinking (i.e., not something already clearly said in class or the readings), and should be a recommendation: do this to get better outcomes on that 2. An argument in support of the takeaway—select specific information from the exercise, as well as support from class discussion and / or the readings, to make your case for why we should believe your takeaway 3. Complexities to your takeaway—are there situations in which it would not work, are there risks involved, what if someone does it to you; you will need to think beyond the situation from which you derived the takeaway to consider its use in other situations 4. Prescriptions for putting your takeaway into practice—state the specific actions you can take on the basis of the takeaway, acknowledging the complexities just raised, for achieving better outcomes. D. As a team of 3-4 students, you will also prepare a 6 page analysis of a failed team of your choice using the using the course material—reading and lecture. You will have time to choose teams in class. The best papers make extensive and appropriate references to the course material we covered throughout the semester. Students who wait until the last week of the course to read and think about the material should not expect to receive a high grade. This assignment is due December 17th. If your team is uncertain about the appropriateness of your choice of subject, feel free to discuss it with me during office hours.

Office Hours: Feel free to schedule an appointment with me via e-mail at [email protected].

Late Papers: I will not grant extensions on any due dates, nor will I accept late papers. Please plan your time accordingly. COVID-19 PROCEDURES AND REMINDERS: In general, please view each class as equivalent to an important business meeting. I have spent a lot of time preparing for each class, so let’s all take it seriously. BADM 311 is an in-person course. This means that you are required to engage in appropriate behavior and follow the University COVID-19 protocols to protect the health and safety of the community:  You are required to wear a mask during class. No exceptions.  Incoming students should wait until outgoing students have left the room before entering.  Students should wipe their seat and writing surface upon entering the class with wipes provided.  Download the “Safer Illinois” app so that you can enter Wohlers. In addition, the University mandates the following:  “Students who feel ill must not come to class. Students who test positive for COVID19 or have had an exposure that requires testing and/or quarantine must not attend class. The University will provide information to the instructor, in a manner that complies with privacy laws, about students in these latter categories. These students are judged to have excused absences for the class period and should contact the instructor via email about making up the work.  Students who fail to abide by these rules will first be asked to comply; if they refuse, they will be required to leave the classroom immediately. If a student is asked to leave the classroom, the non-compliant student will be judged to have an unexcused absence and reported to the Office for Student Conflict Resolution for disciplinary action. Accumulation of non-compliance complaints against a student may result in dismissal from the University.” This list isn’t exhaustive. Please use common sense to identify appropriate behavior. Course Outline: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Introduction The origins of social control Why teams remain silent Hierarchy and the corrupting influence of power Inside the mind of the powerful and the upper class The corporate cult Midterm exam Managing for creativity Creativity and perspective change Creative collaboration Motivating creative performance Leading with emotional intelligence Managing the process of organizational change

**FALL BREAK** 14. Influence and the art of idea pitching 15. Leading a project team/Conclusion Final paper due December 17th

COURSE READING AND QUESTIONS TO CONSIDER WEEK 1: INTRODUCTION August 23rd Welcome/Organizational meeting No assigned reading August 25th Jassawalla, A., Sashittal, H. & Avinash, M. (2009). Students’ perceptions of social loafing: Its antecedents and consequences in undergraduate business classroom teams. Academy of Management Learning and Education, 8, 1, 4254. Questions to consider What is the role of arousal, attention and social evaluation processes in social facilitation? Given the principles of social facilitation, under what conditions should you study for and take an exam? How would you organize the workplace given what you know about social facilitation? Are cubicles a good idea? What are the causes of social loafing? What are the implications of social loafing and social facilitation for teamwork in organizations? WEEK 2: THE ORIGINS OF SOCIAL CONTROL August 30th Feldman, D.C. (1984). The development and enforcement of group norms. Academy of Management Review, 9, 1, 47-53. Questions to consider How do norms emerge over time? What function do norms play in groups? Can norms become dysfunctional, when? What is an injunctive norm versus a descriptive norm? Under what circumstances do norms have the most powerful effect on individual behavior? September 1st

Levine, J.M. (1999). Solomon Asch’s legacy for group research. Personality and Social Psychology Review, 3, 4, 358-364. Questions to consider Why do individuals conform to a majority? What factors boost the tendency to conform in teams? WEEK 3: WHY TEAMS REMAIN SILENT September 6th Labor Day Holiday—No Class September 8th Miller, D.T. & Prentice, D.A. (1994). Collective errors and errors about the collective. Personality and Social Psychology Bulletin, 20 (5): 541-550. Questions to consider: How does pluralistic ignorance emerge in a group? What are the consequences of pluralistic ignorance—do people feel alienated from or connected to their group? How can people stop pluralistic ignorance or keep it from happening in the first place?

WEEK 4: HIERARCHY AND THE CORRUPTING INFLUENCE OF POWER September 13th Milgram, S. (1965). Some conditions of obedience and disobedience to authority. Human Relations, 18, 1, 57-76. Blass, T. (1999). The Milgram paradigm after 35 years: Some things we now know about obedience to authority. Journal of Applied Social Psychology, 29, 5, 955-978. Questions to consider: Why do individuals obey authority? What is the meaning of an agentic shift? September 15th Anicich, E.M., Swaab, R.I. & Galinsky, A.D. (2015). Hierarchical cultural values predict success and mortality in high stakes teams. Proceedings of the National Academy of Sciences of the United States of America, 112, 5, 1338-1343.

Questions to consider: What are the costs and benefits of hierarchy for team functioning? Would you rather work with a hierarchical team or one with a more egalitarian social structure?

WEEK 5: INSIDE THE MIND OF THE POWERFUL September 20th Galinsky, A.D., Magee, J.C., Inesi, E.M. & Gruenfeld, D.H. (2006). Power and perspectives not taken. Psychological Science, 17, 12, 1068-1074. Questions to consider What is the approach-avoidance theory of power? How does the A-A Theory of power explain the blind-spots that powerful people are prone to? What are the costs and benefits of feeling a sense of power? September 22nd Piff, P. K., & Robinson, A. R. (2017). Social class and prosocial behavior: Current evidence, caveats, and questions. Current Opinion in Psychology. WEEK 6: THE CORPORATE CULT September 27th Van Maanen, J. & Schein, E.H. (1979). Toward a theory of organizational socialization. In Staw & Cummings (Eds), Research in Organizational Behavior, 1, 209-264. Questions to consider What are the 6 socialization tactics identified by Van Maanen & Schein? What are the potential behavioural outcomes of socialization? Have you worked for an organization that used these tactics? September 29th Chatman, J. A., & Eunyoung Cha, S. (2003). Leading by leveraging culture. California Management Review, 45, 19–34 Questions to consider

As a leader, how can you go about building a “cult-like” organizational culture? What are the advantages of having a strong culture organization?

WEEK 7: Mid-Term Exam October 4th Review session during class time Extended Office Hours T.B.A. October 6th Mid-term exam 1 WEEK 8: MANAGING FOR CREATIVITY October 11th Team activity—Jury Simulation Nemeth, C. (1997). Managing innovation: When less is more. California Management Review, 40: 59-74. Questions to consider: How does a team’s decision making rule (e.g. unanimity versus the majority rules) impact the decision making process and the quality of the final outcome? What factors compel teams to make thoughtful and well-informed decisions? October 13th Staw, B.M. (1995). Why no one really wants creativity. In C. Ford & D. Gioia (Eds.) Creative Action in Organizations: Ivory Tower Visions and Real World Voices. Questions to consider How is creativity defined? Why is creativity so widely desired by organizations? What are the costs involved in managing for creativity in organizations? WEEK 9: CREATIVITY AND PERSPECTIVE CHANGE October 18th

Shalley, C.E., Zhou, J., & Oldham, G.R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management, 30, 933–958. Questions to consider What are the traits associated with highly creative people? How does creativity differ from intelligence? October 20th Team Design Challenge

WEEK 10: CREATIVE COLLABORATION October 25th Team activity (The Murder Mystery) No assigned reading October 27th Sutton, R. I., & Hargadon, A. (1997). Brainstorming groups in context: Effectiveness in a product design firm. Administrative Science Quarterly, 42: 685-718. Questions to consider What is process loss in group brainstorming? What are the barriers to freely exchanging ideas in teams and how can you overcome these barriers? WEEK 11: MOTIVATING CREATIVE PERFORMANCE November 1st Amabile, T.M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, vol. 40, no. 1. Questions to consider What is intrinsic versus extrinsic motivation? Which type of motivation (intrinsic or extrinsic) stimulates creativity and why? November 3rd Everyone meets 1 on 1 with Professor Goncalo about their paper topic

Please be sure to sign up for an appointment. WEEK 12: LEADING WITH EMOTIONAL INTELLIGENCE November 8th Sy, T. & Cote, S. (2003). Emotional Intelligence: A key ability to succeed in the matrix organization. Journal of Management Development, 23, 5, 437455. Questions to consider What is emotional intelligence? Why is emotional IQ a critical component of effective leadership? November 10th Emotional intelligence—Part 2 **Takeaway paper due in class** WEEK 13: MANAGING THE PROCESS OF ORGANIZATIONAL CHANGE November 15th Team Activity November 17th Petty, R.E., Cacioppo, J.T., Strathman, A.J. & Priester, J.R. (2005). To think or not to think: Exploring two routes to persuasion. In: Shavitt & Brock (eds.) Persuasion: Psychological Insights and Perspectives 2nd edition. Cialdini, R.B. (2005). Principles of Interpersonal Influence. In: Shavitt & Brock (eds.) Persuasion: Psychological Insights and Perspectives 2nd edition. Questions to consider What are the peripheral and central routes to persuasion? What are the cues that you can use to persuade people who are not highly motivated to pay attention to your message? What psychological “tricks” can you use to influence people to comply with your requests?

FALL BREAK, NOVEMBER 22ND-25TH WEEK 14: INFLUENCE AND THE ART OF IDEA PITCHING

November 29th Goncalo, J.A., Flynn, F.J. & Kim, S.H. (2010). Are two narcissists better than one? The link between narcissism, perceived creativity and creative performance. Personality and Social Psychology Bulletin, 36, 1484-1495. Questions to consider Why are narcissists effective idea pitchers? What is the SUCCESS Framework and how can you use it to develop effective and memorable idea pitches? December 1st Guest Lecture, T.B.A.

WEEK 15: LEADING A PROJECT TEAM/CONCLUSION December 6th Time during class to work on final paper as a team December 8th Goncalo, J.A., Katz, J.H. & Ellis, L.M. (2019). PIECE Together: How Social Norms Support the Process of Team Creativity. P. B. Paulus and B. A. Nijstad (Eds.), The Oxford Handbook of Group Creativity. Oxford University Press.

Final paper due December 17th...