ORGB1135 Syllabus, Winter 2021 PDF

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ORGB1135 Syllabus (OA01/OA06) Course Information Course Name

Course Description

ORGB1135 – Organizational Behaviour ORGB1135 provides an introduction to the influence of the manager and the employee on the organization and work. The point of view is managing individual differences for increased productivity and satisfaction. As well, a framework for understanding behaviour in a variety of settings is studied. Case problems are solved by groups using the rational decision-making process. Learning Outcomes: Upon successful completion of this course, the student will be able to: 1. Explain how different personalities and perceptions of events can impact working relationships.

Course Details

2. Recommend strategies that will help maximize individual and team performance and potential. Discuss the environments within which the manager operates. 3. Analyze how conflict and power can facilitate or impede effective interactions. 4. Assess decision making processes. 5. Examine culture in organizations and explain how it is created, maintained or changed for optimal performance outcomes.

Course Start/End Dates Delivery Method Day, Time, Location

Jan. – Apr., 2021 Face-to-face delivery, including standard lectures, full-class and smallgroup discussions, videos, assignments, and a group project(s). A01: Mon/Wed., 8:00 – 9:50 a.m. (Online, synchronous delivery) A06: Tue./Thur., 10:00 – 11:50 a.m. (Online, synchronous delivery)

Instructor Information (ORGB1135, section number) 1

Name

Bio (Optional)

Wes Sallenback

-A Southern Alberta transplant who has happily been living on the “wrong” side of the chinook arch since 2006. � -Began working with NAIT in 2009 (CIT and CED). -Have worked within the NAIT, JRSSB since August, 2011 -Previously served as Chair, Management & Entrepreneurship programs -Previously served as Department Head, MME -Currently serving as Instructor, Management program -Industry experience: Hotel Management, Human Resources, HSE -Frequently work with industry partners, in support of people and strategy -Education: B.Mgt. (HR/Labour Relations; University of Lethbridge) MBA (Community Economic Development; Cape Breton U.) M.Ed. (Workplace and Adult Learning; University of Calgary) Ed.D. (Organizational Leadership; University of Western Ontario) -Most importantly, a proud dad to 3 fantastic daughters!

Office Location Contact

Availability for Student Support Office Hours (by appointment)

CAT 305SA [email protected] (If you need to speak with me, I am available for 1:1 consultation via Teams). If you require academic accommodation as per Learning Services, please advise the instructor before any timed assessment such as quizzes or exams. Do so at least seven (7) days prior to the date of the timed assessment. Mon, 10:00 – 11:50 a.m.; Thur., 8:00 – 9:50 a.m.

STUDENT EQUIPMENT AND SUPPLIES All JR Shaw School of Business students are required to possess a computing device, either a desktop or laptop, that will meet the minimum technology requirements. This will enable you to engage in our digital learning environment and to participate in online assessments. In addition to the minimum technology requirements, your computing device must also support both audio and video streaming technologies and, as a result, must include hardware (either internal or external) such as a microphone and webcam. A broadband (high speed) internet connection is also required. Your computing device must meet the following minimum technology requirements: Windows: Windows 10

(ORGB1135, section number) 2

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Processor: Intel i Series 4th Gen or Better or AMD Ryzen Series

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Memory: 4 GB RAM minimum, 8 GB RAM recommended Solid State Drive recommended or Hard Drive (minimum free space 15 GB)

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Display resolution: 1366 x 768 minimum, 1920 x 1080 recommended

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Wi-Fi connection: Wireless N, AC or better

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Antivirus Protection: Windows Defender and Windows Firewall are recommended to protect your device and are pre-installed on your Windows computer

Apple:  Mac Hardware Requirements: MacBook (Late 2009 or newer) MacBook Pro (Mid 2010 or newer) MacBook Air (Late 2010 or newer) 

MacOS High Sierra (10.13) or later

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Memory: 4 GB RAM minimum, 8 GB recommended Solid State Drive recommended or Hard Drive (minimum free space 15 GB) Antivirus Protection: No additional software is needed. Built-in firewall and security software

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available in System Preferences

Note: while tablets can support your learning, they are not recommended as a main device.

Assessments / Evaluation Group Case Assignment Report(s) (Weighting / 30%)

Due: As per the course calendar (x 2) Details: Group Mini Case Presentations (2 x 7.5%) The mini case assignments are completed in teams throughout the course. The objective of the mini case studies is to provide students with an opportunity to demonstrate a principle and applied awareness of key organizational behaviour concepts. Case studies will be assigned from the course text and will cover material relevant to a particular chapter contained therein.    

Students will be randomly placed in groups, and your instructor will identify with which case study each group will be working. Working in these teams, you will be required to do a 10 – 12 minute presentation for each assigned mini-case study. You will analyze an organizational situation by applying the theories and concepts from the chapter wherein the mini-case is found. Your team will identify possible solutions and recommend an overall best solution

(ORGB1135, section number) 3

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ALL members of the group must be involved in the presentation. Each group will be required to do two presentations during the term. The rubric can be found on the Moodle site.

The presentation should cover the following sections: 1. Introduction  A brief summary of what is happening.  Assume the audience has never read the actual mini-case. 2. Present the major organizational problem as you see it.  I recommend checking with me to make sure you are heading in the right direction. 3. Analysis  A major objective is to illustrate how the OB concepts and theories in the case’s chapter are relevant to the organizational problem you have identified.

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Apply these concepts and theories to better understand the causes of the organizational problem and the circumstances surrounding it. For example, if you state that Jane is

stereotyping her co-workers, you must clearly demonstrate how she is doing that with the information provided in the case. Then you will demonstrate the effects of this stereotyping on others, on decision making, on relationships, on productivity and job satisfaction, etc… In other words what are the implications as it relates to the problem statement? 

In the analysis you must use OB terminology throughout to demonstrate your understanding and application of the concepts. Definitions are not required.

4. If the mini-case calls for a solution, identify three possible solutions to the problem you stated earlier. These three solutions must be distinct, realistic and practical. For the first two solutions explain why it is an option, but also why you are not choosing it as the optimal solution.  For the chosen solution, simply state what the solution is. The explanation will come in the Justification section. 5. Justification of the Solution: The justification identifies why your solution will work, not only to solve the problem, but to deal with the symptoms as well.  You need to take this justification back to all of the issues you discussed in the case study analysis. Be detailed in your explanation.  

(ORGB1135, section number) 4

Online Synchronous Learning Please note that this synchronous learning session, including any questions or comments submitted by students during the session, may be recorded and made available to students following completion of the session. This collection of personal information is carried out pursuant to section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act, for the purpose of providing reference materials for students while studying, or for the purpose of assisting students who require medical or other accommodations. If you have any questions regarding the collection and use of this personal information, please contact: STUDENT RESOLUTION OFFICER NAIT Main Campus 11762-106 Street NW Edmonton, AB T5G 2R1 Tel: 780-378-6136 Email: [email protected]

(ORGB1135, section number) 5

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Group Process Reports (2 x 7.5%) Due: One week following each assigned group presentation @ 8:00a.m, as per the course calendar.

Students will complete two Group Process Reports as to how their team functioned when working together on the mini-case studies. These will be due the Friday of the week following your presentation. See the Mini-Case Study schedule above. 

The purpose of this assignment is to learn WHY you did or did not work well as a group. It’s an important feedback tool, and not being honest with yourself or with each other simply perpetuates any existing problems. As this report is intended to be a reflection on your team’s performance, you may choose to use individual member names, or you may choose to identify members by indicating…’a member’ or ‘one member’, ‘two members’.

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This assignment is designed to reflect on the individual and group dynamics that we discussed in this course and to determine how they may have impacted your group.

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Think of your group as a case study. Because each group’s experience will be different, your group will choose the specific course and chapter concepts most appropriate for your group.

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In addition, it’s also fair to evaluate your contract after the fact, and to refer to your team contract as well as any other assessments you have completed up to this point.

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You may also want to refer to the peer evaluation grading criteria to discuss your team’s performance.

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While it is easy to acknowledge the good things members have contributed to the group, it’s often more challenging to look at the not-so-good. You will be evaluated on your willingness to be open and to explore what really went on. In the end, there should be some valuable learning opportunities for all members so that in the next group experience, each individual will be able to capitalize on strengths, and work to minimize weaknesses.

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You do not need to come to a consensus. When individuals have differing views, explain the individual views.

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This task is to help you determine how effective your group was. Please note that you do not earn marks for being the “perfect” group. You earn marks for giving an honest and realistic reflection of your group.

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This assignment is to be written in paragraph form and must be discussed and compiled as a team, with each person’s perspective incorporated into your report.

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The report is to be signed by each member on the Declaration Form that will be attached to the back of your report. This signifies the members that were a part of this analytical process and agree with the statements made within the report.

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The report must be completed in APA format.

(ORGB1135, section number) 6

Group Process Report Format: Title Page reads “Group Process Report for (TEAM NAME)”, each group member’s name, instructor name, submission date. Content Length: A minimum of three full type written pages (not including Title page) to a maximum of five pages of content (not including the Declaration) applying double spacing, 12 point font and standard 1” margins. The document must be created in Microsoft Word. Grammar and spelling errors will be deducted to a maximum of 20% of the overall mark. Participation: 1.

Members must be present and participate for this assignment. If you do not contribute in a substantive meaningful way you will receive a ‘0’ on this report.

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All members must confirm their participation by electronically signing/providing authorization on a separate page titled Declaration Form included with your report submission. Any members not signing/providing authorization on the form will receive zero on the report submission.

Think of your group as a case study. Because each group’s experience will be different, you decide which course concepts would be appropriate for your group. In addition, it’s also fair to refer to and evaluate your contract after the fact for the final process report. The purpose of the process report is to learn WHY you did or did not work well as a group. It’s an important feedback tool, and not being honest with yourself or with each other simply perpetuates any existing problems. The report is intended to be personal, which means using group members’ names in the reports is necessary. The reports are to be signed by each member, signifying that they were a part of this analytical process and agree with statements made. While it is easy to acknowledge the good things members have contributed to the group, it’s often more challenging to look at the not-so-good. Please do not ignore the latter points. You will be evaluated on your willingness to be open and to explore what really went on. In the end, there should be some valuable learning opportunities for all members so that in their next group experience, they will be able to capitalize on strengths, and work to minimize weaknesses. If there is indication from the team or process report that you have not participated in the team case presentation process, you will be advised that you will not be permitted to participate in the process report assignment, consequently losing 7.5% of your grade. Declaration Form Each team member will create a post a copy of this on the appendix page of their group’s report: I have participated in and read the process report and I agree with its contents. Team member name: _________________________________________ Signature: _______________________________________________ Date _______________________________

(ORGB1135, section number) 7

Individual Assignments (Weighting / 10 %) Learning Journey Report

10%

As previously mentioned, this course is ultimately designed to be about you. Moreover, the overarching aim is to assist you in becoming more self-aware. This process can be greatly enhanced by being purposefully/critically reflective. A weekly personal/learning journal is one tool that helps facilitate this reflective process. This journal is optional, and is all about YOU – about your journey to understand yourself better as a learner, as a team member, and as a developing professional. It allows you to distill meaning from course readings, from class discussion, activities, individual assignments, and group work. It also provides a forum for you to make connections between the theoretical and the practical in a uniquely personal and meaningful way. The journal itself is private. Should you undertake it, I will not ask to see it, it will not directly inform your grade, nor will you be required to share it with anyone else. If done earnestly, however, this holds the potential of becoming your most meaningful course assignment this term. At the end of term, you are asked to submit a Learning Journey Report of 4 – 5 pages (double spacing; 12 point professional font) that traces those highlights of your course-specific learning journey that you are prepared to share, and that clearly connects the course content (readings, in-class activities, group work, self-assessment instruments, other activities/assignments) to you and your development as a person/professional. Your submission will be assessed using the following criteria: Overall presentation; clarity and coherence (flow); grammar, spelling, and sentence structure; evidence of critical reflective thought; demonstrated (principle and applied) awareness of course theory; proper and consistent referencing (APA format). Due: Friday, April 9th @ 11:59 p.m., MDT

Engagement, Contribution, and Professionalism (weighting 10%) Engagement: Your instructor may choose to evaluate your engagement in this course which may include the following components: a)

Attendance. Each class will consist of lectures, class discussions, exercises, videos, and/or group work important to understanding course concepts that will be tested on the midterm and final exams. If a student is to be absent for any class, s/he must inform the instructor either by email or verbally on or before the day of the class absented. Good attendance will support a high mark for engagement, and poor attendance will contribute to a lower mark for

(ORGB1135, section number) 8

engagement. Insofar as absences for medical purposes are concerned, marks will not be deducted if students provide supporting documentation (doctor’s note). Note that consistent absence due to medical reasons will necessarily have a negative impact on your grade, as one cannot engage in course process in absentia. b)

Engagement in class discussions and activities. All students are expected to read all readings and cases assigned and be prepared to discuss them in class. Each student is expected to contribute to discussions and other activities in full-class or smaller-group settings. Give your full attention in class. Even though you show up for class, if you are doing homework for other classes, texting, surfing, sleeping, etc., you will not be demonstrating value-added contribution, which will impact you negatively. All students are expected to read all readings and cases assigned and be prepared to discuss them in class. Each student is expected to contribute to discussions and other activities in full-class or smaller-group settings.

c)

Submitting assignments. All assignments are due, as indicated on the course schedule. No late submissions will be accepted for marks.

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General classroom conduct. It is expected that every student will conduct him/herself in such a manner that will enable the student and her/his peers to achieve the maximum learning benefit from class.

Quizzes (2 x 10% = 20%) At the end of Week 7 and Week 12, there will be a quiz (worth 10% each). These are in-class, as follows: 1. Quiz 1 – Available Feb. 13/14 (via moodle) 2. Quiz 2 – Available Apr. 3 / 4 (via moodle)

(ORGB1135, section number) 9

Final Exam (Weighting = 30%)

Details: The final exam will cover material in the text and any class discussions up to the exam date. Exams are closed book. The exam format will be scenario-based to test principle and applied awareness of course concepts. The final exam is 120 minutes in length, and will be scheduled by the registrar during final exam week (April, 2021).

NOTE: ASSIGNMENTS ARE DUE, AS OUTLINED IN THE COURSE SCHEDULE. NO LATE SUBMISSIONS WILL BE ACCEPTED. IN SUCH CASES, A GRADE OF ZERO WILL AUTOMATICALLY BE APPLIED.

(ORGB1135, section number) 10

Other Details

Reading Materials

Stephen P. Robbins, Timothy A. Judge, and Katherine E. Breward. (2018). Essentials of Organizational Behaviour (Canadian Edition). Don Mills Ontario: Pearson.

Optional Learning Resources (if applicable)

The instructor may provide copies of or access to additional readings and/or course resources. Optional Learning Resources are those resources, if applicable, where the student h...