organizatial behavior
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discssion_one_organizational_behavior.docxOrganizational Behavior
Need a Discussion ASAP
Whether you are a manager, a potential future manager, or an employee within an organization, you will benefit from becoming competent in the four functions of management.
Robbins and Judge (2013) discussed the four functions of management in the POLC model: Planning, Organizing, Leading, and Controlling. You also practiced with these four functions in your Learning Activity. Think about a time in your work, or in your personal or school experience where you have used all four functions of management. You may choose different experiences if no one experience covered all functions.
Checklist:
· Describe that experience to your classmates using research support from the text or another viable source (you may not use Wikipedia).
· Which function do you believe managers use most often?
· What could have made the leadership function a better experience?
Review an example of an initial posting in response to the checklist items above. Read about leadership by clicking on the document attached below.
Respond to the Discussion per the course Syllabus.
this is the example of an initial posting
Example:
According to Robbins and Judge (2013) managers spend most of their time engaged in the POLC functions of planning, organizing, leading, and controlling. I have engaged in those functions as follows:
Planning: I planned a bake sale with over 100 volunteers across four churches in my community. Robbins and Judge (2013) stated planning involves determining both short and long term goals. I created a short term plan which focused on the actual sale based on the 6 months we had until the sale. I also created a long term plan for the next five years on how we might achieve additional revenue through activities like the bake sale. I coordinated/organized people into committees between four churches with a reporting delegate that came to each of our bake sale meetings. I was nominated as the bake sale drive leader and during our meetings I successfully led our team to realize our monetary goals by providing an extra incentive of a field trip for the Sunday School class at the winning church if certain goals were met. This spurred each church in friendly competition which motivated our teams to succeed (Robbins & Judge, 2013). A member of our congregation was an accountant and kept careful accounting of all monies while we included both a code of ethical behavior for the process as well as online periodic updates so as to keep control of both individual actions and the process.
I believe that managers use controlling most often, because I believe this is what gets an organization to the “finish line.” As far as my leadership is concerned, it was a pleasurable experience, if a bit overwhelming since I had never coordinated so many people. I do think that I could have improved the communication process in the leadership function by doing more frequent checks with each church so that volunteers were not left with questions that did not get answered for several days.
Reference
Robbins, S. P., & Judge, T. A. (2013). Organizational behavior (15th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
ID: MT302-01-08-01-R
MT302: Organizational Behavior
Click on a link below to view that section in the Syllabus.
Dates: 8/27/2014-11/04/2014
Course Number/Section: MT302-01
Course Title: Organizational Behavior
Credit Hours: 6
Prerequisites: MT140
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It is strongly recommended that students complete the Campus Tour , available under Presentations on the lower right of your Student Homepage. This essential tutorial discusses hardware and software requirements as well as presenting an overview of learning with the Kaplan University course platform.
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INSTRUCTOR AND SEMINAR INFORMATION TOP
Google Chat™ will be used to communicate with the instructors during office hours. Please review the Google Chat Quick Start Guide for an overview of the system.
Course/Seminar Day and Time (ET): Wednesday, 7:00 PM ET
Textbook Information
Title: Organizational Behavior, 15th Ed. (with MyLab in the course room) Author(s): Robbins, S. P. & Judge, T. A.
Physical Text ISBN: 9781269309592
Publisher: Pearson/Prentice Hall
Digital Book or Physical text: Digital Book
You will have access to your text through your Vitalsource Bookshelf (located on the home left navigation area) for 4 years. But, you will need to complete setup of your account while in this course. You will not be able to set up your bookshelf account once this class ends.
You can find out how to set up your bookshelf in the User Guide located by clicking on the “Digital Book” in the home area and then right below your Vital Source book link is the User Guide.
Harvard Business Review Case study:
“The Jenner Situation”
Link: http://cb.hbsp.harvard.edu/cb/pl/13210074/13210077/8ac91f232f21bb5a7719cbaeac7f9307
Customer Service: For questions or issues on Harvard Publishing Material contact:
Monday - Friday, 8:00 A.M. – 6:00 P.M. EST. Phone: (800) 545-7685 (+1 617-783-7600 outside U.S. and Canada) E-mail: [email protected].
Software Requirements
Microsoft® Office Professional® 2007 (or Later)
**Includes Microsoft Word®, Excel®, and PowerPoint®
This course explores human behavior in organizations. The student will examine individual behavior, attitudes, personality, values, perception, and emotions and how these affect organization outcomes. The course also looks at the theories, concepts, and application of motivation as well as the importance of stress management and professional ethics and etiquette. The student will gain an understanding and appreciation for communication processes, channels, and styles. They also gain a set of organizational design tools.
Course Outcomes: By the end of this course, you should be able to:
MT302-1: Describe the impact of individual behavior on business outcomes.
MT302-2: Analyze theories of motivation to improve employee performance.
MT302-3: Apply teamwork concepts to an organizational problem.
MT302-4: Determine the role of the communication and leadership process in relationship to employee effectiveness.
MT302-5: Explain organizational structure and culture in an organization.
General Education Outcomes: In addition, the following General Education outcomes are assessed during this course:
1.2: Demonstrate college-level communication through the composition of original materials in Standard English.
6.2: Apply a professionally recognized method of formatting and documentation.
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Unit # and Topic |
Learning Activities |
Assessments |
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Unit 1: Introduction to Organizational Behavior |
Introduction and policy review Reading Learning Activity-complete Discussion Seminar Assignment |
Discussion postings Seminar Assignment |
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Unit 2: Individual Behavior, Diversity, Attitudes, and Job Satisfaction |
Reading Learning Activity-complete Discussion Seminar Assignment Quiz |
Discussion postings Seminar Assignment Quiz |
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Unit 3: Emotions, Moods, and Emotional Intelligence |
Reading Learning Activity-complete Discussion Assignment Seminar Quiz |
Discussion postings Assignment: PowerPoint® Seminar Quiz |
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Unit 4: Personality, Values, Perception, and Decision-Making |
Reading Learning Activity-complete Seminar Discussion Assignment Quiz |
Seminar Discussion postings Assignment: PowerPoint Quiz |
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Unit 5: Motivation |
Reading Learning Activity-complete Discussion Assignment Seminar Quiz |
Discussion postings Assignment: paper Seminar Quiz |
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Unit 6: Working in Groups and Teams |
Reading Learning Activity-complete Discussion: Regarding Teams Seminar Assignment: Team Assignment Quiz |
Discussion postings Seminar Assignment: Team PowerPoint Quiz |
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Unit 7: Power, Politics, Conflict, and Negotiation |
Learning Activity-complete Discussion 1– Negotiation Discussion 2 –Team Discussion Seminar Exam: 30 questions- 2 hrs. |
Discussion postings Discussion- Team postings Seminar Exam |
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Unit 8: Communication and Leadership |
Reading Learning Activity-complete Discussion Seminar Assignment Quiz |
Discussion postings Seminar Assignment: paper Quiz |
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Unit 9: Foundations of Organization Structure |
Reading Learning Activity-complete Discussion Seminar Assignment Quiz |
Discussion postings Seminar Assignment: paper Quiz |
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Unit 10: Organizational Culture and Ethics |
Reading Discussion Seminar Exam: 30 questions- 2 hrs. Portfolio: Upload one Assignment |
Discussion postings Seminar Exam |
GRADING CRITERIA/COURSE EVALUATION TOP
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Assessments |
Number |
Points each |
Total Points |
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Discussions
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9 1 |
30 20 |
290 |
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Discussion 2 |
1 |
30 |
30 |
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Assignments |
8
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50
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400 |
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Quizzes |
7 |
10 |
70 |
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Exams |
2 |
30 |
60 |
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Seminar |
10 |
15 |
150 |
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Total Points |
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1000 Points |
KAPLAN UNIVERSITY GRADING SCALE TOP
|
Grade |
Points |
Percentage |
Grade Point |
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A |
930 – 1000 |
93-100% |
4.0 |
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A- |
900 – 929 |
90-92% |
3.7 |
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B+ |
870 – 899 |
87-89% |
3.3 |
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B |
830 – 869 |
83-86% |
3.0 |
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B- |
800 – 829 |
80-82% |
2.7 |
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C+ |
770 – 799 |
77-79% |
2.3 |
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C |
730 – 769 |
73-76% |
2.0 |
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C- |
700 – 729 |
70-72% |
1.7 |
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D+ |
670 – 699 |
67-69% |
1.3 |
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D |
600 – 669 |
60-66% |
1.0 |
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F |
0 – 599 |
0-59% |
0.0 |
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CC |
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Credit by Examination |
N/A |
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EC |
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Experiential Credit |
N/A |
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I |
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Incomplete |
0.0 |
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NR |
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Not Required |
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P |
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Pass |
N/A |
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S |
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Satisfactory |
N/A |
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TC |
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Transfer Credit |
N/A |
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U |
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Unsatisfactory |
N/A |
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W |
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Withdrawal |
N/A |
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MW |
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Military Withdrawal |
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INSTRUCTOR’S GRADING CRITERIA/TIMETABLE TOP
Students who wish to review current policies (academic appeals, attendance/tardiness, plagiarism, etc.) should refer to the current Kaplan University Catalog and/or Addendum .
LATE POLICY TOP
You are expected to submit all assignments and projects by the due dates published in the course syllabus. In general, there is a 10 percent penalty for each week that an assignment is late. For example, if your assignment is due on Tuesday and you submit it on Wednesday, the highest possible grade you can earn is a B. If you submit it one week later, the highest possible grade is a C and so forth. Assignments may be submitted no more than three weeks late without prior approval from your professor.
No late work will be accepted after the end of term without an Incomplete Grade approval. Certain course activities may not be eligible for submission after the conclusion of the week or unit. These include, but are not limited to, discussion boards, seminars, quizzes, and exams.
We know that extenuating circumstances can interfere with timely submission of your work. Be sure to tell your professor and your Education Advisor right away if you are going to be late with a submission.
You may request an extension or alternative arrangement, preferably prior to the due date, but your request does not automatically result in a waiver of the due date or of the penalties for late submissions. Your professor will determine whether an exception to the Kaplan University Late Policy is appropriate. S/he may also require you to provide documentation of the reason. If your professor determines that an extension is warranted, s/he will provide you with the expectations for your submission or assignment in writing.
Extenuating circumstances include, but are not limited to, personal/family member hospitalization, family member death, a severe weather event, a natural disaster, and an active military assignment that prevents internet connectivity. Computer-related issues, Internet connectivity, and account blocks are generally not considered extenuating circumstances.
Tutoring and many other resources are available in the Kaplan University Writing Center which you can access on the right-hand side under Academic Support on your KU Campus page. You can find everything from using commas to conducting research. You can learn APA citation, review grammar, see sample essays, and this is just scratching the surface. In addition, you can also chat with a live tutor during live tutoring hours (listed in the Writing Center) that can help you locate material within the Writing Center, understand a particular Assignment, and explore the Kaplan library. Finally, you can submit a paper and receive comments specific to that paper within 48–72 hours.
Projects Projects are Assignments that require you to submit coursework to the instructor via the Dropbox. Projects are graded Assignments, whereas exercises are ungraded.
FINAL Projects/Final Exam
Most courses require a Final Project and/or Exam. In some cases, a course will include a Midterm Project or Exam.
Projects are due Tuesday 11:59 p.m. ET of their assigned unit.
ALL PROJECTS MUST BE SUBMITTED VIA THE DROPBOX TO ENSURE CREDIT.
A description of all Seminars to be held can be found under each of the units in the course. For the day and time of Seminar for this course, refer to the Instructor Information and Seminar Time section of this document.
To access your Seminar, log in to your home page. There are two routes to attending the Seminar. Click on the “My Studies” button then select the “My Seminars” link. Or locate the class for which you are attending Seminar, and then click on the “My Seminars” link. In the “My Seminars” area, select the date range of the Seminar you want to attend then click the “View” button. Using the Calendar View or the Table View click on the Seminar you want to attend. After a brief pause, you will be in the Seminar. Your name should appear on the left side of the screen. For additional instructions, review Seminar Instructions found in the Course Home menu for the course.
Discussion topics provide a forum for students to seek clarification and answer important questions about the course material. The Discussion also allows students to receive feedback from the instructor and other students in the class. A Discussion Board grade will be posted to the Gradebook for each unit using the following grading criteria.
The Discussion Board Requirement:
· Post a minimum of three posts per Discussion topic. One initial response and two replies to your classmates.
· Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday
· The first post must be made by Saturday.
Participating in Discussion Boards
You will communicate with your professor and classmates using the Discussion Board areas. This is where you post your responses to Discussion topics and share your experiences in completing exercises and applying the content of the course. Participation in Discussions is required and will help determine your grade. You are expected to contribute to each of the Discussion topics in each unit. You should read all responses of other students and add your own. During Discussions Boards, you must demonstrate not only that you understand the subject matter but also that you can apply what you have learned, analyze it, integrate it with knowledge you already have, and evaluate it critically. Your postings should be appropriate and timely contributions that add value to the Discussion.
Your instructor will provide you more detailed information about requirements and grading related to participation in Discussions. Discussion Guidelines To ensure your success as a contributor to Discussions and as a student in this class, we suggest the following guidelines for posting:
· Be clear about which message you are responding to. Refer to specific passages or ideas in the course or text that have sparked your interest.
· Make sure your contribution adds something new to the Discussion. A simple "I agree" may be your initial response, but think about how you can take the conversation to the next level.
· Make your posting clear and easy to follow by dividing longer messages into paragraphs.
· Address classmates by name or user name, and sign your own messages.
· Feel free to pose new questions to your classmates within your own message.
· Use correct spelling, capitalization, grammar, syntax, and punctuation.
· If you plan to post a lengthy response, it is a good idea to type your response in Word or Notepad™, then copy and paste it into the Discussion area. This way you will always have a record of your communication if for some reason you lose your connection to the course.
· If you have any questions on these procedures, please contact Kaplan University Student Services.
Sample Question and Answers
The following are some examples of acceptable and unacceptable responses to Discussion topics:
Sample Topic: "The author claims that the Internet has changed teaching. How would you respond to this assertion?"
Unacceptable: "I agree."
Unacceptable: "I think the author is off her rocker on this point. I can't stand it when techies try to write about education."
Acceptable: "I agree with Becky W's basic point — that is, I think she's right that the advent of the Internet means dramatic changes in how we teach. But I think she's so concerned with whether technology is going to replace teachers that she misses an essential point. Teachers must change themselves to use the Internet effectively. The Internet will never replace teachers and it will never be a successful tool unless teachers make it one."
Acceptable: "I disagree with Becky W. The Internet has not changed teaching any more than the printing press changed teaching, or modern instructional design has changed teaching. New ideas about teaching and new technologies help us deliver good teaching more effectively. They may help us understand more fully what we're delivering. They may help us reach more students. But the essence of good teaching remains the same."
Interactions in an online classroom are in written form. Your comfort level with expressing ideas and feelings in writing will add to your success in an online course. The ability to write is necessary, but you also need to understand what is considered appropriate when communicating online.
The word "netiquette" is short for "Internet etiquette." Rules of netiquette have grown organically with the growth of the Internet to help users act responsibly when they access or transmit information online. As a Kaplan University student, you should be aware of the common rules of netiquette for the Web and employ a communication style that follows these guidelines.
Wait to respond to a message that upsets you and be careful of what you say and how you say it.
Be considerate. Rude or threatening language, inflammatory assertions (often referred to as "flaming"), personal attacks, and other inappropriate communication will not be tolerated.
Never post a message that is in all capital letters — it comes across to the reader as SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
Keep messages short and to the point.
Always practice good grammar, punctuation, and composition. This shows that you have taken the time to craft your response and that you respect your classmates' work.
Keep in mind that Discussion Boards are meant to be constructive exchanges.
Be respectful and treat everyone as you would want to be treated yourself.
Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the most updated Syllabus for this course provided by your instructor.
Discussion Board Participation Rubric
The Discussion Board Requirement:
· Students are to post a minimum of three posts per Discussion topic. One initial response and two replies to their classmates.
· Posting on a minimum of three different days, for example: Wednesday, Friday, and Monday
· The first initial response to the Discussion topic must be made by Saturday.
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Quality (40%) of your post will be measured on the following criteria: · All assigned Discussion topics were answered completely · Posts were on topic and unique in content · All posts demonstrated analysis of the topic |
Score |
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No quality criteria were met.
0 points) |
One criterion was met.
(8 points) |
Two criteria were met. (24 points) |
Criteria were fully met. (40 points) |
____ pts. |
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Participation Guidelines (30%) will be measured on the following criteria: · Initial post no later than Saturday, midnight ET · Posts made to each Discussion topic on at least three different days · The original post to be no less than 100 words |
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No participation criteria met.
(0 points) |
One criterion was met. (6 points) |
Two criteria were met. (18 points) |
Criteria were fully met. (30 points)
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____ pts. |
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Clarity and Organization of Writing (20%) of your post will be measured on the following criteria: · Posts were organized and logical · No spelling or grammatical errors · References were used and cited properly |
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Criteria were not met at all. (0 points) |
One criterion was met. (4 points) |
Two criteria were met.
(12 points) |
Criteria were fully met.
(20 points) |
____ pts. |
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Professional and Netiquette (10%) in your post will be measured on the following criteria: · Respect and consideration toward peers/instructors · Appropriate language · Professional use of abbreviations and acronyms · |
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Criteria were not met at all. (0 points) |
One criterion was met. (2 points) |
Two criteria were met. (6 points) |
Criteria were fully met. (10 points) |
____ pts. |
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Total Points in percentage |
_____% |
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Total points x (DQ post value) ( ___% x __ pts.) |
____ pts. |
Assignment/Project Grading TOP
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Project Grading Criteria |
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Grade |
Content, Focus, and Use of Text/Research |
Analysis and Critical Thinking |
Writing Style, Grammar, and APA Format (when assigned) |
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% |
50% |
30% |
20% |
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90-100% |
Response successfully answers the assignment question(s); thoroughly uses the text and other literature. |
Response exhibits strong higher-order critical thinking and analysis (e.g., evaluation). |
Sentences are clear, concise, and direct; tone is appropriate. Grammatical skills are strong with almost no errors per page. Correct use of APA format when assigned. |
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80-89% |
Response answers the assignment question(s) with only minor digressions; sufficiently uses the text and other literature. |
Response generally exhibits higher-order critical thinking and analysis (e.g., true analysis). |
Sentences are generally clear, concise, and direct; tone is appropriate. Grammatical skills are competent with very few errors per page. Correct use of APA format when assigned. |
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70-79% |
Response answers the project assignment(s) with some digression; sufficiently uses the text and other literature. |
Response exhibits limited higher-order critical thinking and analysis (e.g., application of information). |
Sentences are occasionally wordy or ambiguous; tone is too informal. Grammatical skills are adequate with few errors per page. Adequate use of APA format when assigned. |
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60-69% |
Response answers the assignment question(s) but digresses significantly; insufficiently uses the text and other literature. |
Response exhibits simplistic or reductive thinking and analysis but does demonstrate comprehension. |
Sentences are generally wordy and/or ambiguous; tone is too informal. Grammatical skills are inadequate, clarity and meaning are impaired, numerous errors per page. Inadequate use of APA format when assigned. |
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0-59% |
Response insufficiently answers the assignment question(s); insufficiently uses the text and other literature. |
Response exhibits simplistic or reductive thinking and analysis and demonstrates limited knowledge on the subject matter. |
Sentences unclear enough to impair meaning; tone is inappropriate and/or inconsistent. Grammatical skills are inadequate for college level. Unacceptable use of APA format when assigned. |
School of Business Seminar Rubric
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Points |
Seminar Criteria |
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15 points |
- Student posted frequently and was actively engaged in the Seminar. Student’s comments improved the Seminar quality and advanced the Discussion by raising new issues and/or ideas. - Alternative assignment was completed according to the guidelines. |
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5 - 14 points |
- Student posted infrequently and/or comments were brief and did not demonstrate an understanding of the material (for example: "Good point" or “I agree”). Student’s comments did not improve Seminar quality or advance the Discussion by raising new issues or ideas. - Alternative assignment was not completed according to the guidelines. |
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0 points |
- Student attended, but failed to post any messages or did not log into the Seminar session. - Alternative assignment was not completed. |
