GMGT 2070 A05 (3 CH) ORGANIZATIONAL BEHAVIOUR

WINTER 2020 Drake 115, Thursdays, 11:30 -2:15

CONTENTS INSTRUCTOR ......................................................... 1

COURSE DESCRIPTION........................................... 2

COURSE OBJECTIVES ............................................. 2

COURSE MATERIALS .............................................. 2

COURSE FORMAT .................................................. 3

ASSESSMENT OF LEARNING .................................. 4

MISSED EXAM AND LATE SUBMISSION POLICY .... 8

ATTENDANCE POLICY ............................................ 8

ELECTRONIC DEVICE POLICY ................................. 9

OUT-OF-CLASS COMMUNICATION ....................... 9

IMPORTANT DATES ............................................... 9

CLASS SCHEDULE ................................................. 10

INTENDED LEARNING OUTCOMES ...................... 11

ACADEMIC INTEGRITY POLICY ............................ 12

STUDENT SERVICES AND SUPPORTS ................... 14

ABOUT THE INSTRUCTOR .................................... 15

INSTRUCTOR Name: Dave Kernaghan Office: 664 Drake Centre Email: dave.kernaghan@umanitoba.ca Office hours: Tuesday – 12:00-1:00 pm.

(Please email me to make an appointment; that will confirm my availability).

Contact: Email is fastest for a quick question. But for a more in-depth conversation, a meeting works best.

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COURSE DESCRIPTION GMGT 2070 is an introductory core course in Organizational Behaviour (OB). The primary objective of

this course is for you to learn about individual and group behaviour within organizations. These

behaviours are influenced by the attitudes, values, and beliefs of the individual, as well as circumstances

within the organization. The course goal is to draw on theories of social psychology to understand how

and why individuals and groups behave the way they do. The course will cover such topics as:

motivation, leadership, employee attitudes, workplace politics, negotiation, and work performance.

This course is designed to sharpen your critical thinking and analytic skills to enable you to solve a broad

range of organizational problems. Through readings, lectures, and cases, you will learn how to develop

frameworks from the social sciences that are useful for understanding organizational processes.

COURSE OBJECTIVES 1. Introduce you to motivation theories that can be used for one-on-one relationships. 2. Introduce you to motivation theories that can be used for managing teams.

3. Discuss how to apply those motivational theories individuals and teams within an organizational context.

COURSE MATERIALS McShane, Steen and Tasa. (2018). Canadian Organizational Behaviour, 10th Edition. McGraw-Hill

ISBN 13: 978-125927130-4.

Please respect copyright laws. Photocopying textbooks or other reading material is a violation of copyright laws and is unethical, unless permission to copy has been obtained.

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COURSE FORMAT

Expectations: I Expect You To . . .

All the knowledge and information necessary for successful completion of this course with a high mark

does not come from any one of lectures, assigned readings, or suggested assignments alone. They are all

an integral part of the course. The readings form the “backbone” of your course knowledge. The lectures

are designed to amplify, clarify and in some instances supplement the readings.

It is expected that students will read the chapter(s) of the textbook related to the particular class prior to

the class.

Students are responsible for any course-related handouts, assignments or announcements made in class,

even if they are not present for the particular session in which the announcement is made.

Students are expected to conduct themselves in a professional manner in this course. The following behaviour

in the classroom is not acceptable for a business environment:

Being late for class on a regular basis.

Sleeping in class or reading materials that are not part of this course.

Cell phone usage or surfing the Web or sending email.

Using a laptop for uses other than reviewing course-related PowerPoints.

Constantly chatting with other students or being loud and/or disruptive.

Class time is a critical component of learning course material. Attendance is not considered optional;

missing several classes will affect your overall participation grade.

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Expectations: You Can Expect Me To

I believe that it is my responsibility to prepare you to be successful in the business world.

For that reason, I will conduct my classes similar to a pre-planned business meeting.

Therefore, you can expect me to:

start classes on time. (Assume that you just ‘insulted’ your Manager if you arrive late or leave

early).

never end a class beyond its normal time period; I will respect your tight timetables.

share stores from my business background to prove (or disprove) a theory from the textbook.

discuss a case study in class about every second week. I will always invite the class (as a group)

to comment on the cases.

be personally offended if you come to class to: (i) check your emails, (ii) cruise the Internet, (iii)

do homework from another other class. Obviously, these activities will reflect in your

participation scores (just as they would affect our chances of promotion in the business world).

ASSESSMENT OF LEARNING

Due Date: Assessment Tool Value of Final Grade

February 13, 2020 Mid-term Test 20 %

Start of class, March 19, 2020 Group Project: Paper 20 %

March 26 & April 2 Group Project: Presentations 10 %

Throughout course Participation 20 %

To be arranged Final Exam 30 %

I will be using the following letter-grading scheme:

Marks Letter Grade

90 and above A+

85 – 89 A

80 – 84 B+

75 – 79 B

70 – 74 C+

60 – 69 C

50 – 59 D

Below 50 F

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Assignment Descriptions

Mid-term Test (20%):

This test covers Chapters 1-5, plus Chapter 7 and the cultural material. It will take 70 minutes and will

include multiple choice as well as short-answer questions. The short-answer questions will require you

to understand and explain your answers using proper sentence and paragraph structures. ‘Bullet points’

are acceptable providing each point also has a supporting statement.

For any student who should miss a quiz for exceptional circumstances, the weight of the quiz will be

added to the final examination. Absence due to illness or other legitimate reasons will require a medical

certificate or other appropriate documentation. If you miss a quiz for non-legitimate reasons, the missed

grade will automatically be zero. There will be NO make-up tests. The instructor must be advised within

7 working days of the examination date and receive suitable documentation.

Participation

There are two components to the Participation Score: (i) Group Contribution, (ii) Class time.

Group Contribution (10%)

At the end of the course, each student will receive a confidential email from the Instructor which will invite

you to comment on the performance of each team member. Your performance as a valuable team member

is worth up to ten marks.

Class Time (10%)

In some classes, you will participate in case studies, short exercises, and group work (including team

evaluations during group presentations). The involvement of every student in these activities is essential

to the success of the activities and also to their value as learning tools. Your involvement in these activities

will reflect on your participation mark.

Class time is a critical component of learning course material. Attendance is not considered optional;

missing several classes will affect your overall participation grade. In addition, the use of electronics in

class that is not related to the course will also reflect on your participation grade.

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Group Project – Report (20 %)

In teams of five or six, you will be provided with a case study that has an OB-related problem (or

decision to be made). Some examples of problems that an organization might face include: motivating

employees, managing teams, implementing change, effective leadership, building a strong culture, or

managing conflict.

You will use a step-by-step process to analyze the problem(s) and conduct a comprehensive analysis

drawing on course materials and academic literature.

Ideally, the report’s format will:

- identify several OB-related problems,

- identify the key OB-related problem (or OB decision to be made),

- discuss the data presented in the case that relates to the key problem (or decision),

- propose viable solutions and analyze each solution,

- make a recommendation based on that analysis,

- provide a detailed implementation plan.

You should be both practical and rigorous, provide advice that is actionable, effective at resolving the

challenge, and grounded in solid evidence and research. The report will be a maximum of ten pages

(double spaced; excluding the title page, appendices/tables/figures, and references). The paper must

use 12-point Times New Roman text and one-inch (2.54 cm) margins.

Your score will be based on the overall project; not your individual input into the paper.

REFERENCING STYLE FOR WRITTEN WORK Students can use the reference style they find to be most comfortable. My only requirement is that you

are consistent throughout your paper.

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Group Project: Presentation -10%

Groups will prepare a presentation for the instructor (who plays the role of the business owner who

hired you to provide this evaluation). The presentation must include a PowerPoint presentation and will

be 15-20 MINUTES. IN ADDITION, ALL MEMBERS OF THE GROUP MUST BE ACTIVELY INVOLVED IN

THE PRESENTATION.

Students are encouraged to be creative in the manner in which their presentation is conducted.

However, the inclusion of any video clips from any source is not allowed. Finally, students are to be

attired in professional business clothing when making the presentation.

This score is based on your individual performance as a presenter; it is not based on the group’s total

performance.

Finally, this project is to provide as much exposure to a real life situation as is possible within a

classroom setting. Therefore, each member of the group is expected to be prepared to fulfill the role of

any group member who may be absent on the day of the presentation.

Final Exam (2 hours) (30%):

The final exam will be a 2-hour (120-minute) exam. It will cover all readings. This exam will consist of

multiple-choice questions and/or short-answer questions, plus a case study.

Also:

Students WILL BE REQUIRED to show photo ID at the final exam

Cell phones must be turned off.

The use of electronic translators or dictionaries by students with English as a second language is

permitted but must be approved and checked by the instructor.

Students must be punctual. Those who enter the test room ten minutes later than the starting

time scheduled MAY NOT be allowed to write the tests/exam.

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MISSED EXAM AND LATE SUBMISSION POLICY Group Paper – Late Submissions

Given that this is a group project, there is no acceptable excuse for an entire group being unable

to hand in this paper at the beginning of the class on its due date (as per the Class Schedule).

Grade Appeal for Mid-Term Test

Requests for re-grading must be made in writing to the Instructor within one week of the return of your

paper. The process is:

(i) send an email to the Instructor which identifies the section/question you wish rescored complete

with a detailed justification,

(ii) print out your email, attach it to the test and return both documents to the Instructor.

Please note the Instructor reserves the right to remark the entire test or assignment so your mark

may go up or down.

Do not make travel plans before the Final Exam. The University will normally not allow for a deferred

exam because you booked a flight ticket that conflicts with a scheduled final exam. In the event you have

to miss the Final Exam for a valid reason, a request for a deferred exam must be made at your home

Faculty’s Undergraduate Program Office (268 Drake, if you are an Asper student).

ATTENDANCE POLICY Attendance will be taken on a random basis. Arriving in class over 10 minutes late or leaving more than 10 minutes early (without my prior approval) will be considered absent for that class. Marking attendance for a friend who is absent is Academic Dishonesty and will be dealt with severely. Finally, be aware that ‘attendance’ is not’ ‘participation’. Attending a class does not assure a credit towards an overall participation score. From my perspective, ignoring the class will earn the same recognition as not attending it.

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ELECTRONIC DEVICE POLICY It is the general University of Manitoba policy that all technology resources are to be used in a

responsible, efficient, ethical and legal manner. The student can use all technology in classroom setting

only for educational purposes approved by instructor and/or the University of Manitoba Disability

Services. Student should not participate in personal direct electronic messaging / posting activities (e-

mail, texting, video or voice chat, wikis, blogs, social networking (e.g. Facebook) online and offline

“gaming” during scheduled class time. If a student is ‘on-call’ (emergency), the student should switch

his/her cell phone on vibrate mode and leave the classroom before using it.

It is also worth noting that an improper use of technology in the classroom will reflect in any

participation marks.

No audio or video recording of lectures or presentations is allowed in any format, openly or

surreptitiously, in whole or in part without permission from the Instructor.

OUT-OF-CLASS COMMUNICATION PowerPoint files, assignment/project guidelines, other class-related files, and grades will be posted on UM Learn. Moreover, any announcements outside of class will be sent by e-mail from UM Learn. It is your responsibility to check your U of M e-mail account frequently so that you don’t miss these emails. IMPORTANT DATES

Attendance recording - on a random basis

Midterm Exam - Feb 13

Group Paper due - March 19

Presentations - March 26 & April 2

Final Exam - TBD

Deferred Exam Date - May 22, 2020 – 5:00 pm; Room 136 (Drake)

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CLASS SCHEDULE

Please note; although I make ‘best efforts’ to maintain this schedule, unanticipated events can force changes with minimal notice (based on time availability).

Week Coverage Lecture / discussion topic

1 – Jan 9 Chapter 1

Introduction to Course.

Discuss case analysis format.

Assign ‘Introduction Paper’.

2 – Jan 16 Chapter 2

Chapter 3

Individuals; Workplace Emotions and Attitudes

Individuals: Perceptions.

3 – Jan 23 Chapter 4

Chapter 5

Individuals: Emotions, Attitudes and Stress.

Individuals: Motivation.

4 – Jan 30 Cultural Considerations

5 – Feb 6 Chapter 7 Individuals: Decision Making and Creativity.

6 – Feb 13 Mid-Term Test (Cultural material and Chapters 1-5 & 7).

In-class Case Study.

7 - Feb 20 NO CLASS

8 – Feb 27 Chapter 8

Chapter 9

Teams; Dynamics.

Teams; Communications.

9 – March 5 Chapter 10 Teams; Power and Influence

10 – March 12 Chapter 10

Chapter 11

Teams; Power and Influence (cont.)

Teams; Conflict and Negotiation.

11 – March 19 Chapter 12

Leadership in Organizations.

“Presentations Skills”. Group Project paper due.

12 – March 26 Group Presentations.

13 – April 2 Group Presentations and Instructor’s Closing Comments.

Final Exam Date/location to be confirmed.

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INTENDED LEARNING OUTCOMES

AACSB Assurance of Learning Goals and Objectives The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement of the School and our students. Part of “student improvement” is ensuring that students graduate with the knowledge and skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below for the Undergraduate Program. The checked goal(s) and objective(s) will be addressed in this course and done so by means of the items listed next to the checkmark.

Goals and Objectives in the Undergraduate Program

Goals and Objectives Addressed

in this Course

Course Item(s) Relevant to these

Goals and Objectives

1 Quantitative Reasoning

A. Determine which quantitative analysis technique is appropriate for solving a specific problem.

B. Use the appropriate quantitative method in a technically correct way to solve a business problem.

C. Analyze quantitative output and arrive at a conclusion.

2 Written Communication

A. Use correct English grammar and mechanics in their written work.

Group Project

B. Communicate in a coherent and logical manner

Group Project

C. Present ideas in a clear and organized fashion.

Group Project

3 Ethical Thinking

A. Identify ethical issues in a problem or case situation Case studies

B. Identify the stakeholders in the situation.

Case studies

C. Analyze the consequences of alternatives from an ethical standpoint.

Case studies

D. Discuss the ethical implications of the decision.

Case studies

4 Core Business Knowledge Entire course

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ACADEMIC INTEGRITY POLICY It is critical to the reputation of the Asper School of Business and of our degrees that everyone associated with our faculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading “Plagiarism and Cheating.” Specifically, acts of academic dishonesty include, but are not limited to:

using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words

duplicating a table, graph or diagram, in whole or in part, without referencing the source paraphrasing the conceptual framework, research design, interpretation, or any other ideas of

another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source

copying the answers of another student in any test, examination, or take-home assignment providing answers to another student in any test, examination, or take-home assignment taking any unauthorized materials into an examination or term test (crib notes) impersonating another student or allowing another person to impersonate oneself for the purpose

of submitting academic work or writing any test or examination stealing or mutilating library materials accessing test prior to the time and date of the sitting changing name or answer(s) on a test after that test has been graded and returned submitting the same paper or portions thereof for more than one assignment, without discussions

with the instructors involved Group Projects and Group Work

Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic integrity. All group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to specific individuals.

In the Asper School of Business, all suspected cases of academic dishonesty in undergraduate courses are reported to the Dean's office and follow the approved disciplinary process. See following table for typical penalties for academic dishonesty in the Asper School.

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Typical Penalties for Academic Dishonesty in the Asper School

If the student is from another Faculty and the academic dishonesty is committed in an Asper course, the student’s Faculty could match or add penalties beyond the Asper School’s.

F-DISC on transcript indicates the F is for disciplinary reasons.

ACADEMIC DISHONESTY PENALTY

Cheating on exam (copying from or providing answers to another student)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Sharing exam questions electronically during exam

F-DISC in course Suspension from taking Asper courses for 2 years Notation of academic dishonesty in transcript

Possession of unauthorized material during exam (e.g., cheat notes)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Altering answer on returned exam and asking for re-grading

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Plagiarism on assignment F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Submitting paper bought online F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Inappropriate Collaboration (collaborating with individuals not explicitly authorized by instructor)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Group member had knowledge of inappropriate collaboration or plagiarism and played along

F-DISC in course Notation of academic dishonesty in transcript

Signing Attendance Sheet for classmate F-DISC in course Notation of academic dishonesty in transcript

Impersonation on exam Expelled from the University of Manitoba and reported to Winnipeg Police

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STUDENT SERVICES AND SUPPORTS

The University of Manitoba provides many different services that can enhance learning and provide support for a variety of academic and personal concerns. You are encouraged to visit the below websites to learn more about these services and supports. If you have any questions, please do not hesitate to contact your instructor or the Undergraduate Program Office.

For Information on… …follow this link

Admission, Registration, Tuition Fees, Important Dates, Final Exams, Graduation, and Transcripts

Registrar’s Office

Academic policies & procedures, regulations, Faculty-specific information, degree and major requirements

Academic Calendar

Help with research needs such as books, journals, sources of data, how to cite, and writing

Library Resources

Tutors, workshops, and resources to help you improve your learning, writing, time management, and test-taking skills

Writing and Learning Support

Support and advocacy for students with disabilities to help them in their academic work and progress

Student Accessibility Services

Copyright-related questions and resources to help you avoid plagiarism or intellectual property violations

Copyright Office

Student discipline bylaws, policies and procedures on academic integrity and misconduct, appeal procedures

Academic Integrity

Policies & procedures with respect to student discipline or misconduct, including academic integrity violations

Student Discipline

Students’ rights & responsibilities, policies & procedures, and support services for academic or discipline concerns

Student Advocacy

Your rights and responsibilities as a student, in both academic and non-academic contexts

Your rights and responsibilities

Full range of medical services for any physical or mental health issues

University Health Service

Information on health topics, including physical/mental health, alcohol/substance use harms, and sexual assault

Health and Wellness

Any aspect of mental health, including anxiety, stress, depression, help with relationships or other life concerns, crisis services, and counselling.

Student Counselling Centre

Support services available for help regarding any aspect of student and campus life, especially safety issues

Student Support Case Management

Resources available on campus, for environmental, mental, physical, socio-cultural, and spiritual well-being

Live Well @ UofM

Help with any concerns of harassment, discrimination, or sexual assault

Respectful Work and Learning Environment

Concerns involving violence or threats, protocols for reporting, and how the university addresses them

Violent or Threatening Behaviour

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ABOUT THE INSTRUCTOR Hello all: my name is Dave Kernaghan.

Teaching is actually my ‘fifth’ career choice in life; it seems that I had to try four other occupations in the

industrial business world (covering over 30 years) before deciding to finally switch to teaching.

Very briefly, my business life could be summarized as:

- 1970’s: I started with the railway (and learned how to build real trains; every boy’s dream). After a

while, I switched to electrical work (and learned how to build hydro-electric stations). Training:

Manitoba certification as a ‘Power Electrician’; specializing in high-voltage installations.

- 1980’s: I transferred to Engineering and learned how to design electrical stations (after building

them for about ten years). Training: high-voltage transmission, low-voltage control systems, lighting

engineering, Canadian Institute of Management.

- 1990’s: I transferred to Project Management. This was my first introduction to managing clients and

their expectations. (It’s also when I decided to go back to university and get my MBA; that

additional knowledge made it much easier to understand and manage those clients).

- 2000’s: I transferred to Senior Client Management. My job was to ‘manage’ a small group of

politically-influential industrial clients. It was during this time period when business owners would

invite me to give presentations to their senior staff (on topics ranging from energy efficiency to

business-case development); I then realized how much I enjoyed teaching (possibly as a future

career).

- 2010’s: I was asked by various colleges and universities to teach some of their business courses. I

was also asked by a local organization (in 2015) to design a complete on-line training program (that

included over 400 individual modules).

And here we are today.