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Course Syllabus

Course Information
Course Number/Section BA 3361 – Honors
Course Title Organizational Behavior
Term Fall 2010
Days & Times Tuesday/Thursday 1:00-2:15 pm Room 2.801

Professor Contact Information

Professor Dr. Laurie Ziegler (Dr. Z.)
Office Phone 972-883-2847
Email Address eLearning email
Office Location SM 4.210
Office Hours Tuesday/Wednesday/Thursday 9:30 – 11:00 and by appointment

Email Address
Office Location
Office Hours

Course Pre-requisites, Co-requisites, and/or Other Restrictions

This is the honor’s section of BA 3361. You must meet eligibility requirements to enroll.

Course Description
Have you ever wondered why some people are motivated and others are not? Why do some see
the world the way you do and others don’t have a clue? Why are certain decisions successfully
implemented and others never see the light of day? These questions and more are at the heart of
organizational behavior. In this course you will learn about human behavior in an organizational
context. You will not only understand what is going on, you will also be able to predict what will
happen and will be able to influence outcomes to create a more successful organization.

Student Comprehensive Learning Objectives/Outcomes

1) Students will be able to describe team processes and explain the characteristics associated
with effective team performance.
2) Students will develop a regard for human values and the ability to make judgments based on
ethical and environmental considerations.
3) Students will be able to explain and apply major theoretical and scholarly approaches,
empirical findings, and historical trends in Organizational Behavior.
4) Students will demonstrate an understanding of how diversity and multiculturalism affects the
workplace environment and develop strategies to bridge differences to capitalize on the benefits
of multiculturalism.
5) Students will be able to critically think about human behavior.

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Required Textbooks and Materials
Course Readings:

BA 3361 Journal Articles are at the library's online catalog. Click on the "Course Reserve"
bar near the top of the page, find Ziegler or BA 3361 (honors) and click on the link. The
password will be provided in class.

You may also purchase the materials at the book stores.

I have Organizational Behavior textbooks that I will loan to you if you so desire.

eLearning 3361 Course Site:

On this site you will find my Power Points Slides, Audio Lectures, and Unit Learning Objectives.
You are required to listen to the associated audio lectures and read pertinent material prior to each
class meeting as scheduled. We will also use this site for all communications.

Welcome Students

I am pleased to be your instructor and facilitator to the wonders that are Organizational Behavior.
Our class is a small organization and as an organization we will acquire, share, and most
assuredly use knowledge. Also, as a successful organization, we will be flexible and adaptable.
As such, this syllabus may need to be modified during the semester. I will apprise you at the
earliest opportunity of any changes that might take place. I will also, if appropriate, solicit your
input. I am looking forward to a wonderful semester.

Participation (25%)

In an honors course it is imperative that you participate in course activities. The purpose is not to
make you talk for talking’s sake but to meaningfully engage you in the material. Participation
will take a variety of forms.

Personal Statement (2%): Submit up to a one page personal statement on the

discussion board under the personal statement forum by 9/2 at 8:00 am. We will use this
information to get an idea of what our class members are like. Include: who you are,
where you are from, what you do, what industry you are in or want to be in, what your
hobbies are, and what you want to get from this course. You could attach a picture of
yourself (with family, friends, pets, alone, etc.) if you like. Your experience in this
course will be greatly enhanced if you read your classmates’ statements. You might even
find out that you have synergies with fellow students and wish to explore further
relationships with them.

Class Participation and Discussions (18%): It is expected that you will be prepared to
discuss readings and participate in assessments and other activities. At times, I will ask
you to write-up brief analyses of course content. We will also have a culture day near the
end of the semester. Here we will further explore our diversity through the sampling of

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food and sharing of culture. Throughout the semester, I will keep track of your value-
added comments and questions.

Additionally, you may find material that is relevant to the course (e.g. news reports,
movies, web links, seminars) and share the information with the class or give a summary
to me and I will incorporate into that day’s discussions. You may attend outside course-
related activities and synopsize the information to the class. I am sure you can come up
with other amazing ideas.

Field Trip (5%)*: We will meet at the State Fair for an Organizational Behavior
Scavenger Hunt on 10/16 at 2:00 pm. Please plan accordingly.

Team Facilitations (25%)

Teams are responsible for facilitating OB concepts over the course of the semester. The goal of
these activities is for us to go beyond the material I provide and to allow you the opportunity to
learn material in greater depth. Student feedback indicates that this is a fun and useful way to
learn and retain the material. It is also a great way to help you set goals (motivation), work in
teams, make decisions etc. In other words, you will practice OB while you study it! I will
provide your evaluation rubric.

1. My lectures provide the theory and basic concepts.

2. You will expand on the OB concepts. You may use my lectures/slides as a guideline but do
not repeat the information.
3. Supplement your analysis with additional academic resources (journal articles, books).
Provide a reference list or bibliography as appropriate.
4. Use questions, dialogue, PowerPoints, audios/videos, web links, etc. to enhance your
presentations. Post material on the eLearning site: Discussion Board no less than 48 hours before
your presentation.
5. Provide interactive activities that engage the entire class in meaningful applications of course
content. You may have your classmates complete surveys, conduct role plays, build objects, etc.
You may choose to bring in a guest speaker. What a great idea! If you do so, please inform me
in advance so I can find out specifics about the speaker and the concepts.

Quizzes (50%) Bring 882 Scantrons and pencils.

You will have 13 quizzes during the course of the semester. I will use the top ten grades (5%
each). If you miss a quiz you will get a “0” for that quiz score and this will be one of the grades I
drop. This is consistent with the attendance policy. You may not make up quizzes. Twelve
quizzes come from the course content and one quiz will assess your knowledge of the names of
your classmates. What a great way to build organizational cohesion. I will give you two practice

Team Peer Evaluation (Due 11/16)

You are required to complete an evaluation of your participation and the participation of your
team mates on the team facilitation projects. I want to know how well you worked with each
other, how you divided the tasks, and how well each member executed his/her part. Among other
issues you may find important, consider each member’s ability to adhere to deadlines,
availability, interpersonal skills, creativity, leadership, and responsibility to the team. The Team
Peer Evaluation is confidential.

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1. Explain the roles each member took and the contributions that each team member made. Be
specific. You learned about this in OB after all.
2. Why did you grade each person the way you did?
3. What worked well within your team and what would you do to improve your team process?


Above and beyond: (110%) went above and beyond

Full contributor: (100%) contributed fully to the team project
Less than full: (90%, 75%, 50%) does not deserve the full team project grade


If you do not turn in your peer evaluation on time, I will deduct three points from your final
grade. This is very important. Contribute fully to your team projects and meet all course
deadlines. The purpose of this evaluation is to make sure that there are no “social loafers” (i.e.

Course and Instructor Policies

Grade Scale Conversion:

97 and above A+
90 to 96.99 A

87 to 89.99 B+
80 to 86.99 B

77 to 79.99 C+
70 to 76.99 C

67 to 69.99 D+
60 to 66.99 D

Below 60 F

Note: There has to be a grading cut-off somewhere. This is where our course grades are
delineated. Do not ask me to give you a different cutoff at the end of the semester.

Attendance Policy

Attendance is crucial for several reasons:

1. You must be in class to participate in discussions.
2. You will be at a substantial disadvantage in learning the material if your attendance is poor.
3. You will learn some useful information.

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4. It is graded. You may miss two classes without penalty. Each additional class missed will
result in a 5 point deduction from your final grade.

If you must come to class late, please do so quietly. If you need to leave class early, please get
my approval at the beginning of the session. Turn off all electronic equipment unless I give you
prior permission to use them. This includes computers, cell-phones, MP3 players, Blackberries,
iPhones, etc.

Quizzes and Assignments

I do not accept late assignments and do not offer extra credit. I will drop your lowest 3 quizzes.
There are no make-up quizzes.

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Academic Schedule

Dates Content/Lectures Journal Readings Other

8/19 Introduction to the None Ice Breaker

8/24 Unit 1: None Practice
Introduction to OB
Unit 1

8/26 Unit 2: On the Folly of Rewarding A, While Hoping Practice

for B. Kerr, Steven. Academy of Quiz
Learning Management Journal, Vol. 18, Issue 4. pp.
769-783 Unit 2
8/31 Unit 3: Anger in Organizations: Review and Quiz 1
Integration. Gibson, Donald E.; Callister,
Attitudes Ronda Roberts. Journal of Management, Unit 3
Jan2010, Vol. 36 Issue 1, p66-9.
Bob's Meltdown. Carr, Nicholas G. Harvard
Business Review, Jan2002, Case No.
R0201A. (9 p).

9/2 None Personal


TF 1
9/7 Unit 4: Overloaded Circuits: Why Smart People Quiz 2
Underperform. Hallowell, Edward M.
Personality Harvard Business Review, Jan2005 Case Unit 4
No. R0501E. 8 p.
Values Name Quiz
Leading Clever People. Rob; Jones, Gareth.
Harvard Business Review, Mar2007, Vol.
85 Issue 3, p72-79.

9/9 None TF 2

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9/14 Unit 5: The Set-Up-to-Fail Syndrome. Manzoni, Quiz 3
Jean-Francois; Barsoux, Jean-Louis.
Perception Harvard Business Review, Case No. 98209. Unit 5
Mar1998, 13p.

Stereotype Threat at Work, Roberson,

Loriann & Kulik, Carol. Academy of
Management Perspectives, Vol. 21, Issue
2, May 2007 pp. 24-40.

9/16 None TF 3
9/21 Unit 6: Improving the Creativity of Organizational Quiz 4
Work Groups. Thompson, Leigh. Academy
Decision Making of Management Executive Feb2003, Vol. Unit 6
17, Issue 1. pp. 96-109.
Do Teams Who Agree to Disagree Make
Better Decisions? Sidle, Stuart. Academy of
Management Perspectives, May 2007, Vol.
21, Issue 2, pp. 74-75

9/23 None TF 4
9/28 Unit 7: Goals Gone Wild: The Systematic Side Quiz 5
Effect of Overprescribing Goal Setiing,
Motivation Concepts Ordonez, Lisa; Schwitzer, Maurice E.; Unit 7
Galinsky, Adam D.; Bazerman, Max H.
Motivation Academy of Management Perspectives,
Applications Feb 2009, Vol. 23 Issue 1, p6-16.

Has Goal Setting Gone Wild, or Have Its

Attackers Abandoned Good Scholarship?
Locke,Edwin, A.; Latham, Gary P.,
Academy of Management Perspectives,
Feb2009, Vol.23 Issue 1, p17-23.

On Good Scholarship, Goal Setting, and

Scholars Gone Wild. Ordóñez, Lisa D.;
Schweitzer, Maurice E.; Galinsky, Adam D.;
Bazerman, Max H.. Academy of
Management Perspectives, Aug2009, Vol.
23 Issue 3, p82-87.

9/30 None TF 5

10/5 Unit 8: Can’t We Just Get Along? A Review of the Quiz 6

Challenges and Opportunities in a
Group Foundations Mulitgenerational Workforce. Macon, Max; Unit 8
Artley, James B. International Journal of
Business Research, 2009, Vol. 9 Issue 6,

Course Syllabus Page 7


10/7 None TF 6
10/12 No classes held. These are your substitution
10/14 days for the Field Trip.

10/16* Field Trip: State Fair None Scavenger

of Texas Hunt
10/19 Unit 9: High Performance Teams: Lessons From the Quiz 7
Pygmies. De Vries, Manfred F. R. Kets.
Teaming Organizational Dynamics, Winter 1999, Unit 9
Vol. 27, Issue 3. pp. 66-77.

10/21 None TF 7
10/26 Unit 10: Taking the Stress out of Stressful Quiz 8
Conversations. Weeks, Holly. Harvard
Communication Business Review, July 2001, Case No. Unit 10
R0107H, (8 pages).

Is Silence Killing Your Company? Perlow,

Leslie; Williams, Stephanie. Harvard
Business Review, May2003, Case No.
R0305C, (6 pages).

10/28 None TF 8
11/2 Unit 11: Level 5 Leadership: The Triumph of Quiz 9
Humility and Fierce Resolve (HBR Classic).
Leadership Collins, Jim. Harvard Business Review, Unit 11
May2005, Case No. R0507M, (12 pages).

Social Intelligence and the Biology of

Leadership. Goleman, Daniel; Boyatzis,
Richard. Harvard Business Review,
Sep2008, Vol. 86 Issue 9, p74-81

11/4 None TF9

11/9 Unit 12 When Followers Become Toxic. Offermann, Quiz 10
Lynn R. Harvard Business Review,
Power Jan2004, Case No. R0401E, (6 pages). Unit 12

Politics Political Skill: An Antidote For Workplace

Stressors. Perrewe, Pamela L; Ferris, Gerald
R; Funk, Dwight D; Anthony, William P.
Academy of Management Executive, Aug.
2000, Vol. 14, Iss. 3. pp. 115-123.

Course Syllabus Page 8

11/11 None TF10
11/16 Unit 13: How Resilience Works. Coutu, Diane L. Peer
Harvard Business Review, May2002, Case Evaluations
Conflict No. R0205B, (6 pages). Due

Negotiation How to Motivate Your Problem People.

Nicholson, Nigel. Harvard Business
Review, Jan2003,
Case No. R0301D, (8 pages).

11/18 Tapping the Subjective Values Present in Quiz 11

Negotiations: Face, Feelings, and
Friendships. Muir, Clive; Academy of Unit 13
Management Perspectives, Feb2007, Vol.
21, Iss. 1, pp. 72-74.

Culture and Negotiation. Brett, Jeanne M.,

International Journal of Psychology,
Apr2000, Vol. 35 Issue 2, pp. 97-104.
11/23 Unit 14: How Storytelling Builds Next-Generation Quiz 12
Leaders. Ready, Douglas A. MIT Sloan
Organizational Management Review, Summer 2002, Vol. Unit 14
Culture 43, Iss. 4. pp. 63-69.

On Changing Organizational Cultures by

Injecting New Ideologies: Wines, William;
Hamilton, J. Journal of Business Ethics,
Nov2009, Vol. 89 Issue 3, p433-447

11/30 Culture Day

12/2 Summary and Wrap- None

This schedule is flexible and will be adapted as necessary based on the course

Course Syllabus Page 9

Additional UTD Information

Technical Support
If you experience any problems with your UTD account you may send an email to: or call the UTD Computer Helpdesk at 972-883-2911.

Field Trip Policies

Off-campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD printed publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V,
Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391) and online at

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the

Course Syllabus Page 10

student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to
discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of, which searches the
web for possible plagiarism and is over 90% effective.

Copyright Notice
The copyright law of the United States (Title 17, United States Code) governs the making of
photocopies or other reproductions of copyrighted materials, including music and software.
Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright
owner’s rights and such infringement is subject to appropriate disciplinary action as well as
criminal penalties provided by federal law. Usage of such material is only appropriate when that
usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to
follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information
about the fair use exemption, see

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

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In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

If you anticipate issues related to the format or requirements of this course, please meet with the
Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your
full participation in the course. If you determine that formal, disability-related accommodations
are necessary, it is very important that you be registered with Disability Services to notify them of
your eligibility for reasonable accommodations. Disability Services can then plan how best to
coordinate your accommodations.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

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The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 13