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BSAD

120: Section Z1
Summer 2017

SYLLABUS
Leadership and Organizational Behavior
BSAD 120 Section Z1, Summer 2017

INSTRUCTOR & CLASS MEETINGS
Instructor: Paula Cope, MEd.
Contact: Paula.Cope@uvm.edu (http://www.uvm.edu/business/?Page=profile.php&id=476)
Office Hours: By appointment
Class Meets: Monday-Thursday 9:00-11:45 AM; Perkins Building 102


GOALS & OBJECTIVES
At the core of every great enterprise are its people. The ways in which people are managed and led can
enhance organizational performance through influencing employees work attitudes, motivation, and
performance-related behaviors. Employee participation, autonomy and teamwork are on the rise,
making leadership and organizational behavior skills important for managers and non-managers alike.
Understanding leadership and organizational behavior are critical skills especially in todays
increasingly globalized and competitive business environment.

This course is about people in organizations, focusing on how management and leadership practices
affect the attitudes, motivation, behaviors, and performance of employees and teams. Course content
is derived mostly from contemporary theory, research, and practice in the organizational behavior and
management disciplines. Students will be encouraged to use course material to be self-aware and
mindful about how they lead and interact with others, and to adopt an ethic of continuous self-
improvement in their leadership, teamwork, and interpersonal skills.

This course is experiential and interactive. Real case examples will be presented often along with guest
speakers and students are encouraged to read the news and stay abreast of changes in the business
environment which directly apply to classroom topics. Classes will include exercises, paired discussions,
guest speakers, and experiential exercises.

The capstone of experiential learning occurs through students working in teams in which they apply
course material from all three units to diagnose events in a case involving multiple employment
relationships in a complex organizational context. Teams will need to plan and coordinate activities to
complete a critical analysis of the events in the case in a manner that demonstrates a deep
understanding of course material and the ability to apply it to diagnose employees reactions to events
and the practices used by managers and leaders. Students will also be placed in the role of a team
leader, drawing on course material to inform team decisions and plans in order to achieve their
objectives. This analysis is designed to foster teamwork, leadership, critical thinking, writing, and
presentation skills. Course materials and topics are geared toward supporting the evolution of teams
and strengthening this learning opportunity.

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COURSE CONTENT
Unit 1 - Employees: Job Performance & Work Behaviors; Organizational Commitment & Withdrawal;
Job Satisfaction & Job Characteristics; Stress; Goal Setting & Decision Making; Trust & Organizational
Justice

Unit 2 - Teamwork: Team Types, Composition, & Diversity; Personality, Behavioral Styles, & Cultural
Values; Team Cohesion, Norms, & Stages of Development; Team Processes & Communication; Active
Listening & Conflict Management; Team Building Exercises

Unit 3 - Leadership: Power, Influence, & Negotiations; Traits & Characteristics of Effective Leaders;
Leader Behaviors, Styles, & Decision Making; Transactional & Transformational Leadership; Promoting
Ethical Climates & Reasoning; Change Management; Shaping Organizational Culture

REQUIRED TEXT
Colquitt, Lepine, & Wesson (2016). Organizational Behavior: Improving Performance and Commitment in
the Workplace (5th Edition). New York, NY: McGraw-Hill. ISBN # 1259733181.

The 5th Edition is required for this course (McGraw Hills Connect Plus is NOT required). The ISBN
number listed above is for the loose-leaf version of the textbook, which is available for purchase in the
UVM bookstore. If you buy the textbook elsewhere, the hardcover version of the 5th Edition should be
identical to the loose-leaf version in content and pagination.

GRADING
Individual Tests 50%
Case Analysis Paper 30%
Team Presentation 10%
Participation 10%

Individual Tests:
Test 1 = 25% and Test 2 = 25%. A document will be on Blackboard before each test about the format
and applicable course content. No make-up exams are given for the final.

Team Case Analysis Papers:
During the semester, one team case analysis paper will be assigned which comprises 30% of the final
course grade. All team members will receive the same base grade, which will then be weighted by each
students Team Member Evaluation Score to account for potentially different contributions among
team members. Following the submission of the paper, students will evaluate the contributions and
teamwork behavior of all team members including themselves. Each students Team Member
Evaluation Score is then computed as an average of the self-evaluation and those provided by all other
team members.

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To illustrate this, consider a team case analysis paper that receives a grade of 90%. One team member
was a leader of the team and did more than his or her share of the work, which is reflected in this
students Team Member Evaluation Score of 105. In contrast, another student was a slacker who did
little work, missed several meetings, and often was the source of conflict, resulting in this student
receiving a Team Member Evaluation Score of 80. As a result, for the paper that received a raw grade
of 90%, the strong team member receives a grade of 94.5% and the slacker receives 72%. Thus, it
behooves each student to contribute meaningfully to the team and to maintain positive working
relationships with all team members.

Team Presentation:
A team presentation based on a portion of the team case analysis comprises 10% of the final grade.
Half of this grade is based on the teams performance and half is based on each team members
presentation performance. Grading criteria, presentation advice, and guidelines will be posted on
Blackboard.

Participation
Class participation is essential, especially for a class all about behavior. Participation is worth 10% of
your grade. In order to account for your participation in class, points will be awarded in the following
ways:
Each chapter in the textbook contains a self-assessment. Complete at least 2 self-assessments
and submit them with a one-page paper highlighting a related goal or personal reflection.
Either: 1) Describe what you learned about yourself through the assessment and how this
knowledge will help you become a better person/employee/leader/teammate; OR 2) Set a goal
based on the results of the assessment and state how you will meet and monitor your progress
toward the goal. You can gain up to 10 points (5 points for each submission).
Participating in class discussions, leading team activities, demonstrating positive teamwork
behaviors, attending class regularly, demonstrating citizenship behavior, helping others, and
respecting the class rules can add an additional 10 points.
Altogether, you can gain 20 points for participation equaling 10% of your grade.

Turbo Booster Quizzes:
You can beef up your grade by taking quizzes. A two-question quiz will be given at the start of several
classes. If you are absent without prior notice or late, you get a zero and no make-ups will be given. If
you leave early from class without a legitimate absence (see below), your quiz points that day will not
be counted. Each question will be worth one point. You can earn up to 5 total points which will be
added to your final grade. If you get 100% on all of your quizzes, you can get an extra point, or 6 total
points.

Example: A student with a final grade of 82 (B) earning 6 extra points, would now have a final grade of
88 (B+).



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Percentage to Letter Grades:



97-100 = A+ 94-96 = A 90-93 = A-
87-89 = B+ 84-86 = B 80-83 = B-
77-79 = C+ 74-76 = C 70-73 = C-
67-69 = D+ 64-66 = D 60-63 = D-
0-59 = F

Final letter grades are determined by applying the above percentage-to-letter conversions and using
normal rounding rules, calculated to two decimal places (e.g., an 89.49 is a B+ and an 89.50 is an A-).
Out of fairness to all students, the same conversion rules will be applied to all students and no
exceptions will be made.

STUDENT ACCESSIBILITY SERVICES (SAS)
In keeping with University policy, any student with a documented disability interested in utilizing
accommodations should contact the office of Student Accessibility Services (SAS) on campus. SAS
works with students and faculty to create reasonable and appropriate accommodations via an
accommodation letter to professors with suggested accommodations as early as possible each
semester. Contact SAS: A170 Living/Learning Center; 802-656-7753; access@uvm.edu; or
www.uvm.edu/access.

ATTENDANCE
To do well in this course students must attend class regularly. Attendance is rewarded in several ways:
students will obtain a deeper understanding of the material, the instructor will often explain in class
what material will and will not be tested, and all classes will include testable material that is not
presented in the textbook. There will be the additional benefit of dialogue, hearing real world case
examples, and debating points of interest. In the event of a legitimate absence, students are
encouraged to come to office hours to receive the same test-related tips as the rest of the class.

Legitimate absences are limited to medical reasons that are accompanied by appropriate
documentation and, if discussed with the instructor in advance, athletic obligations (not including
social events), religious holidays, and career opportunities.

Religious Holidays: Students have the right to practice the religion of their choice. Each semester
students should submit in writing to their instructors by the end of the second full week of classes
their documented religious holiday schedule for the semester. Faculty must permit students who
miss work for the purpose of religious observance to make up this work.

Athletic Obligations: Students participating in inter-collegiate athletics should plan their schedules
with special care, recognizing the primary importance of all of their University academic
responsibilities. Each semester, members of UVM varsity and junior varsity teams are responsible
for documenting in writing any conflicts between their planned athletic schedule and the class
schedule to their instructors by the end of the second full week of classes. Students and instructors
should then discuss potential conflicts between course requirements and intercollegiate

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competitions. When an unavoidable conflict exists, the student and instructor should seek a
resolution, which permits the student to address the course requirement and participate in the
athletic competition. The instructor has final authority on this matter.

Career Opportunities: Students who must schedule job interviews and other career related
opportunities during class time should inform the instructor in advance in order for the absence to
be considered legitimate.

Each student is expected to know the UVM policies regarding Student Rights and Responsibilities.
Information on all University policies can be found at http://www.uvm.edu/policies/.

TEACHING PHILOSOPHY
In this course, you are expected to be an active participant in the learning process. This means that you
take responsibility for your learning. Part of being an active learner is to seek help about concepts with
which you are having trouble: Do not hesitate to email me, come to office hours, and to use your
classmates as a learning resource. Studying for this class will likely be different than for other classes,
so dont wait to ask about some alternative techniques.

In the classroom, although I will review many key concepts from the textbook, I will not simply
reiterate textbook content. Current articles, headline news, case studies, and other course material
will be presented in each class. In the classroom, I aim to link theory and research to the actual practice
in organizational settings. A variety of industries will be discussed. We will do this by linking the
material to events in real organizations, sharing students own experiences, and using my experiences
working in teams and organizations as an employee, leader, and consultant. Experienced-based
learning will occur through group discussions of concepts, facilitated reflection, in-class exercises, out-
door team building (weather permitting), cases, and team-based assignments.

My overall aim as an instructor is to push you to learn and achieve more than you might on your own. I
am not just a disseminator of information; I am a consultant and facilitator, your coach and biggest
cheerleader, and will be relentless in helping you make the most of your learning and development as
a business leader, employee, and as a person. Former students say that this course is not an easy one
and that it requires hard work to achieve a strong grade. The good news is that most students say they
find the course enjoyable, rewarding, and applicable to their work and non-work lives. For me
personally, it was a game changer.

ACADEMIC HONESTY
The principal objective of the policy on academic honesty is to promote an intellectual climate and
support the academic integrity of the University of Vermont. Academic dishonesty or an offense
against academic honesty includes acts that may subvert or compromise the integrity of the
educational process. Such acts are serious offenses that insult the integrity of the entire academic
community.

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Offenses against academic honesty are any acts that would have the effect of unfairly promoting or
enhancing one's academic standing within the entire community of learners which includes, but is not
limited to, the faculty and students of the University of Vermont. Academic dishonesty includes
knowingly permitting or assisting any person in the committing of an act of academic dishonesty.

The academic honesty policy distinguishes between minor and major offenses. Offenses purely
technical in nature or in which the instructor does not perceive intent to achieve advantage are
deemed minor and handled by the instructor. Major offenses are those in which intent to achieve
academic advantage is perceived. A full statement of the policy can be found in the Cat's Tale. Each
student is responsible for knowing and observing this policy.

Plagiarism:
Assignments plagiarized in whole or in part from the Internet, published sources, or other students
automatically receive a grade of zero (0). Students who assist others in plagiarizing will also
automatically receive a grade of zero (0). Plagiarism includes (a) the verbatim copy of paragraphs,
sentences, and parts of sentences, and (b) the use of ideas without giving due credit (i.e., without
citing and referencing the source of the idea). If you have questions about what does and does not
constitute plagiarism, please ask.

CLASSROOM CODE OF CONDUCT
I would like us to imagine that we are a company and the rules of conduct, rooted in UVMs policies,
will mirror those you should expect to find in the workplace. If you wouldnt do it on the job, please
dont do it in class. We start at on time because thats real life. Work doesnt start when you show up.
Unless there are extenuating circumstances, please dont arrive late.

Faculty and students will at all times conduct themselves in a manner that serves to maintain,
promote, and enhance the high quality academic environment befitting the University of Vermont. To
this end, it is expected that all members of the learning community will adhere to the following
guidelines:

Faculty and students will attend all regularly scheduled classes, except for those occasions
warranting an excused absence under the policy detailed in the catalogue (e.g., religious, athletic,
medical).
Students and faculty will arrive prepared for class and on time, and they will remain in class until
the class is dismissed.
Faculty and students will treat all members of the learning community with respect. Toward this
end, they will promote academic discourse and the free exchange of ideas by listening with civil
attention to the comments made by all individuals.
Students and faculty will maintain an appropriate academic climate by refraining from all actions
that disrupt the learning environment (e.g., making noise, ostentatiously not paying attention,
talking on their cell phones and/or texting, and leaving and reentering the classroom
inappropriately).

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SCHEDULE

Date Day Topic Readings
May 22 Mon Course Introduction Chapter 1
Employees 1: Introduction to OB
May 23 Tues Employees 2: Job Performance & Work Behaviors Chapters 2 & 3
Employees 3: Organizational Commitment & Withdrawal
May 24 Wed Employees 4: Job Satisfaction & Job Characteristics Chapters 4 & 5
Employees 5: Stress Quiz 1

May 25 Thu Employees 6: Goal Setting & Motivation Chapters 6 & 7


Employees 7: Trust & Organizational Justice
First Self-Assessment Due
May 29 Mon Memorial Day Holiday- No Class

May 30 Tues Teams Assigned; Assign Case Analysis Paper


TEST 1
May 31 Chapters 9 & 11
Wed Teamwork 1: Personality, Behavioral Styles, & Cultural Values
Teamwork 2: Team Types, Composition, & Diversity

June 1
Chapters 12
Thu Teamwork 3: Team Cohesion & Norms; & Stages of Development
Teamwork 4: Team Processes & Communications Quiz 2
June 5
Mon Teamwork 5: Active Listening & Conflict Management
Teamwork 6: Team Building Experiential Exercises (Outdoor weather
permitting).
Second Self-Assessment Due
June 6 Tues Class meets; Presentation Topics Assigned
Quiz 3
Time to work on papers and presentations with Professor
June 7 Wed Leadership 1: Power, Influence, & Negotiations Chapter 13
Leadership 2: Traits & Characteristics of Effective Leaders; EQ
June 8 Thu Leadership 3: Leader Behaviors, Leadership Styles, & Decision-Making Chapter 14
Styles
Leadership 4: Transactional & Transformational Leadership
CASE ANALYSIS PAPER DUE 3:00 PM BY EMAIL
June 12
Mon Leadership 5: Change Management Experiential Exercise Chapter 16
Leadership 6: Shaping Organizational Culture Quiz 4

June 13 Tues Class Meets-Time to work on presentations Quiz 5

June 14 Wed Team Presentations & Course Reflections


June 15 Thu TEST 2