MANAGEMENT 336: ORGANIZATIONAL BEHAVIOR

BUSINESS HONORS PROGRAM

Fall 2006

Professor Caroline Bartel

Phone: 471-8314
Office: CBA 4.254
Office hours: Wednesday 3:30-4:30pm & by appointment
Email: Caroline.Bartel@mccombs.utexas.edu

Course Overview

Business organizations of all types face myriad management problems that pose significant
challenges to them. Examples include developing strategies for hyper-competitive
conditions, creating a corporate culture, managing politics and conflict between
individuals and organizational units, motivating employees and designing attractive
incentive systems, and dealing with an increasingly diverse and global workforce.
Such challenges and how managers can deal with them are the subject of this
course.

The course has three major components. The first is “macro” in nature. It focuses on the
“hardware” of organizations: strategy, structure and design. Issues that we will explore include:

• What are the demands that organizations face in seeking to grow and thrive?
• How does an organization determine what its strategy is?
• What are the essential elements of structure available to a manager? How does a manager
use these elements to implement its chosen strategy?

In the second component, we will learn about the “software” of organizations – culture, control
systems, power and politics. Some issues that we’ll explore include:

• How do you identify an organization’s culture, and how does it affect members’ goals and
actions, and ability to coordinate effectively?
• How do the strategy, structure and culture of an organization affect how power is distributed
across groups? What types of inter-group conflict does this produce? How do these
dynamics, in turn, affect the culture that evolves?
• How can individuals and groups increase their power?

The third component is more “micro” in nature. It focuses on sharpening certain competencies
that managers rely on everyday. To do this, we will review frameworks on how to manage work
groups, facilitate effective group decision-making, motivate performance, handle conflict, and
negotiate successfully. Our premise here is that day-today business success requires being
able to understand and manage complex social interactions with diverse and differentially
motivated groups of people.

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This course will introduce you to some of the central theories and frameworks in management
theory and will help you to understand how to apply them to analyze and address real
management problems. It will also provide you with a better basis for understanding and
evaluating organizations and their management practices. Such knowledge is relevant
regardless of whether you aspire to a management position. Investment bankers, financial
analysts, and accountants require sophisticated knowledge of organizations and their
management in order to make wise decisions within their respective responsibilities. It is
generally acknowledged that most mergers fail and that the primary reason for this failure is the
inability of management to create an adaptive common culture, despite financial and marketing
synergies. An understanding of organizations and their management is also important for
anyone who plans to work within an organization, as career success generally hinges on one’s
ability to accurately read and respond to the organizational context within which one operates.

In addition to providing you with theories and frameworks, a second objective of this course is to
teach you skills in applying those theories and frameworks to analyze management problems
and develop appropriate solutions. You can only develop these skills through practice.
Therefore, it is essential that you have considerable opportunity to work on actual management
problems. In order to do this we will rely heavily on case analyses. Cases will provide the
material to practice analyzing and addressing management challenges. There will also be class
exercises that require preparation. You are expected to carefully analyze all cases, prepare all
exercises, and participate in class case discussions because practice is the only way you can
develop skills. The more practice you have, and the more feedback you will receive, the more
accomplished you will become.

Course Material

1. Organizational Behavior: Readings and Cases. Available at the Textbook Department in

the basement of the Co-Op. Be sure to purchase the packet for Prof. Bartel’s section.

2. Additional materials to be distributed in class or posted on Blackboard, indicated as such in

course schedule.

3. Power Point slides. To be distributed in each class session.

Grading

Your learning in this course will be tracked over the course of the term through both individual-
and team-based assignments. Class participation, individual exams and papers, and team-
based assignments comprise the work that you will complete. Specific assignments include:

Exam 1 and 2 30% (15% each)

Individual reflection papers (2) 20% (10% each)
Class preparation & contributions 15%
Team business proposal & presentation 35%

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Individual Work

1. Examinations (30%)

Exam 1 is on Monday October 16 and Exam 2 is on Wednesday December 6. Both

examinations are closed-book exams and will contain a blend of multiple choice, fill-in, and
short-answer questions. If you have a legitimate reason for not being able to attend a
scheduled exam, I can arrange for you to take the exam on an alternate day/ time before the
designated exam date. Re-scheduling must occur more than 1-week in advance. Absolutely no
make-up exams will be administered, except under conditions of completely documented
emergencies. Also note that the university provides, upon request, appropriate academic
accommodations for qualified students with disabilities. For more information, contact the Office
of the Dean of Students at 471-6259, 471-4641.

2. Individual reflection papers (20%)

You will be responsible for two short papers during the semester. The first reflection paper will
address the assigned questions for a particular case. You have the choice of one of the
following cases: Smile Factory (Wednesday September 27) or Kidder Peabody (Wednesday
October 4). The questions you should address are listed in this syllabus.

For the second reflection paper, you will evaluate an experience or decision you made in a work
environment in light of the material we’ve covered since Exam 1.

Each reflection paper should not exceed 2 pages. You will submit these reflection papers at the
beginning of class on the day it is due. Late submissions will not be accepted under any
circumstances. If your assignment is late, it will not be graded. If you are going to be late or
absent, you can email them to me. Reflection papers delivered in this way must arrive no later
than 15 minutes prior to the start of class to receive credit. Reflection papers received after this
time period will not be accepted.

The material in the readings should play an important role in your papers. Remember that this
course is cumulative. Thus, material from earlier readings may be relevant and must be applied
even if it means using concepts that were not discussed for several weeks. I will evaluate
papers on a “three-check” system. A student will earn a √+ if he/she provides a thoughtful
analysis of the case (Paper 1) or situation (Paper 2) and applies course concepts appropriately.
A student will earn a √ if he/she makes a good effort to thoughtfully assess the case or situation
and applies course concepts without any gross inaccuracies. Finally, a student will earn a √- if
he/she provides incomplete answers or analyses, applies course concepts incorrectly, or does
not apply course concepts at all.

In preparing your reflection papers, it is acceptable for you to discuss the case with your
classmates. However, once you begin putting your thoughts in writing, you must not
communicate with your classmates. It is an honor code violation to view anyone else’s written
material.

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3. Class Preparation & Contributions (15%)

I see class discussions as the primary vehicle through which learning will take place in this
course. Class discussions are intended to enrich your understanding of text and lecture
material, to help identify concepts and theories for which you need clarification, to provide a
context for you to share your own insights and experiences with other class members. It
therefore is important that you are actively engaged in all class discussions. Many students are
intimidated by the “obligation” of speaking up in class. Don’t be. Your anxiety will be reduced
only through practice. The secret to cutting your stress level is to BE PREPARED. To actively
participate will require that you read the assigned material and prepare the assigned case or
exercise before coming to class. Class preparation will be evaluated in terms of several factors,
which are described below.

Attendance:
This is a course that uses learning methods that require active student involvement.
Accordingly, attendance is required for every class session. Absence and lateness each have a
negative impact on your class preparation grade. Notably, more than three absences and two
late arrivals will reduce your class preparation grade. Beginning with the fourth absence and
third late arrival, your class preparation grade will be lowered a full letter grade with each
subsequent occurrence.

Homework Assignments: Annotated Bibliographies

Part of your class preparation involves completing weekly (and sometimes bi-weekly) reading
assignments from the coursepack and preparing an annotated bibliography. An annotated
bibliography is a short summary. It should summarize the major premises of the reading,
definitions or descriptions of major terms or concepts, and any critical “take home points.”
Bibliographies should be stated in your own words. It is not acceptable to simply copy full
sections verbatim or to copy tables/charts. If you turn in this type of annotation, I will return it to
you and ask you to re-do it.

You will prepare a separate annotation for each assigned reading, which should not exceed
one-side of a page. Thus, if 3 readings are due for a particular class session, your annotated
bibliography should not exceed 3 pages (front side only). These notes can be typed or hand-
written. Be sure to keep a copy for your own records – you will find these annotations
enormously useful in preparing for the Exams.

A copy of the annotated bibliography is due at the beginning of class on the day that the
readings are due. Bibliographies turned in after I have collected them at the start of class will be
marked late and will receive only half-credit. Late bibliographies can be submitted for half-credit
up to 1-week after their due dates. After this time, no late bibliographies will be accepted under
any circumstances. If you are going to be late or absent, you can email your bibliography to me.
Bibliographies delivered via email must arrive no later than 15 minutes prior to the start of class
to receive full credit. After this time period it is considered late.

Annotated bibliographies are graded on a Pass/Fail basis. PASS means that you handed in an
acceptable summary (in your own words) of the major points of the readings. FAIL means you
handed in nothing. Lateness and failure to complete these homework assignments will have a
negative impact on your class preparation grade. Beginning with the fourth late assignment and
beginning with the third missing (i.e., not turned in) assignment, your class preparation grade
will be lowered a full letter grade.

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Homework Assignments: Case Preparation
Part of your class preparation involves preparing notes for the assigned reflection questions for
each case or exercise (listed in this syllabus). These should be an informal set of notes that you
can draw on during class discussion. Handwritten notes are acceptable and bullet point lists are
fine –these are not formal assignments. Sometimes I will ask you to turn in your notes, which I
will announce ahead of time in class.

Two-Minute Memos:
As part of your class participation, you will be asked to complete a 2-minute memo once a week
in class. The purpose of these 2-minute memos is to establish a direct line of communication
from you to me. To encourage frankness and freedom of expression, these memos are marked
PASS/FAIL. PASS means simply that you handed in something; FAIL means you handed in
nothing. Thus, your grade is not affected by what you communicate to me on these memos.
However, this communication is a required part of class participation. If you are not present,
there will be no 2-minute memo from you, and your grade will be affected. Specifically,
beginning with the fourth missing two-minute memo, your class preparation grade will be
reduced a full letter grade.

Class Contributions:
To have high quality class discussions, students must be prepared for every class session.
Simply showing up to class on time is not sufficient for satisfactory class participation. Since
students will be called on at any time, please tell me before class if you are not prepared in
order to avoid embarrassing you inadvertently. Students who do not adequately prepare
undermine their own learning as well as the overall quality of class discussions. If at any time
the quality of the class discussions reflects inadequate preparation for the class as a whole, I
will administer a “pop-quiz” on the readings or facts of a case. Thus, students are advised to
prepare substantially for each session. If quizzes are necessary, they will be graded and will be
used to calculate your class preparation grade.

Attending class but not participating does not provide me with a sufficient basis for giving you a
satisfactory grade. No student will receive an A grade in the course who is not an active and
positively productive participant, regardless of his/her overall course average. As well, no
student will receive an A grade who is disruptive or inattentive. I emphasize positively
productive because I am far more interested in the quality of what you have to say than in the
amount of talking that you do. Your goal should be to contribute to the class discussions, not
simply to talk for the sake of talking. In order to do so, it will be necessary to listen to, and build
upon, the comments of your classmates. Students who repeatedly re-state what others have
said, or who repeatedly offer comments that detract from rather than add to the class
discussion, will not receive satisfactory grades for class participation.

Any student who is fearful of speaking spontaneously, perhaps due to fear of public speaking or
not having English as a first language, should see me within the first two class sessions so that
we can arrive at common expectations for your performance. We can schedule your
participation in advance so that you will know what points will be raised and you can prepare
your comments.

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Teamwork

Team Business Proposal & Presentation (35%)

Teamwork in this course will consist of a semester-long project that focuses on management
issues faced by entrepreneurs who are trying to get a business started. Specifically, your
project team will develop a quasi-business proposal for a new entrepreneurial venture of your
choosing. Early in the semester, students will self-select into 4-6 person teams based on
personal business interests (e.g., e-commerce, investment banking, marketing, entertainment,
accounting, etc.).

The first task for teams is to identify an industry they are interested in learning more about.
Teams will then generate possible business ideas and select one of these options to pursue.
Teams will write a one-page description that (1) describes the industry in which they will exist
and compete and (2) develops a viable idea for a business that describes the products or
services offered, target consumers and business objectives. This description is due on
Wednesday September 20th.

During the remainder of the semester, teams will prepare three 2-page outlines that relate
different course topics to specific management issues that are relevant for their proposed
business. Specifically, the outlines will focus on (1) strategy, (2) structure and (3) culture.
Ultimately, these outlines will serve as the basis for the final report, which will elaborate and
integrate the information contained in the outlines.

For each outline, teams will provide an assessment of how issues associated with the course
topic manifest themselves in their business. In the strategy report, for example, teams will
develop a strategic plan for their business that is well suited to the industry in which they will
operate. Each report may require teams to conduct interviews, and Internet and library
searches to clarify how course concepts apply to their proposed business and to gather current
evidence and examples of such applications.

Outlines should build on each other in the sense that through combining them, teams should
find they are gaining an increasingly improved sense of the management issues faced in their
particular business and industry. Teams will turn in these outlines, for which I will provide
feedback, on the dates listed below. These outlines should not exceed 2 pages. I will provide
additional materials in class that describe the requirements for the outlines and final paper.

Strategy outline: Monday October 9th

Structure outline: Monday October 23rd
Culture outline: Monday November 6th

The final report is due on Monday, December 11th by 11am. You may deliver your report to
my mailbox outside the 4th floor Management Dept. reception area. Reports received after
11am will be penalized a full letter grade. The final report should not exceed 10 pages.

Your team will also be asked to deliver a 10 minute presentation of your business plan to the
class. Your team should assume you are presenting to a group of potential investors as well as
top managers in other firms who you may be interested in recruiting. The presentation dates
are November 15th and 20th. Presentations will be arranged by random draw in class.

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You should feel free to distribute to the class any printed material that will assist with the
presentation. Each team also will provide me with a copy of its Powerpoint slides with Notes
pages that summarize the main point for each slide. Your team will receive additional
information about the presentation, including a copy of the evaluation form, later on.

Each team will be assigned to evaluate another team’s presentation. The presenting team’s
grade will not be affected by the evaluation conducted by the other team; the evaluation is for
feedback purposes only. Giving feedback will be a large part of your job after graduating.

General Words about Teamwork

The issue of equity is a concern that some students have about working in teams and about
team grades. If you work harder and do better work than your peers, why should your grade be
dependent on them? This view is generally a function of coming from educational environments
that only ask for and measure individual performance. Your output for many of the assignments
in this school will be a team product, such as a team case presentation. Team tasks should be
given team rewards. This means that you not only must make a direct contribution to the
development of the in-class presentation, but that you also have an obligation to make your
team work effectively.

An infrequent problem associated with group projects is a team member who does not do
his/her share of the job. You are urged not to let problems develop to the point where they
become serious. Beware of excuses like: “I am too busy with urgent work - health - social -
problems right now but I’ll make it up later.” It is surprising how many people who have one
problem have a series of other problems. Be reasonable, but don’t be a doormat. Everyone in
this class is expected to carry an equal share of the teamwork load.

I will not supervise the process any more closely than would most managers in similar
circumstances. Rather, you are expected to get the work done and to manage each other. You
are on your honor that you will do your fair share. Teams often ignore problems wishing that
they would go away. More often they don’t; they only get worse. Try to solve the problem
among yourselves. If you can’t, bring it to me. If I am convinced that someone has not carried
his/her fair share - for any reason - I will reduce that person’s grade as low as to 0 if I believe it
is warranted. At the end of the term each team will turn in a Peer Evaluation Form (to be
distributed in class), which documents each team members’ contributions to the team
assignments.

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Administrative Policies

Policy Regarding Assignment Formatting

All major written assignments (reflection papers, team business proposal) must be printed.
Handwritten reports are unacceptable under any circumstances and will not be graded. It is
also critical that major assignments be proofread very carefully. Excessive grammatical and
spelling errors could result in a lower grade. If you have difficulties with spelling, please use
both a dictionary and a good word processing program to check your spelling. If you have
difficulties with grammar, I suggest that you obtain a copy of The Elements of Style by William
Strunk and E. B. White (New York Macmillan) or a similar text.

All major assignments must adhere to the following guidelines:

 Single-sided, standard paper (8.5 x 11), 11-point font or larger, 2.0 spacing, 1-inch margins
 Use subheadings (sections) to enhance clarity and readability.
 Ensure that the use of course concepts is explicit and appropriate.
 Use only one term per concept or issue – avoid synonyms.
 Be concise – avoid passive voice and long sentences.
 Emphasize the evidence – eliminate unfounded speculation and opinion.

Policy Regarding Class Professionalism

Please turn off all electronic devices at the start of class. A $20 penalty (due on the spot!) will
be imposed should your cell phone, pager, or any other device go off during class.
Also note that this class has a “No Laptops” policy. Text messaging during class
also is not permitted.

Policy Regarding Re-reads of Graded Assignments

In the event that you feel something was missed in the grading of your work (be it mathematical
error or other), please submit in writing a brief summary of what you feel needs further attention
and submit this re-read request with your original work with my comments within 1 week of
receiving your grade. If you request a re-read, I will read the work again from scratch and your
grade may go up or down. Grades for each assignment are considered final one week after
returned to the class and will no longer be open for re-reading or discussion. I will not consider
any questions about grades other than in writing. Do not attempt to use office hours as a forum
to discuss grades -- I do not accept any personal lobbying efforts on behalf of grades other than
in writing.

Policy on Academic Accommodations

The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. For more information, contact the Office
of the Dean of Students at 471-6259, 471-4641 TTY.

Policy on Academic Integrity

The McCombs School of Business has no tolerance for acts of scholastic dishonesty. The
responsibilities of both students and faculty with regard to scholastic dishonesty are described in
detail in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business:

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By teaching this course, I have agreed to observe all of the faculty responsibilities described in
that document. By enrolling in this class, you have agreed to observe all of the student
responsibilities described in that document. If the application of that Policy Statement to this
class and its assignments is unclear in any way, it is your responsibility to ask me for
clarification. Policy on Scholastic Dishonesty: Students who violate University rules on
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in
the course an/or dismissal from the University. Since dishonesty harms the individual, all
students, and the integrity of the University, policies on scholastic dishonesty will be strictly
enforced. You should refer to the Student Judicial Services website at
http://deanofstudents.utexas.edu/sjs/ or the General Information Catalog to access the official
University policies and procedures on scholastic dishonesty as well as further elaboration on
what constitutes scholastic dishonesty.

Policy on Blackboard and Student Privacy

A password-protected Blackboard site exists for this course. Class e-mail rosters are a
component of the site. Students who do not want their names included in the electronic class
roster must restrict their directory information in the Office of the Registrar, Main Building (Room
1). For information on restricting directory information see:
http://www.utexas.edu/student/registrar/catalogs/gi02-03/app/appc09.html

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Case Analysis Guide
This course uses cases as springboards for class discussions. I will supply you with a set of
questions for each case to help orient your analysis in preparation for class.

Most people initially find case analysis to be very difficult and uncomfortable. This is due to your
likely inexperience dealing with the relative lack of structure that is characteristic of complex
management issues. No correctly answered list of questions or mechanical process will
automatically lead to the “right” answer. In fact, there is no “right” solution to most managerial
problems, rather there are apt to be many “right” answers, and unfortunately, even more
“wrong” answers. In fact, cases are not necessarily examples of bad management. They may
be about any quality of management. Often it is more difficult to explain why a situation is
working than it is to analyze the causes of obvious problems. Often a situation may be going
well but contain the seeds of future problems.

Part of analysis is to define the issue(s). Another part is to explain the mechanisms that are
causing the problem(s) or to explain why things are working well. Finally, recommendations
must be developed that are appropriate for the situation. Until you develop a process for case
analysis that is most comfortable for you, it may be useful for you to follow a process that has
been successful with other students in this course in the past.

Suggested Steps in Analyzing Cases:

1. Read the assigned readings. The material in the readings should play an important role in
your analysis of the case. Remember that case analysis in this course is cumulative. Thus,
material from earlier readings may be relevant and must be applied even if it means using
concepts that were not discussed for several weeks.

2. Read the case and the assigned case analysis questions (listed in this syllabus). Take
notes on important issues in the case as well as concepts in the reading material that seem
applicable. The assigned questions should be considered a guide to issues that you must
consider; they are intended to help you orient your analysis. Nonetheless, other issues not
raised in the questions may also be relevant, thus be sure to give yourself sufficient time to read
and think about the issues in the case.

3. Analyze the case. You should be able to identify the outcomes in the case and/or issues
that the organization faces. These outcomes may be detrimental (e.g. turnover, hostile
employees, conflict among departments, inability to control operations) or they may be
beneficial. There may be numerous problems and issues. The challenge of case analysis is to
explain the underlying mechanism that is producing actions and behaviors observed in the
situation. Ultimately, you should aim to make the distinction between symptoms and casual
mechanisms. Consider the following example:

You go to the doctor with the "problem" of a cough or a fever. It may be easy for the physician
to treat the cough or fever with a number of medicines, much like we could treat worker
dissatisfaction by paying higher wages. However, it would be important for the physician to
determine what has caused the "problem." If the cause of the cough is tuberculosis, then only
treating the cough is apt to lead to serious long-run consequences because the underlying
disease process will still be at work. Clearly the cough is just a symptom of a deeper underlying
problem, the disease of tuberculosis. At the outset, you may find it difficult to identify and

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separate symptoms from the underlying problem. It is a difficult and time-consuming process to
develop strong analytical skills – be patient, it will come with practice.

Remember, specific cases are assigned because they present good opportunities to give you
practice in using theory and research. Therefore, some theory in the assigned readings and
possibly earlier readings should be applicable to the case. Cases are situations, not necessarily
examples of bad or even good management. Take the situation for what it is rather than
approaching it with a point of view. Be alert for the danger that some information in some cases
is coming from biased participants and therefore must be taken with a grain of salt. Also note
that a characteristic of all cases is that you will never have all the information that you want.
There is often considerable information that is irrelevant, trivial or even obfuscating.

4. After you complete the analysis, develop a solution and an explanation of how you would
implement the solution. We will discuss these recommendations in class. Solutions often have
positive and negative consequences. You should develop the solution that has maximum
positive impact and minimum negative consequences. If you considered multiple possible
solutions, you may want to explain why you chose a certain solution over other options.
Solutions should logically follow the analysis and should be feasible. For example, firing the
boss and replacing him/her with a better manager may be a good "theoretic" solution but it may
not be feasible in a given set of circumstances. Solutions must be effective and efficient. Killing
a fly with a bomb is effective but not efficient.

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Case Reflection Questions

You should prepare a brief set of notes/answers to the assigned reflection questions for every
case. This is an important part of preparation for class discussion.

Southwest Airlines

1. Analyze Southwest’s strategy using the assigned readings.

2. How has Southwest been able to deliver consistent high performance over such a
long period of time? What is its competitive advantage?

Recreation Products, Inc.

1. What new external demands is RPI facing and what pressures have they created for RPI?
2. How would you characterize RPI’s current structure?
3. What problems is RPI experiencing with its structure, and why?
4. Recommend a new structure for RPI. Bring to class a chart of your recommended structure.
Be aware of the pros and cons of your proposed structure.

Smile Factory

1. Describe the Disney culture and explain the specific advantages of this culture in terms of
promoting its strategy.
2. How does Disneyland get employees to behave as they do? Are these methods effective?
3. Are Disney employees committed to their organization? If so, what is the basis of this
commitment?

Kidder, Peabody & Co.

Note: You should be aware that the events at Kidder while unique in some respects are not rare
in the industry. Barings was bankrupted by the activities of a "rogue" trader. Sumitomo lost
$1.8 billion as a result of the unauthorized trading of its head copper trader. Daiwa lost $1.1
billion through the improper activities of a bond trader that extended over 11 years.

1. Analyze the merger and the relationship between Kidder and GE. Consider the
organizational structures, strategies, management and control systems, and cultures of the
two organizations. How was Kidder’s environment and strategy affected by becoming a
subsidiary of GE? How did the merger contribute to the problems in the case?
2. Analyze Kidder’s culture, control systems, and its reward system. How did these contribute
to the problems in the case?

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Playskool Travel-Lite Cribs

1. What sets of forces explain the responses and actions of Playskool, Hasbro and Kolcraft?
Consider what role, if any, the following played: organizational structures, management and
control systems, and culture.
2. Which other organizations in this case have social responsibilities? How well did they fulfill
those responsibilities? Be sure to characterize their actions based on the readings.

Managing Xerox’s Multinational Development Center

1. What have Clendenin’s objectives been at Xerox? What obstacles did he confront in
accomplishing those objectives?
2. What interpersonal and organizational strategies did Clendenin use to accomplish his
objectives?
3. How does Clendenin utilize power? How effective are his attempts at influence, and why?

The Team that Wasn’t

1. What is the nature of the problems that the team experiencing?

2. Why are these problems occurring? Analyze the team’s design and its organizational
context.
3. To what extent are the problems due to how the team was put together as opposed to how it
is being managed/coached?
4. What should Eric do now?

Hausser Food Products

1. What problems exist at Hausser, and why are they occurring?

2. How are macro variables such as Hausser’s strategy and structure affecting the situation?
3. Making explicit use of appropriate theoretical frameworks (e.g., expectancy theory, equity
theory, goal-setting principles), explain why the salespeople are not motivated to sell as
much as they can. Explain also why they are not motivated to share information about their
new market.
4. What changes would you recommend to Hausser management, and why?

Konigsbrau-Hellas A. E.

1. Briefly analyze Konigsbrau-Hellas’ strategy. What implications do these have for the
positions held by Keller and Petrou?
2. What are the causes of the problems that Keller is experiencing with Petrou? Consider
factors such as structural demands, personal attributes, leadership, perceptual processes
and communication processes.
3. What should be done to improve the situation, and why?

Lincoln Electric: Venturing Abroad

1. How was Lincoln able to grow and prosper for so long in such a difficult commodity industry
that forced out other giants such as GE? What has been the source of Lincoln’s outstanding
and enduring success in the US?
2. Analyze Lincoln Electric’s approach to motivating its employees. What are the pros and
cons of Lincoln Electric’s reward system and its approach to designing work?

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 COURSE SCHEDULE FALL 2006

1. W August 30 Course Introduction: What is Organizational Behavior?

• Course overview
• Handouts: Personal Information Questionnaire
• In-class exercise: United Airlines case (distributed in class)

2. W September 6 Course Introduction: Organizational Behavior – Macro to Micro

Read 1. Course syllabus

2. What is Organizational Behavior? (Note: no annotation
due for this reading)

Prepare 1. Memo Exercise

• Prioritize the memos. Consider the order you created—
what overall logic guided you in assigning this order?
• Provide a short description of the actions that you would
take on your “top four” memos. Bring this to class and be
ready to discuss your decisions.

2. Personal Information Questionnaire (distributed first day of

class and posted on Blackboard)

3. M September 11 Formation of Project Teams

This session will be devoted to identifying those individuals with whom

you will work to complete the semester-long team project.

4. W September 13 Organizational Strategy

Read 1. How Competitive Forces Shape Strategy

2. Are You Sure You Have a Strategy?

Prepare Southwest Airlines case

5. M September 18 Organizational Structure: Part 1

Read 1. Structure and Design: Basic Organizational Building Blocks

2. Patterns of Strategic Organizational Design

In-class Structure exercise & continued discussion of Southwest

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6. W September 20 Organizational Structure: Part 2

Prepare Recreation Products, Inc.

Bring a recommended organizational chart to class along with
your case notes. Be prepared to turn these in.

Due: One-page description of business idea for team project

7. M September 25 Organizational Culture, Socialization, & Control: Part 1

Read 1. Organizational Culture

2. Corporations, Culture, and Commitment

In-class Analysis of IDEO video case

8. W September 27 Organizational Culture, Socialization, & Control: Part 2

Prepare The Smile Factory: Work at Disneyland case (Note: You may
choose this case for your individual reflection paper).

9. M October 2 Team Consultation Day

Project teams can use class time to work on their strategy & structure
outlines, either in our classroom or at another location. Professor Bartel
will be on-hand in the classroom to answers questions and provide
assistance if needed.

10. W October 4 Organizational Culture, Socialization, & Control: Part 3

Read Organizational Controls (handout)

Prepare Kidder, Peabody & Co. case (Note: You may choose this
case for your individual reflection paper).

11. M October 9 Organizational Social Responsibility: Part 1

Read Basic Principles of Social Responsibility (handout)

In-class Vanatin exercise (Note: if you plan on being absent from this
class I need to know in advance given the logistics of this
exercise)

Due: Strategy outline for team project

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12. W October 11 Organizational Social Responsibility: Part 2

Prepare Playskool Travel-Lite Crib case (Parts A, B, C)

13. M October 16 Exam 1

14. W October 18 Power and Influence: Part 1

Read 1. Who Gets Power and How They Hold On to It

2. Power and Politics: Organizations as Political Entities

In-class Power exercise. Note: Bring $5 to class for this exercise.

15. M October 23 Power and Influence: Part 2

Prepare Managing Xerox’s Multinational Development Center case

Due: Structure outline for team project

16. W October 25 Designing High Performing Teams: Part 1

Read 1. Work Teams in Organizations: An Orienting Framework

2. Team Decision Making

Prepare Bring in answers to assigned questions to survival exercise

(handout)

17. M October 30 Designing High Performing Teams: Part 2

Prepare Team that Wasn’t case

*Materials for the November 6 negotiation class distributed and

negotiation pairs announced. This exercise will require working with a
classmate AHEAD OF TIME. You will email me the results of your
negotiation on Sunday November 5th by 5pm.

18. W November 1 Designing High Performing Teams: Part 3

Read Social Influence and Group Decision Making

In-class View and discuss segments of the movie “12 Angry Men”

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19. M November 6 Negotiating Effectively

NOTE: This in-class exercise will requiring working with a classmate

AHEAD OF TIME. Pairs were announced on Monday October 30. You
should email me the results of your negotiation the day before
class (Sunday November 5 by 5pm).

Due: Culture outline for team project

20. W November 8 Motivating People: Part 1

Read 1. Motivation: A Diagnostic Approach

2. Theories of Motivation (handout)
3. On the Folly of Rewarding A While Hoping for B

21. M November 13 Motivating People: Part 2

Prepare Hausser Food Products case

22. W November 15 Team Presentations

23. M November 20 Team Presentations

24. W November 22 Team Consultation Day

Project teams can use class time to work on their final written report,
either in our classroom or at another appropriate location. Professor
Bartel will be on-hand in the classroom to answers questions and
provide assistance if needed.

Due: Individual Reflection Paper #2. You can drop off the paper at
the start of class OR drop it off in my mailbox (outside the 4th floor
Management Dept. reception area) before class starts.

25. M November 27 Motivating People: Part 3

Read Understanding People: Social Perception

Prepare Konigsbrau-Hellas case

26. W November 29 Managing Organizations from a Systems Perspective

Prepare Lincoln Electric case

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27. M December 4 Course Summary

In-class Peer evaluation forms distributed. You must complete this

form as a requirement for this course.

28. W December 6 EXAM 2

Prepare Peer Evaluation form due today

M December 11 Final Team paper due by 11am. You can drop off the report in my
mailbox outside the 4th floor Management Dept. reception area.

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