Syllabus Bus 520 Summer 2009

Leadership and Organizational Behavior – BUS 520 Section 003-016 Syllabus and Course Guide Prerequisite: None Quarter Meeting Days/Time Instructor Instructor Phone Instructor E-mail Instructor Office Hours/Location Academic Office Phone Number

Summer 2009 On-line Monday through Sunday Dr Dennis R Darlak, PhD 301-848-0307 (Cell) [email protected] (primary) Online or by phone 9AM-9PM Eastern Time 877-540-1733

INSTRUCTIONAL MATERIAL Griffin, R.W., & Moorhead, G. (2007). Organizational behavior: Managing people and Organizations (8th ed.). New York: Houghton Mifflin. Kemp, S. (2006). Quality Management: Demystified. New York: McGraw-Hill. I.

COURSE DESCRIPTION

Integrates the predominate approaches to leadership, management theory, and operations management concepts to structure competitive organizations, shape organizational behavior, enhance organizational effectiveness, and foster an organizational culture that adapts and capitalizes on change. Analyzes the interaction of individual, group, and organizational dynamics that influence human behavior in an organization and determines appropriate management approaches to foster a productive work environment. II. COURSE OBJECTIVES

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Upon the successful completion of this course, the student will be able to: a. Integrate the four functions of management in an organization to efficiently utilize resources and achieve organizational goals. b. Analyze the dynamics of situations and apply effective leadership styles to motivate individuals, enhance organizational performance, and achieve stated goals. c. Adapt leadership styles to fit cultural differences and remain competitive in a global setting. d. Develop organizational structures to fit a variety of operating environments and implement business strategies. e. Develop work teams by integrating skills, knowledge and abilities to accomplish the organizational tasks using a team development approach. f. Formulate actions to improve communications in diverse work environments. g. Formulate human resource management strategies that contribute to organizational competitiveness, enhance productivity, and foster an ethical work environment. h. Develop quality assurance programs to assess and improve organizational performance. i. Integrate the predominate approaches to organizational change management and formulate change management strategies to implement strategic decisions and evaluate performance. j. Given an information requirement related to organizational behavior, determine the nature and extent of information needed to effectively address the topic; efficiently locate, determine the validity, and critically evaluate the resources; and apply the information to accomplish the specific purpose (report, case analysis, factual requirement, problem solving, planning). k. Construct and implement a refined information search using various resources (the University Learning Resource Center (LRC) collections and services, scholarly journals in a field of study, the World Wide Web, and online database or other sources appropriate to the topic), select relevant and valid information sources, use this information ethically and legally avoiding plagiarism and composing proper APA references, synthesizing this information to reach informed conclusions with supporting rationale, and present the conclusions. l. After taking the plagiarism module, students will be able to define plagiarism and Strayer University’s academic integrity policy. Students will also demonstrate knowledge of APA guidelines and how to avoid plagiarism in their assignments.

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III. • • • • •

IV.

COURSE EXPECTATIONS As adult students, we expect you to share your experiences and knowledge with your peers in course discussions. As adult students, we expect active participation and commitment to your learning experience. As adult students, we expect you to communicate professionally with your professor about your progress in this course. As adult students, we know you expect prompt and qualitative feedback that will foster learning. As adult students, we know you expect to apply what you are learning in your personal and professional lives. COURSE INTRODUCTION

Welcome to BUS 520, Leadership and Organizational Behavior. There will be much reading in the course and there will be both individual and group work. There are four assessments, one quiz, a final examination plus a class participation component that will constitute the final grade for each student. Class participation will count towards 15% of the grade, and the assessments, quiz, and exam will each count 12.5%. The Plagiarism Quiz will count 10% of the final grade. All written submissions must be submitted to the TurnItIn originality check process prior to submission to the DropBox. Instructions for doing this are provided in the course announcements. There will be no extra credit work available. There will also be two non-mandatory ClassLivePro sessions during the term. These will be general information and question & answer sessions for students. The dates and times for these sessions will be Wednesday July 29th at 8PM EDT and Wednesday September 9th at 8PM EDT. Section VII of this Syllabus delineates the procedures for installing and using ClassLivePro. Please refer to Part II of the Syllabus in the Course Home for University notices and policies. For maximum class participation grades, each student must substantively participate in group activities and discussions. Substantive responses do not include “I agree” or “Good Job.” Details of the posting and grading of discussion questions are provided in Section VI of this syllabus. Instructor Background: The instructor’s background is in the Class Introduction section of the Course Shell Home.

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Important Notes: Five items of importance all class members must comply with are : 1. All papers turned in for grading must first be submitted to the TurnItIn process. The ID and password for this will be provided in an announcement by the end of week one. Papers not submitted to TurnItIn will be penalized 10 points. 2. Wikipedia is NEVER an appropriate reference. Use the library resources, especially the EBSCOHost and ProQuest databases of the library located on the Resource Center Tab of the course shell. 3. Late assignments will not be accepted unless prior approval is obtained. Even with approval, there will be a 10 point penalty for a late input. 4. Students must comply with the format and style dictated by the Publication Manual of the American Psychological Association 5th Edition (APA5) for all papers submitted for grading. English is the language of business, and all papers must be in proper English. Mechanics will constitute 20% of the grades and content 80% of the grades of each assessment. The rubric for grading papers can be found in the DocSharing tab on the course shell. 5. Each paper must have appropriate scholarly references outside of the texts for the course. Use of the online library data bases is highly recommended. Avoid using Google, Ask, and other internet search engines to develop a reference list. Internet resources may not be reliable for an academic paper. V.

WEEKLY COURSE SCHEDULE

The weekly schedule below describes the learning activities that will help you achieve the course objectives listed above and the assessments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of activities to be completed before, during, and after class: Before class activities are individual activities that will help you prepare for the class session; During class activities are those involving posting discussions in the discussion thread, group activities and reports, and reading and following the posted lecture items; After class activities will reinforce the material covered in the session. All before, during, and after class activities will be conducted within the week of the class. Activities labeled Class discussions will be conducted in the group threaded discussion area All class discussion postings will be done prior to Midnight of the last day of the class week, which always falls on a Sunday. All assessments will be submitted to the drop box by midnight of the last day of the class week, which always falls on a Sunday. The final examination will be due on Friday, September 18th. I do not normally work on Sundays, so any original posting made on Sundays will not generally receive a response from me. Homework consists of both after class activities of the current week and before class activities of the following week. For example, before coming to class in Week 2 you should complete the after class activities in Week 1 and the before class activities in Week 2. Week 1 and 2 (6 – 19 July 2009) Plagiarism Module and Quiz BUS520 Student Version v200902

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During the first two weeks of the course students must complete the Plagiarism Module that is located within the Learning Resource tab of the course. After completion of this module, students must take the Plagiarism Quiz located in the Course Home tab. This timed one hour quiz counts as 100 points towards the 1000 points available in the course.

WEEK 1 (6-12 July 2009) Course objective in focus: • Integrate the four functions of management in an organization to efficiently utilize resources and achieve organizational goals. Supporting topics: • Defining Organizational behavior • Four functions of Management (Planning, Organizing, Influencing and Controlling) • Managerial Roles (characteristics, functions) • Managerial Skills (nature, application) Activities: Before class: None. During Class: • Lecture/discussion on Organizational Behavior and the four functions of Management. The Professor will also explain how the four functions of Management will be integrated with the Course Outcomes each week (Chapter 1). •

Class discussion on the Organizational Behavior Case for Discussion: Employees to the 100th Power Case Study on page 25 in the Griffin & Moorhead text and each team will report out their results during Week 2. Class members will address all the case questions and respond to classmates’ postings.

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Lecture/discussion on Managerial Roles and Skills (Chapter 1).

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Class discussion: Each student must complete and discuss the results of the SelfAssessment Exercise: Assessing Your Own Behavior on p.23-24. The class will discuss how the factors in the questions might affect performance: individually, as a manager, as a group member.

After class: • Read Chapter 1 (Griffin & Moorhead)

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WEEK 2 (13-19 July 2009) Course objective in focus: Planning • Integrate the four functions of management in an organization to efficiently utilize resources and achieve organizational goals. • Analyze the dynamics of situations and apply effective leadership styles to motivate individuals, enhance organizational performance, and achieve stated goals. Supporting topics: • Review Week 1 Supporting Topics ( Quick review of management functions) • Leadership Theories (concepts and application) • Vroom’s Decision Tree Approach • Leadership models (concepts and application) • Transformation and Charismatic Leadership • Changing Roles of Leaders (impact on leader actions) Activities: Before class: • Read Chapters 12 and 13. (Griffin & Moorhead) • Complete the Experiencing Organizational Behavior: Understanding Successful and Unsuccessful Leadership exercise on p. 338 and be prepared to discuss the results in the Class discussions. During Class:  Lecture/discussion on leadership theories and Vroom’s Decision Tree Approach (Chapter 12).  Class discussion: Organizational Behavior Case for Discussion: Employees to the 100th Power Case Study. Post responses to the questions and to classmates in the class discussion area.  Lecture/discussion on leadership models, transformation and charismatic leadership, and the changing roles of leaders (Chapter 13). • Class discussion. The class will discuss/summarize the results of Experiencing Organizational Behavior: Understanding Successful and Unsuccessful Leadership exercise on p. 338 of Griffin & Moorhead and report out on their results. After class: • If not completed in class, complete the discussion and post conclusions to a threaded discussion item on the class web page.

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WEEK 3 (20-26 July 2009) Course objective in focus: Influencing • Analyze the dynamics of situations and apply effective leadership styles to motivate individuals, enhance organizational performance, and achieve stated goals. • Adapt leadership styles to fit cultural differences and remain competitive in a global setting. Supporting topics: • Motivation (concepts and use of rewards) • Globalization and Diversity (effects on organization, management considerations, nature of diversity) • Power (source, characteristics). Activities: Before class: • Read Chapters 6, 2 (p. 28-42), and 14. (Griffin & Moorhead) • Complete the Self-Assessment Exercise: Cross Cultural Awareness on p. 50 and be prepared to discuss the results in the Class discussions. During Class: • Lecture/discussion on motivation (Chapter 6). • Class discussion. Complete the Building Managerial Skills on p. 165, develop a response to the questions, and post conclusions and responses to classmates’ postings in the class discussion area. • Lecture/discussion on globalization and diversity, and power (Chapter 2, p. 28-42 and Chapter 14). • Class discussion: Discuss/summarize the results of the Self-Assessment Exercise: Cross Cultural Awareness on p. 50 and post conclusions and responses to classmates’ postings in the class discussion area. After class: • If not completed in class, groups complete the discussion and post conclusions to a threaded discussion item on the class web page.

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Assessment #1: Management and Leadership. Read the summaries below for situation A and Situation B, and using scholarly reference materials, prepare a report totaling 4 pages answering the questions below. This means, as it states, a total of 4 pages, not 4 pages for each. Use APA5 format for text citations and references. After submitting the paper to TurnItIn, receiving the TurnItIn report, and making appropriate adjustments, place responses in the DropBox for Week 3. Each assessment must have at least 4 academic sources outside of the textbook with related citations. Do not number paragraphs or repeat the questions in the paper. It should be written as an essay, not as a question and answer document. The title page and reference page are not counted as part of the 4 page requirement. A. Performance Management at Merrill Lynch Summary

This case discusses the transformation of the job performance reward system at Merrill Lynch, a large, well-established financial services company recently purchased by Bank of America, from a traditional, internally competitive model to a progressive system that encourages teamwork and growth. Each employee and his/her manager agree on mutually acceptable performance objectives which are closely tied to Merrill Lynch’s business goals. Ongoing review and feedback compare progress against standards, de-emphasizing inter-employee comparison and competition. 360-degree feedback is also used, involving each employee’s superior, peers, and clients. The company believes this new approach appeals to a diverse pool of applicants and recruits. Employee compensation is unaffected by this new system, thereby having a calming effect on employees’ fears of lost wages. Merrill Lynch, like others in its industry, has experienced substantial layoffs and is certainly not immune to the cut-throat competition so characteristic of the brokerage business. It remains to be seen if the new employee job performance review system helps Merrill Lynch become more efficient and effective.

Questions 1. Describe Merrill Lynch’s new approach to motivation in terms of goal difficulty and goal specificity. What are the likely outcomes for goal acceptance and goal commitment? 2. Should Merrill make customers an important source of data for its 360-degree feedback program? Why or why not? B. Justice for Wal-Mart’s Workers Summary Wal-Mart is the world’s largest employer with 1.7 million workers worldwide. While the company’s leaders pride themselves on creating jobs, providing decent working conditions and pay, and treating individuals with respect, many Wal-Mart employees accuse the company of widespread gender discrimination and violating worker rights to unionize. Wal-Mart is the target of a pending class-action lawsuit in California claiming it pays women far less than men and promotes fewer of them at a slower rate. Wal-Mart is attempting to delay action on the lawsuit which makes it more expensive and time consuming for the plaintiffs to pursue. The company is also accused of various illegal or

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unethical tactics to discourage unionization of its employees, including discipline up to termination for employees who even show an interest in unionization. Unions criticize Wal-Mart for its anti-union tactics, low wages, and lack of health insurance for 660,000 of its employees.

Questions: 1. Describe one example of how Wal-Mart appears to have violated workers’ rights to distributive justice. 2. Describe one example of how Wal-Mart appears to have violated workers’ right to procedural justice. 3. Choose one of Wal-Mart’s actions mentioned in the case. In your opinion, who is hurt most by this action? Who benefits most? Use the answer to those two questions to determine whether the action is ethical or not. Explain your reasons. Be sure your papers are in the correct APA format with a title page and a reference page. The entire paper should be no more than 4 pages, not counting the title page and the reference page. Submit the paper to TurnItIn prior to submitting to the dropbox. A ten percent deduction of the final grade will be applied to papers not submitted to TurnItIn. Be sure to use correct APA5 format for citations and for references, and that each reference has a corresponding citation. Scholarly references should be derived from the electronic library data bases located in the Resource Center tab at the bottom left side of the course shell. Avoid using web search engines such as Google, Answer, Ask, etc. These do not provide scholarly references from recognized experts in their fields. Tables, matrices and images do not count towards the 4 page limit. Be sure the papers are double spaced. APA prohibits the use of first and second person in scholarly paper (I, we, you.) When giving your opinion, do not write "in my opinion," but use a phrase such as "the literature can be interpreted to mean . . . " or "research leads to the opinion that . . . ." The citation for the source follows immediately after such a statement.

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WEEK 4 (27 July-2 August 2009) Course objective in focus: Organizing • Develop organizational structures to fit a variety of operating environments and implement business strategies. Supporting topics: • Organization Structure (considerations, facilitates operations) • Organization Goals (impact on structure) • Organization Configuration (characteristics) • Organization Design (formats, considerations • Strategy (relationship/impact on organizational structure) Activities: Before Class: • Read Chapters 16 and 17 in the text. (Griffin & Moorhead) • Review the Organizational Behavior Case for Discussion: Nissan’s New Organizational Structure on p. 444 and be prepared to discuss in class. • Review the Organizational Behavior Case for Discussion: The Right Structure for BuildA-Bear Workshop on p. 476 and be prepared to discuss in class. During Class: • Lecture/discussion on organization structure, goals and configuration (Chapter 16). •

Class discussion. Students will analyze the Organizational Behavior Case for Discussion: Nissan’s New Organizational Structure on p. 444, develop responses to the case questions, and report their conclusions.

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Lecture/discussion on organization design and strategy (Chapter 17).

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Class discussion. Students will analyze the Organizational Behavior Case for Discussion: The Right Structure for Build-A-Bear Workshop on p. 476-477, develop responses to the case questions, and report out on their conclusions.

After Class: • If not completed in class, complete the discussion and post conclusions to a threaded discussion item on the class web page. Voluntary Class Live Pro session at 8:00 PM EDT on July 29th. See Section VI of the syllabus for instructions on CLP.

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WEEK 5 (3-9 August 2009) Course objective in focus: Influencing • Develop work teams by integrating blended skills, knowledge and abilities to accomplish the organizational tasks using a team development approach. Supporting topics: • Personality and Personality Traits (concepts, influence on behavior) • Attitudes (concepts, influence on behavior) • Affect and Mood • Perception (concepts, influence on behavior) • Workplace Behavior (characteristics) • Motivation in organizations (theories/concepts, considerations) Activities: Before Class • Read Chapters 3 and 4. (Griffin & Moorhead) • Review the Organizational Behavior Case for Discussion: The Best Bagelers in Boston on p. 80-81 and be prepared to discuss within the group. • Review the Building Managerial Skills article on p. 114 and be prepared to discuss in the group. During Class: • Lecture/discussion on personality and personality traits, attitudes, affect, mood and workplace behavior (Chapter 3). •

Class discussion: Students will analyze the Organizational Behavior Case for Discussion: The Best Bagelers in Boston on p. 80-81, develop responses to the case questions, and report their results. Respond to classmates’ postings.

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Lecture/discussion on motivation in organizations (Chapter 4).

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Class discussion. Students will analyze the Building Managerial Skills article on p. 114, develop responses to the questions, and report their results in the class discussion area. Respond to classmates’ postings.

After Class: • If not completed in class, complete the discussion and post conclusions to a threaded discussion item on the class web page.

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Assessment #2: Organizational Structure. Read the summaries below and using scholarly reference materials, prepare a 4 page report to answer the questions following the summary. Use APA5 format for text citations and references. Place responses in the DropBox for Week 5. Submit your papers to TurnItIn prior to submitting to the dropbox in week 5.

Nissan’s New Organization Structure Summary

Under the leadership of Carlos Ghosn, Nissan’s first non-Japanese head, the giant automaker (fourth largest in the world with partner Renault for combined annual sales topping 5.7 million vehicles) made significant organizational changes. A stagnating Japanese economy, global and consolidating competition in the automobile industry, and changing technology and consumer tastes made it necessary for Nissan to move from the traditional Japanese business model to one emphasizing more individual responsibility, greater decentralization and power for lower level managers, cost cutting, outsourcing, layoffs, and closing some facilities. These draconian measures were met with considerable resistance at first but have paid off for Nissan, now an industry leader.

Questions 1. What has Ghosn done in order to change Nissan’s level of centralization? What are the likely advantages and disadvantages of Ghosn’s approach to centralization? 2. In your opinion, how will Nissan workers respond to Ghosn’s demand that they assume more individual responsibility? Is that the same way you might respond in a similar situation? Explain. 3. Consider Fayol’s classical principles of organizing, found in Table 16.2 of your text. Describe how Nissan’s transformation has affected the utilization of the fourteen principles at the firm. This assignment complements the class discussions on the same topic. Do not use the questions as section headings, and do not number your paragraphs. Be sure your papers are in the correct APA format with a title page and a reference page. The entire paper should be no more than 4 pages, not counting the title page and the reference page. Submit the paper to TurnItIn prior to submitting to the dropbox. A ten point deduction of the final grade will be applied to papers not submitted to TurnItIn. Be sure to use correct APA5 format for citations and for references, and that each reference has a corresponding citation. Scholarly references should be derived from the electronic library data bases located in the Resource Center tab at the bottom left side of the course shell. Avoid using web search engines such as Google, Answer, Ask, etc. These do not provide scholarly references from recognized experts in their fields. Tables, matrices and images do not count towards the 4 page limit. Be sure the papers are double spaced. APA prohibits the use of first and second person in scholarly paper (I, we, you.) When giving your opinion, do not write "in my opinion," but use a phrase such as "the literature can be interpreted to mean . . . " or "research leads to the opinion that . . . ." The citation for the source follows immediately after such a statement. Again, do not number paragraphs or repeat the questions in the paper. It should be written as an essay, not as a question and answer document. BUS520 Student Version v200902

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WEEK 6 (10-16 August) Course objective in focus: Influencing • Develop work teams by integrating blended skills, knowledge and abilities to accomplish the organizational tasks using a team development approach. Supporting topics: • Differentiate Teams from Groups (nature of, functioning, application) • Benefits and Costs (group/team) • Types of teams • Implementing Teams (considerations, process, performance) Activities: Before Class • Read Chapters 9 and 10. (Griffin & Moorhead) • Review the Building Managerial Skills article on p. 256 and be prepared to discuss in class. • Review the Organizational Behavior Case for Discussion: The Rainmakers on p. 283-284 and be prepared to discuss in class. During Class: • Lecture/discussion on teams and groups, and the benefits and costs of teams/groups (Chapters 9 and 10). •

Class discussion. Students will analyze the Building Managerial Skills article on p. 256, develop responses to the questions, and discuss their results in the class discussion area.

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Lecture/discussion on the types of teams and implementing teams (Chapter 10).

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Class discussion. Students will analyze the Organizational Behavior Case for Discussion: The Rainmakers on p. 283-284, develop responses to the case questions, and discuss their results.

After Class: • If not completed in class, complete the discussion and post conclusions to a threaded discussion item on the class web page.

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WEEK 7 (17-23 August 2009) Course objective in focus: Influencing • Formulate actions to improve communications in diverse work environments. Supporting topics: • Nature of Communication (process, intent, flow) • Methods of Communication • Managing Communication (barriers, planning) • Organization Culture (nature of, development, impact on operations) Activities: Before Class • Read Chapters 11 and 18. (Griffin & Moorhead) • Review the Building Managerial Skills article on p. 312 and be prepared to discuss in the group. • Review the Organizational Behavior Case for Discussion: The Fast-Breaking Culture of the Whole Foods Market on p. 504-505 and be prepared to discuss in class. During Class: • Lecture/discussion on the nature and methods of communication, and managing communication (Chapter 11). •

Class discussion. Students will analyze the Building Managerial Skills article on p. 312, develop responses to the questions, and discuss their results in the class discussion area.

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Lecture/discussion on organization culture (Chapter 18).

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Class discussion. Students will analyze the Organizational Behavior Case for Discussion: The Fast-Breaking Culture of the Whole Foods Market on p. 504-505, develop responses to the case questions, and will discuss their results in class.

After Class: • If not completed in class, complete the discussion and post conclusions to a threaded discussion item on the class web page.

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Assessment #3: Groups/Teams and Motivation. Read the summaries below for situation A and Situation B, and using scholarly reference materials, prepare a 4 page report answering both questions. This means a total of 4 pages, not 4 pages for each section. Use APA5 format for text citations and references. Place responses in the DropBox for Week 7. Submit your papers to TurnItIn prior to submitting to the dropbox in week 7.

A. Effective Group Decisions at the Denver Broncos Summary Effective decision making by a mature group while avoiding the pitfalls of groupthink seems to characterize the marketing group at the Denver Broncos professional football time, a team who won three Super Bowl championships between 1987 and 1990 and very strong fan support. Brainstorming is a popular technique and strong cohesiveness, yet openness and freedom to question, challenge, and debate ideas within the group, typify the group’s work pattern. Questions 1. Describe the decision-making process at the Denver Broncos’ marketing group. Why is the group decision process beneficial for this organization? 2. What aspects of the marketing group lead to high decision quality and high effectiveness? What factors might potentially reduce decision quality or effectiveness? 3. How does the Denver Broncos’ marketing group avoid groupthink? In your opinion, is there anything else the group could do to decrease the chances of groupthink? Explain your answer. B. CollabNet Overcomes the Silo Effect Summary In the “silo effect” various departments within an organization or across organizations act as if each were a stand-alone unit, ignoring important shared resources and interactions. Even hostility may break out between “silos” as they compete for resources, recognition, and other desirable “goodies”. At CollabNet, a unique software company, marketing and sales do not operate as silos. They cooperate. They both take on tasks that will benefit the other department. Marketing views the sales department, not the buyer, as its “customer.” Cooperation, not competition, is the underlying attitude in both departments. Questions 1. Describe the jobs of salesperson and marketer at a typical firm in terms of the employee needs that are being met. Then describe the jobs of salesperson and marketer at CollabNet in terms of met needs. What are the differences? 2. Use equity theory to compare inputs and outcomes for a salesperson and a marketer at CollabNet. In your opinion, does equity exist? Why or why not? 3. Based on what you read in the case, does worker satisfaction seem to lead to higher performance at CollabNet? Or does higher performance lead to satisfaction? Explain. Be sure your papers are in the correct APA format with a title page and a reference page. The entire paper should be no more than 4 pages, not counting the title page and the reference page. Submit the paper to TurnItIn prior to submitting to the dropbox. A ten BUS520 Student Version v200902 16

percent deduction of the final grade will be applied to papers not submitted to TurnItIn. Be sure to use correct APA5 format for citations and for references, and that each reference has a corresponding citation. Scholarly references should be derived from the electronic library data bases located in the Resource Center tab at the bottom left side of the course shell. Avoid using web search engines such as Google, Answer, Ask, etc. These do not provide scholarly references from recognized experts in their fields. Tables, matrices and images do not count towards the 4 page limit. Be sure the papers are double spaced. APA prohibits the use of first and second person in scholarly paper (I, we, you.) When giving your opinion, do not write "in my opinion," but use a phrase such as "the literature can be interpreted to mean . . . " or "research leads to the opinion that . . . ." The citation for the source follows immediately after such a statement. Do not number paragraphs or repeat the questions in the paper. It should be written as an essay, not as a question and answer document.

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WEEK 8 (24-30 August 2009) Course objective in focus: Influencing • Formulate human resource management strategies that contribute to organizational competitiveness, enhance productivity, and foster an ethical work environment. Supporting topics: • Competition (nature of, HRM influence on competitiveness) • New Employment Relationships • Work Design (characteristics, impact on performance) • Employee Involvement and Motivation (nature of) • Alternative Work Arrangements (characteristics, formats) Activities: Before Class • Read Chapters 2 (p. 42-47), and 5 . (Griffin & Moorhead) • Review the Building Managerial Skills article on p. 51 and be prepared to discuss in the group. • Review the Building Managerial Skills article on p. 137 and be prepared to discuss in the group. • Read and complete Chapters 3, 4 and 5 as a Self-Study assignment for Week 9. (Kemp) During Class: • Lecture/discussion on competition and new employment relations (Chapter 2, p. 42-47). •

Class discussion, each student will address the Building Managerial Skills article on p. 51 and report their results in the Class discussion area.

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Lecture/discussion on HRM, Work design, Employee Involvement and Motivation, and Alternative Work Arrangements (Chapter 5).

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Class discussion, each student will address the Building Managerial Skills on p. 137 and report their results in the Class discussion area.

After Class: • If not completed in class, complete the discussion and post conclusions to a threaded discussion item on the class web page.

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WEEK 9 (31 August – 6 September 2009) Course objective in focus: Controlling • Develop quality assurance programs to assess and improve organizational performance. Supporting topics: • Quality Management Framework (concepts, models) • Quality Teams (characteristics, functions) • Quality Engineering (characteristics) • Auditing Quality (processes) • Challenges and Leadership • Global Quality (considerations) Activities: Before Class: • Read Chapters 6, 7, 8, 9, 17 and 19 for Lecture/discussion. (Kemp) • Review the “All The Angles” exercise on p. 95 (Kemp) and be prepared to discuss in the group. • Research a company that operates in a foreign country to find an example of the firm’s quality assurance actions and how that action could contribute to improved performance. Be prepared to discuss in the group. • Read and complete Chapters 11, 12 and 13 as a Self-Study assignment for Week 9. (Kemp) During Class: • Lecture/discussion on the quality management framework and quality teams (Chapters 6 and 7, Kemp). • Class discussion. Students will complete the “All the Angles” exercise on p. 95 (Kemp) and report their conclusions in the Class discussion area. • Lecture/discussion on quality engineering and auditing quality (Chapters 8 and 9, Kemp). • Class discussion. Students will select a company that operates in a foreign country, research to find an example of the firm’s quality assurance actions, and how that action could contribute to improved performance. Discuss conclusions in the class discussion area. • Lecture/discussion on Challenges and Leadership, and Global Quality (Chapters 17 and 19, Kemp). After Class: • In not completed in class, research and identify the application of quality assurance by companies operating in a global environment. Use the group threaded discussion item in the class eCollege web page to compile the findings.

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Assessment #4: Communications and HRM Issues. Globalization has been an area of focus for many different organizations (i.e., retail, manufacturing, fast food, and etc.). When organizations move into foreign markets they must adapt to communication, culture and human resource issues. For this assessment, you are an HR manager and you have been tasked to transfer several managers from your tropical fruit growing and canning company in the US to manage the opening up a new facility in Viet Nam. Please complete the following actions and write a 4 page report that you will submit in the DropBox for week 9. Submit your papers to TurnItIn prior to submitting to the dropbox in week 9. 1. Analyze the communication differences between the US and this country, summarize the expected communication issues and recommend corrective actions. 2. Analyze the cultural and workforce differences between the US and this country. Summarize the differences and explain how each of these could create HRM issues for your US management team such as job design, motivation, and other HRM issues. 3. Recommend corrective actions for the HRM issues you outlined. 4. Support your conclusions (country information, actions taken by firms operating in the country, best practices with HRM) with at least 3 reference sources, other than the course textbook. Cite your references in APA format.

Be sure your papers are in the correct APA format with a title page and a reference page. The entire paper should be no more than 4 pages, not counting the title page and the reference page. Submit the paper to TurnItIn prior to submitting to the dropbox. A ten percent deduction of the final grade will be applied to papers not submitted to TurnItIn. Be sure to use correct APA5 format for citations and for references, and that each reference has a corresponding citation. Scholarly references should be derived from the electronic library data bases located in the Resource Center tab at the bottom left side of the course shell. Avoid using web search engines such as Google, Answer, Ask, etc. These do not provide scholarly references from recognized experts in their fields. Tables, matrices and images do not count towards the 4 page limit. Be sure the papers are double spaced. APA prohibits the use of first and second person in scholarly paper (I, we, you.) When giving your opinion, do not write "in my opinion," but use a phrase such as "the literature can be interpreted to mean . . . " or "research leads to the opinion that . . . ." The citation for the source follows immediately after such a statement. Do not number paragraphs or repeat the questions in the paper. It should be written as an essay, not as a question and answer document.

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WEEK 10 (7-13 September 2009) Course objective in focus: Controlling • Integrate the predominate approaches to organizational change management, formulate change management strategies to implement strategic decisions and evaluate performance. Supporting topics: • Organizational Change (nature of, resistance to) • Organization Development (concept) • Decision Making (process) • Problem Solving (considerations, process) Activities: Before Class • Read Chapters 19 and 8. (Griffin & Moorhead) • Review the Organizational Behavior Case for Discussion: Toyota Reinvented on p. 533534 and be prepared to discuss in the group. • Review the Building Managerial Skills article on p. 221 and be prepared to discuss in the group. During Class: • Lecture/discussion on organization change and development (Chapter 19). •

Class discussion, each group will address the Organizational Behavior Case for Discussion: Toyota Reinvented on p.533 and report out on their conclusions.

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Lecture/discussion on decision-making and problem solving (Chapter 8).

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Class discussion. Analyze the Building Managerial Skills article on p. 221, develop responses to the questions, and report out on their results

After Class: • If not completed in class, groups complete the discussion and post conclusions to a threaded discussion item on the class web page. • Review course materials in preparation for the Week 11 assessment. Voluntary Class Live Pro session at 8:00 P.M EST on September 9th See Section VI of the syllabus for instructions on CLP.

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Assessment 5 - Quiz – Due September 13th The quiz will be available to students from September 7th to September 13th, and will cover the material from Chapters 6, 7, 8, 9, 11, 12, 13, 17 and 19 in the Kemp textbook, and Chapters 8 and 19 in the Griffin and Moorehead textbook, which are the readings and discussions from weeks 9 and 10. The format will be true/false, multiple choice, and fill in the blanks.

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WEEK 11 (14-20 September 2009) Course objective in focus: • Integrate the four functions of management in an organization to efficiently utilize resources and achieve organizational goals. Supporting topics: • No new material, no lectures in Week 11. Activities: Before Class • Review course materials. During Class: Assessment #6: Organizational Behavior Issues. During class students will answer questions using the concepts discussed during the course. Selected organizational behavior topics will be covered, including o Organizational change o Work-design, HRM contributing to competitiveness. o Individual behavior (attitudes, other factors) o The concept of power (sources, characteristics) o Impact of culture, workforce diversity. This will be a timed exam, and will be a comprehensive examination covering the entire course. The exam will be in week 11 of the course shell. The exam will be opened to students on Thursday, September 10th, and must be completed by Friday September 18th.

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VI.

DISCUSSION QUESTIONS/PARTICIPATION GRADING

There will be 10 discussions, one for each of the first 10 weeks of the class. Each week’s discussion is worth 15 points, for a total of 150 out of the 1000 points available for the course. The discussion questions provide a forum for dialog among class members. Please note the term dialog – it is a two-way or multi-way discussion. Students should post their original responses to the discussion questions early in the week to allow others to read and respond to them. Do not wait until the last day of the class week to post your responses to questions and to classmates. This defeats the purpose of the discussion. For ease of discussion, the class will be broken into groups. There will be a tab under each week in the course shell for each group, and each tab will have the same question and instructions. Group members are to discuss the questions among themselves throughout the week. I will grade each student based on their original discussion input and responses to other class members. Every original response must include a scholarly reference to support it. Each student can earn up to 15 points for each week in class participation. Some weeks have one discussion question and other weeks have two discussion questions. When there is one (1) question, eight (8) points will be awarded for each original response, plus one (1) point for each substantive response to other class members up to a maximum of 7. In weeks where there are two (2) discussion questions, each original response will be worth five (5) points, and each response to classmates will be worth one (1) point, up to a maximum of five (5) points. VII.

Class Live Pro

This class will offer a minimum of 2 live sessions via ClassLivePro. Students’ attendance is optional. Students may learn more about ClassLivePro (CLP) by reviewing the orientation course (Online 101) under the “Special Courses” tab in eCollege. This course contains a tutorial on CLP with a simulation demonstrating how to locate and use some of the tools of this platform. Or, students may go directly to this simulation, by clicking on the following URL: http://online.strayer.edu/simulation/Class_live_demo.htm All CLP sessions are automatically archived each time the “Lead Session” or “Join Session” links are activated. CLP is available under the “Chat” tab in eCollege. Students may review the specific hardware/software requirements for CLP posted under the “Technical Requirements” tab in the eCollege site: http://strayeronline.net/index.learn?action=technical For further support with CLP, please contact Strayer University helpdesk at 1-877-642-2999. You can also contact the Elluminate support website at http://www.elluminate.com/support/ which contains a wizard that automatically tests your system compatibility and also a Support Portal where you can enter a help ticket.

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VIII.

EVALUATION METHODOLOGY Percent of Grade th Plagiarism Quiz due July 19 10% Assessment 1 due July 26th 12.5% th Assessment 2 due August 9 12.5% Assessment 3 due August 23rd 12.5% Assessment 4 due September 6th 12.5% th Week 9 & 10 Quiz due September 13 12.5% Assessment 6 due September 18th 12.5% Class Participation due weekly 15% Total 100% Grading Scale 90-100 80-89 70-79 Below 70

Points 100 125 125 125 125 125 125 150 1000

A B C F

Please refer to Part II of the Syllabus in the Course Home for University notices and policies.

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