COURSE SYLLABUS

School of Management
The University of Texas at Dallas

Course: OB6301 Organizational Behavior

Instructor: Laurie Ziegler, Ph.D.
Semester: Fall 2005
Course Start/End Dates: August 22nd – December 4 th

| Course Information | Technical Requirements | Course Access | Communications |

Student Assessment
| Scholastic Dishonesty | Course Evaluation | Course Outline | Appendix A | Appendix B

Course Information
Objectives of the Course

1. To develop an understanding of concepts, research, and theories in the

study of human behavior in organizations.
2. To introduce the student to primary research and the application of
associated theories to individual, group, and organizational-level behavior.
Emphasis will be placed on the application of this information to the
business environment.
3. To provide cases, examples, and exercises that help students incorporate
contemporary knowledge of organizations into their thinking and behavior.
4. To create an awareness of the relationships that diversity and ethics have
on organizations and on organizational behavior concepts.
5. To help foster improved competency in several critical management skills.
6. To help prepare students to transfer this knowledge to real-world settings.

Instructor Information

Instructor: Dr. Laurie Ziegler

Office: SM 4.210
Phone: 972-883-2847
Web Address: http://webct.utdallas.edu/, registered students login to course and
use course WebCT mail tool to contact instructor
Chat hours: Email me and I will be happy to set up a chat time

TA Information

TBA

Course Materials
Organizational Behavior: Emerging Realities for the Workplace Revolution by
Steven L. McShane and Mary Ann Von Glinow, Irwin/McGraw-Hill, 2nd edition.
Do not purchase the third edition.

There are two websites you will need: www.mhhe.com/mcshane2e to obtain text
outlines, practice quizzes, etc. and www.mhhe.com/mcshane3e to obtain
BusinessWeek articles. There is also a one time access fee of approximately
$6.00 for the third edition BusinessWeek cases.

Multi-media: I created the multi-media lectures for your use in this course only.
Do not share these materials or use them in any way that is unrelated to this
course. They constitute my intellectually property.

MLA or APA Handbook: If you are unfamiliar with MLA or APA format, obtain a
current Handbook.

Textbooks and some other bookstore materials can be ordered online through
MBS Direct Virtual Bookstore or Off-Campus Books online ordering site. They
are available in stock at UTD Bookstore and Off-Campus Books.

You may also purchase an eBook copy of the second edition through Primis at
http://ebooks.primisonline.com/ . You can find purchasing information on the
course homepage.

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Technical Requirements

In addition to a confident level of computer and Internet literacy, certain minimum

technical requirement must be met to enable a successful learning experience.
Technical requirements include but are not limited to:

Hardware
• A Pentium processor or equivalent Mac system; Windows 98/Me/2000/XP or
Mac OS 9.x or OS X 10.1.
• Internet access with 56.6 modem (minimum). A high-bandwidth connection is
recommended.
• 32 MB system Ram; 200 MB free disk space or sufficient storage
• Sound card
• CD-ROM capabilities
Software
• Internet Explorer 5.0 to 6.0 (but 5.5 SP1 not supported), or Netscape Navigator
6.2.x (see notes) and 7.0 (4.78, 4.79 and 6.0-6.1 not supported), or AOL 7.0 and
8.0. See browser configuration information below.
• MS Office 2000 is the minimum standard. (Microsoft software is available at a
nominal cost from the UTD/Microsoft Program. For more information, visit the
Global MBA Online Student Service web page at:
http://som.utdallas.edu/globalmba/gmba_online_services.htm).
 • Virus detection/protection software (such as McAfee)
• “Plug-ins” including the most current version of RealPlayer (http://www.real.com),
Java – Sun Microsystems (http://www.java.com ) and Adobe Acrobat Reader
(http://www.adobe.com/products/acrobat/readstep2.html)
• A zip file expansion tool such as WinZip or Stuffit Expander (available at:
http://www.download.com).

Web Browser Configuration

For WebCT courses to work properly, you will need one of the WebCT supported
browsers listed above with JavaScript enabled and cookies enabled. It is also
important that you set the cache settings of your browser to verify web
documents “Every Time”. You should also disable any pop-up blocker. The
methods for configuring these settings vary among browsers. Please follow this
web link provided by WebCT to tune-up your
browser:http://www.webct.com/tuneup/.

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Course Access and Navigation

This course was developed using a web course tool called WebCT. It is to be delivered
entirely online. You will be notified by email about the course access information at the
start of the course. You’ll need to have a UTD NetID and password to access the
course. If you have not set up a UTD NetID account yet, please go to the UTD NetID
page at http://netid.utdallas.edu to initiate your account shortly before or at the start
of the semester. Your UTD NetID is your WebCT ID. It is to be used to access all of
your UTD WebCT courses plus other UTD computing systems e.g. your UTD email
account. Please note that it’s required that your account password to be updated
every 6-12 months. UTD IR will send you reminding messages to your UTD email
account towards the time when your password is getting expired. To update your
password, please login at the above NetID page. For more information, please visit the
NetID FAQs page.

The URL for the course login page is: http://webct.utdallas.edu. The course may be
accessed at any time. You are required to meet all assignment and exam deadlines.
Participation in scheduled class activities is required. You should login to the course site
regularly (at least three times per week) to check course updates, and discussion board
messages.

You’ll access the “My WebCT” page after you login. The page lists all courses that you
have registered for. You can click the course title to access the course Home Page
which displays several icon links. Clicking each icon link will take you to different
subsidiary pages containing the course content elements or built-in course tools. Some
navigation components such as the Navigation Bar with Course Menu on the left side,
the Menu Bar and the path link on the top, and the Action Menu on the content page can
help you navigate within the course site.

To get started with a WebCT course, please see the Getting started: Student WebCT
Orientation link. For more information about WebCT tool usage, please see the WebCT
Student Help Index. Within the course site, you can always click HELP on the WebCT
Menu Bar to find information and answers. You can also check out the Orientation
Center to Online Learning and WebCT provided on WebCT’s web site. For more
WebCT information and its learning resources, visit http://www.webct.com.

If you have any problems with your UTD account or any problem with the UTD WebCT
server, you may email to: assist@utdallas.edu or call the UTD Computer Helpdesk at:
972-883-2911. If you encounter any technical difficulties within the course site, please
send an email to gmbasupport@utdallas.edu. Do not contact your instructor regarding
these issues.

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Communication
WebCT built-in communication tools: There are four built-in communication tools to
facilitate learning, communication, and collaboration. A course conferencing system, the
Discussion, allows communication among all course participants. Discussion topics or
groups can be set up for topic discussions and homework assignments. You can use the
course Mail tool to communicate privately with the instructor and any class participants.
The Chat tool can be used for real-time (synchronous) communication among course
participates. Please see information for accessing Chat tool. Finally there is a graphic
interface Whiteboard tool which also allows real-time interaction. If necessary, the
instructor will schedule times to use the Chat and/or Whiteboard tools. Your teams may
also use the Chat tool for group discussions.

Interaction with Instructor: Instructor will communicate with students mainly using the
Discussion board. Students may send personal concerns or questions to me using the
course Email tool. Instructor will reply to student emails or Discussion board messages
within 3 working days under normal circumstances.

Emailing: Besides using the WebCT course internal email, if there is any need, students
may contact me via external regular emails. UTD provides each student with a free email
account that is to be used in all communication with university personnel. This allows the
university to maintain a high degree of confidence in the identity of all individuals
corresponding and the security of the transmitted information. Beginning September 1,
2004, the Administration has informed faculty to require any email communications to be
through UTD email accounts.

To access your UTD email, please go to: http://pipeline.utdallas.edu and login with your
UTD NetID and password (same as WebCT login). The Department of Information
Resources at UTD provides a method for students to forward email from other accounts
to their UTD address and have their UTD mail sent to other accounts. Students may go
to the following URL to establish the email forwarding if necessary:
http://netid.utdallas.edu. For any assistance with UTD email account, call 972-883-2911
or email assist@utdallas.edu.

MeetingPlace TeleConference System: UTD maintains a telephone conferencing

system . All participants in the course can use the system for teleconferences throughout
the semester. Participants access a meeting by dialing either a “972” area code number
or a toll free number if outside the Dallas area (but within the continental U.S.) with a
touch tone phone. When prompted, you will enter a code. If a teleconference is
scheduled for the course, you will be notified of the time and given access instructions. A
class teleconference is usually recorded and can be reviewed over the phone after the
conference. Please see TeleConference Guide for general instructions.

If you would like to reserve a time to meet with a group of your classmates, please send
an email one week in advance to gmbasupport@utdallas.edu. Be sure to include the
course name, student names and email addresses, choice of date, and start and
end times. Once a reservation has been made, students will receive a confirmation
email with access instructions.

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Student Assessment

Course Activities: Grade Evaluation:

Team Term Paper (35% ) 90-100 A

Discussion Board (15%) 80-89 B

Team Facilitation (5%) 70-79 C

Quizzes (45%) Below 70 F
Peer Evaluation (Mandatory)
Syllabus Quiz (Mandatory)

You can check your grades by accessing the “My Grade” icon on the Student
Tools page after the grade for each activity is released.

Personal Statement (optional but desired)

Due: 9/12/05 11:55 PM CST

Submit a one page personal statement on the discussion board. We will use this
information to get an idea of what our class members are like. Information you
provide might include: who you are, what you do, what industry you are in, what
your hobbies are, and what you want to get from this course. You could attach a
picture of yourself (with family, friends, pets, alone, etc.) if you like.

Film Description (See Appendix A)

Due: 10/3 11:55 PM CST

Team Term Paper (See Appendices A and B)

Due: 11/7/05 11:55 PM CST

Peer Evaluations (mandatory)

Due: 11/9/05 11:55 PM CST

For the team paper, students need to complete a peer evaluation for each
member of the team – including self. Students allocate 100% among team
members to reflect the level of contribution made to the assignment. For
example, in a five person team, if everyone’s contribution is substantially equal,
then each member receives 20%. In the event a student fails to contribute
appropriately to the team project, his/her grade will be lowered commensurately
from the team grade. If you give a team member a low evaluation, provide me
the reasons. Although your individual peer evaluations are kept strictly
confidential, I need to provide feedback to support a grade reduction. Submit
your evaluation in a word document via the Assignment: Peer Evaluation link
by 11/9/05 at 11:55 pm CST. I will reduce your individual g rade by 2 points for
every period you are late in submitting the evaluations. For example, if the
evaluations are due on Monday by 11:55 pm CST and I receive it between
Tuesday 12:00 am and Tuesday at 11:55 pm CST, you will lose 2 points, and so
on.

Use the following format for your submission

Team name: Paper
Title:
Individual Names in Alpha Order with your name designated with an * Rating Person 1
Name 2 Rating
Person 2
Name 3 Self-
Rating *
etc.

Feedback: I am interested in learning about your team dynamics, provide a brief

description. If you reduce some members’ ratings, provide an explanation.
Discussion Board Participation
Graded:

All students are required to participate in class discussions. These discussions

take place on the Discussion/Bulletin Board. For each OB concept, I will post
one or more messages. To enhance the interactivity of our class, only the 1 s t 10
posts may be in response to my initial post(s). Additional posts must be in
response to your classmates’ postings or you may begin your own thread (start a
new topic) under the appropriate OB heading. When responding to another’s
post, hit the reply key. When beginning a new thread, use the compose key. It
is expected that all students will do their best to attend the Team Led Facilitation
described below.

Grades are assigned based on quality. You should go beyond the course
material and share relevant work experience, current events, websites, books,
etc. You will find that if you keep up with the discussion board you will have an
enriched educational experience. To keep the class members moving at a
similar rate, I have dates associated with each of the OB sessions . You will not
be able to post to that session after the date has expired; however, you may read
the messages whenever you desire. To enable us to share course relevant
information at any time, you may begin a new thread under the current OB
concept heading. For example, if we are discussing team dynamics (session 8)
and Mike Modano and the STARS organization finally negotiates a deal (session
13) because Modano was motivated by the “home town discount” (sessions 5
and 6), go ahead a nd start a thread under the team dynamics forum. All of the
OB concepts are interwoven so it is fine if you want to bring a current event into
that week’s discussion. Most likely, you will be able to tie it into the current
discussion but if you can’t, that’s O.K. Finally, if you have a message for me
follow the directions below; do not post q uestions to me under graded threads.

Ungraded:

Make sure that your comments are posted under the appropriate headings
otherwise your messages will be difficult to find. If you have a question or
comment for me, post it under Discussions: Questions for Professor. l will
also post course information on the bulletin board. You should keep up with my
postings located in a separate discussion area: Messages from Professor.
Your teaching assistant will answer questions related to grades and content
areas. You may post questions/comments to your TA under the: Messages for
TA discussion thread. Due to the nature of WebCT the responses may appear
as if they come from me. I hope you will take advantage of the Social Lounge
discussion area where you can talk to each other, share information etc. I do not
monitor this area – it is a lounge for students only. Additional discussion forums
will be created as the semester progresses.

Team Led Facilitation

Each team is responsible for facilitating one discussion. You will choose one of
the assigned cases or self-assessments (see course schedule) and expand upon
it on the discussion board. For example, some of the cases may be dated. You
might bring the case current and pose questions to your classmates about it.
You could also choose one of the self-assessments. Once students have
completed it you might compare our class results with other comparison figures
and connect it back to some of the course material. These are just ideas – feel
free to be creative. All students are expected to participate in the team led
exercises. After all, you want them to participate in yours! The five percentage
points this activity is worth is distributed as follows:
5: Adds substantially to course content and facilitates discussion
4: Adds to course content and facilitates discussion
3: Does not add to course content but facilitates discussion
2: Does not add to course content and does not facilitate discussion
1: What were we thinking?
0: What assignment?
Syllabus Quiz
Due: 9/12 11:55 PM CST

You are required to take a brief (10 question) quiz over the syllabus. You may
take the quiz as often as you like up to the deadline. You must achieve 100%
proficiency. If you fail to do so by the due date, your final grade will be reduced
by 2 points.

Online Quizzes (5)

Quizzes consist of multiple choice questions covering material provided in the

textbook, case studies, and multi-media. I make every effort to assess applied
learning as well as definitional and conceptual levels of proficiency. The
examination window is between Friday 5 :00 am CST and Sunday 11:55 pm CST
on the specified dates. Please do not share exam information with your
classmates or keep hard copies of the exam (See the Scholastic Dishonesty
policy described below).

Access Instructions: You can access the quizzes by clicking the Online Quizzes
icon and then clicking the available quiz title links. The quizzes are timed and can
only be accessed once within the scheduled time window. Please read the on-
screen instructions carefully before you click the Begin Quiz button. After the quiz
is graded and released, you may go back to the quizzes page and click the View
scores button to review your exam results.

Scholastic Dishonesty/Sexual Harassment

The university has policies and discipline procedures regarding scholastic

dishonesty. Detailed information is available on the Scholastic Dishonesty web
page. All students are expected to maintain a high level of responsibility with
respect to academic honesty. Students who violate University rules on scholastic
dishonesty are subject to disciplinary penalties, including the possibility of failure
in the course and/or dismissal from the university. Since such dishonesty harms
the individual, all students and the integrity of the university, policies on
scholastic dishonesty will be strictly enforced.

Students are expected to treat one another with respect and dignity at a ll times.
You may obtain a copy of your rights and obligations regarding sexual
harassment at:
www.utdallas.edu/utdgeneral/business/hr/sexual_harassment.htm.

Course Evaluation

As required by UTD academic regulations, every student must complete an evaluation

for each enrolled course at the end of the semester. An online instructional assessment
form will be made available for your confidential use. Please look for the course
evaluation link on the course Homepage towards the end of the course.

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Course Outline

8/22-8/26 Introduction
Lecture: Instructor Introduction, Session 1
Readings: Chapter 1
Case: BusinessWeek Online: Planet Starbucks – Chapter
1: www.mhhe.com/mcshane3e
________________________________________________________________
_____________________________________________

8/29-9/2 Individual Behavior and Learning in Organizations

Lecture: Session 2
Readings: Chapter 2
Case: Pushing Paper Can Be Fun, p. 56
Self-Assessment: Assessing Your Self-Efficacy, pg. 59
________________________________________________________________
_____________________________________________

9/5-9/9 Perception and Personality in Organizations

Lecture: Session 3
Readings: Chapter 3
Case: BusinessWeek Online: No Way to Treat a Lady –
Chapter 3: www.mhhe.com/mcshane3e

Exercise: Comparing Cultural Stereotypes pg. 93

(Work in your teams)
Perception Power Point Slides and Lecture
________________________________________________________________
_____________________________________________

Quiz 1: Sessions 1 – 3 Window: 9/9 5:00 A.M. CST – 9/11

11:55 P.M. CST
________________________________________________________________
____________________________________________

9/12-9/16 Workplace Values, Ethics and Emotions

Lecture: Session 4
Readings: Chapter 4
Case: BusinessWeek Online: After Enron: The Ideal
Corporation – Chapter 2: www.mhhe.com/mcshane3e
Case: BusinessWeek Online: The Big Squeeze on Workers
– Chapter 4: www.mhhe.com/mcshane3e
Self-Assessment: Individualism/Collectivism Scale pg. 128
________________________________________________________________
_____________________________________________
9/19-9/23 Foundations of Employee Motivation

Lecture: Session 5
Readings: Chapter 5
Case: BusinessWeek Online: CEO Coaches – Chapter 5:
www.mhhe.com/mcshane3e
Self-Assessment: Measuring Your Growth Need Strength pg. 159
________________________________________________________________
_____________________________________________

9/26-9/30 Applied Motivation Practices

Lecture: Session 6
Readings: Chapter 6
Case: Keeping Suzanne Chalmers pg. 190
Self-Assessments: What Is Your Attitude Toward Money? pg. 194
Assessing Your Self-Leadership pg. 194
________________________________________________________________
_____________________________________________

Quiz 2: Sessions 4 – 6 Window: 9/30 5:00 A.M. CST – 10/2

11:55 P.M. CST
________________________________________________________________
____________________________________________

10/3-10/7 Stress Management

Lecture: Session 7
Readings: Chapter 7
Case: BusinessWeek Online: Rethinking the Rat Race –
Chapter 7: www.mhhe.com/mcshane3e
________________________________________________________________
___________________________________________

10/10-10/14 Foundations of Team Dynamics

Lecture: Session 8
Readings: Chapter 8
Case: BusinessWeek Online: Detroit is Cruising for Quality
– Chapter 9: www.mhhe.com/mcshane3e
Case: BusinessWeek Online: The New Teamwork –
Chapter 10: www.mhhe.com/mcshane3e
Self-Assessment: Team Roles Preference Scale pg. 255
________________________________________________________________
_____________________________________________
10/17–10/21 Decision Making and Employee Involvement

Lecture: Session 9
Readings: Chapter 9
Case: Employee Involvement Cases pg. 285
Self-Assessment: Decision Making Style Inventory pg. 291

Quiz 3: Sessions 7 – 9 Window: 10/21 5:00 A.M. CST – 10/23

11:55 P.M. CST
________________________________________________________________
____________________________________________

10/24– 10/28 Creativity and Team Decision Making

Lecture: Session 10
Readings: Chapter 10
Case: BusinessWeek Online: The Art of Brainstorming –
Chapter 8: www.mhhe.com/mcshane3e
Exercises: Creativity Power Point slides and Lecture

10/31-11/4 Communicating in Organizations

Lecture: Session 11
Readings: Chapter 11
Case: BusinessWeek Online: Watch What You Put in That
Office E-Mail – Chapter 11: www.mhhe.com/mcshane3e
Self-Assessment: Active Skills Listening Inventory pg. 351
NOTE: Some of copies of this book incorrectly say in Appendix B that high
students have high scores if they score 10 or above on each sub -scales and
above 50 points for the total. This should say above 6 points on the subscales
and above 30 points on the total score.

11/7-11/11 Power, Politics and Persuasion

Lecture: Session 12
Readings: Chapter 12
Case: BusinessWeek Online: A Whistle Blower Rocks and
Industry – Chapter 12: www.mhhe.com/mcshane3e
Self-Assessment: Perceptions of Politics pg. 382
________________________________________________________________
_____________________________________________
Quiz 4: Sessions 10 – 12 Window: 11/11 5:00 A.M. CST – 11/13
11:55 P.M. CST
________________________________________________________________
____________________________________________

11/14-11/18 Conflict and Negotiation

Lecture: Session 13
Readings: Chapter 13
Case: Conflict in Close Quarters pg. 410
Case: BusinessWeek Online: The House of Pritzker –
Chapter 13: www.mhhe.com/mcshane3e
Self-Assessment: Conflict Management Style Orientation Inventory pg. 412

11/21-11/25 Organizational Leadership

Lecture: Session 14
Readings: Chapter 14
Case: BusinessWeek Online: Staying On Top – Chapter
14: www.mhhe.com/mcshane3e
Self-Assessment: Leaderships Dimensions Instrument, pg. 442
________________________________________________________________
_____________________________________________

11/28-12/2 Organizational Culture

Lecture: Session 15
Readings: Chapter 15
Case: BusinessWeek Online: Shaking Up Merrill – Chapter
16: www.mhhe.com/mcshane3e
Self-Assessment: Corporate Culture Preference Scale pg. 470

Quiz 5: Sessions 13-15 Window: 12/2 5:00 A.M. CST – 12/4

11:55 P.M. CST
________________________________________________________________
____________________________________________

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 Appendix A

OB 6301 Team Term Project: Film

Film is a powerful learning medium. Film offers a multi-sensory experience

that enables the viewer to understand abstract concepts and theories while
seeing them put into practice. Many films have organizational themes or contexts
that make them uniquely effective in illustrating management issues. Through
analyzing a film, you will see how various concepts are interrelated and, often,
interdependent.

Viewers use their own unique perceptual lens when they experience a film.
They also have a variety of responses, emotional and cognitive, to film. The use
of film for this assignment has the following learning functions:
Film as Case Study – A “good” film presents material much more forcefully than
a written case. This film is actually a video case. It will help you develop your
analytic skills because you will apply the material you have learned.
Film as Meaning – Visual and auditory elements of film provide meaning to
management theories and concepts that are not provided in written or spoken
formats.
Film as Experience – The film you choose may evoke strong feelings. You may
use film to experience other cultures, other organizational roles, etc.
Film as Time - I have suggested potential films below. Many of these are quite
dated indicating that they are a good vehicle by which you can understand
management issues over time. You may also view a film and its remake to note
changes over time.

You can view film information at www.imdb.com .

Steps to Completing Your Analysis

In approximately ten typewritten pages your team will submit a film analysis. Your
goals are to develop a deeper understanding about organizational behavior
concepts; learn how they interrelate; apply the concepts; and demonstrate that
learning to me.

1. Submit the film title and a brief description (4-6 bullets) of the concepts you will
cover under Assignments: Film Description by 10/3/05. This will help you in
your goal-setting endeavors for this project and will provide me the opportunity to
review the films. Your choices are not set in stone. You may change the topic
(your film) and the concepts as you gain more knowledge about OB. Please
keep in mind, if you change the topic at a later date I may not have the
opportunity to review the film.

2. Before viewing write down the concepts identified in step 1 and any additional
concepts you wish to analyze. You may adjust these as you view the film.
3. View the film taking note of the OB concept(s) you are using to analyze the
film. Think about how the film relates to your own experiences or newsworthy
topics. Incorporate these into your paper.

4. Research these concepts. Don’t rely exclusively on your textbook. You

should also access journals, magazines, newspapers, books, etc. to supplement
your analysis. Particular emphasis is placed on academic, refereed publications.
The quality of your external resources is vital to the quality of your paper. You
should not rely on internet sources unless you are accessing full text journal and
news articles. Check with the UTD Library SOM Liaisons for help with resources.
The SOM liaisons are Loreen Phillips at 972-883-2126
(lsp014100@utdallas.edu) and Hillary Campbell at 972-883-2959
(hillary.campbell@utdallas.edu).

5. Guidelines: The paper should be approximately 10 pages in length (excluding

appendices), numbered pages, single-spaced containing standard fonts and
margins.

(Page 1). All assignments must have a cover sheet containing:

Your team name

Team member names in alphabetical order

Date submitted
Unique Title: e.g. Ocean’s 11 Revisited: Money and Mayhem over Time

Outline with Page Numbers

6. Film Information (Page 2): Write the name of the film, the director, producer,
the main actors, and the year of release. Then, i n one good paragraph, retell the
plot. Do not relate all of the details. Just condense the main story line into 5 – 8
sentences.

7. Introduction (Page 3): Tell me why you are interested in the research you
conducted. Build your case. Provide a thesis statement and tell me “what you
are going to tell me” in the rest of the paper.

8. Write the body of you paper incorporating outside resources properly cited
(APA, MLA).

9. Conclusion: Include a brief summary of you paper; limitations of your

research and the resources used; and directions for further study.

10. Reference List: Alphabetized using APA or MLA format.

11. Appendices

Assignment submission instructions:

Submit your research paper as an MS Word document titled with your team
name and .doc extension, with no spaces or special characters. Papers will be
submitted through the Assignment tool on the course site. See the Assignments
icon under the Evaluation tool. You can click each assignment name link and
follow the on-screen instructions to upload and submit your files(s). Please refer
to the Help menu or the WebCT Student Guide for more information about this
tool. This is very important: each assignment link can only be used once and
will be deactivated after the assignment due date and time deadlines have
passed - even if you are one minute late. After your submission is graded, you
may click each assignment’s “Graded” link to check the results.

Film Suggestions

This list represents a subset of potential films and representative OB concepts.

You may also choose to analyze a documentary. Suggestions are based on
resources provided by Champoux (2001; 2004) as well as by personal
experiences.

The Godfather (1972) – Power, Conflict and Negotiation

Other People’s Money (1991) – Ethics
The Truth about Cats and Dogs (1996) – Persuasive Communication
Broadcast News (1987) – Motivation, Culture
The Odd Couple (1968) – Motivation; Conflict Episodes
Toy Story (1995) – Motivation; Problem-Solving, Collaborative Behavior
Dangerous Minds (1995) – Motivation. Leadership
Blue Collar (1978) – Labor/Management Relations; Job Design
The Dirty Dozen (1967) – Teams; Decision Making
Hoosiers (1987) – Teams; Leadership
Fried Green Tomatoes (1991) – Conflict Episodes; Communication
Butch Cassidy and the Sundance Kid (1969) – Leadership; Decision Making
12 Angry Men (1957) – Conflict Episodes; Persuasive Communication
City Hall (1996) – Leadership; Politics
Norma Rae (1979) – Leadership; Persuasive Communication
My Cousin Vinny (1992) – Persuasive Communication
Apollo 13 (1995) – Creative Problem Solving; Innovation and Change
The Rock (1996) – Creative Problem Solving; Leadership
Network (1976) – Decision Making Process; Group Behavior; Change
Working Girl (1988) – Power, Politics, Persuasion
The Hudsucker Proxy (1994) – Self Managed Teams; Motivation
The Hunt for Red October (1990) – Self Managed Teams
8 Mile (2002) – Work Environment; Change
Bowfinger (1999) – Human Resource Management
Lorenzo’s Oil (1992) – Emotions: Managing Information
For the Love of the Game (1999) – Motivation, Rewards
The Bourne Identity/Supremacy (2002/2004) – Motivation, Strategy and Planning
Collateral (2004) – Persuasive Communication, Power
The Aviator (2004) – Politics; Persuasive Communication; Leadership
Million Dollar Baby (2004) – Conflict Episodes; Persuasive Communication;
Ethics
Hitch (2005) – Persuasive Communication. Personality
Full Metal Jacket (1987) – Leadership; Teamwork; Influence
Crimson Tide (1995) – Power, Perception, Negotiation
Mystic River (2003) – Perception, Communication, Motivation
The Training Day (2001) – Motivation, Personality, Influence
Kill Bill I; II (2003; 2004) – Motivation, Personality
and so on ….

References

Champoux, J. E. 2001. Organizational Behavior: Using Film to Visualize

Principles and Practices. Cincinnati: South-Western College Publishing.

Champoux, J. E. 2004. Our Feature Presentation: Management. Mason, OH:

South-Western College Publishing.

Ziegler, L. Z. 2005. Pedagogical Experience.

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 Appendix B
Team Term Paper Evaluation Form

Format (15%)

Length, Spacing, Margins

Title and Description (4-6 bullets) submitted by 10/03/05.
Unique Title: e.g. Ocean’s 11 Revisited: Money and Mayhem Over
Time
Outline with page numbers

Film Information (Page 2): Write the name of the film, the director,
producer, the main actors, and the year of release. Condense the primary story
line into 5 – 8 sentences.

Introduction (Page 3): Tell me why you are interested in the research yo u
conducted. Build your case. Provide a thesis statement and tell me “what
you are going to tell me” in the rest of the paper.

Write the body of you paper incorporating outside resources properly cited
(APA, MLA).

Conclusion: Include a brief summary of you paper; limitations of your

research and the resources used; and directions for further study.

Reference List: Alphabetized using APA or MLA format.

Content (55%)

Depth of understanding of OB issues (45%)

Integration of personal experiences, current events, etc. (10%)

Quality (30%)

Resources (15%)

Organization/Continuity/Style/Spelling/Grammar (15%)

Grade ________________