mba 5330 course outline fall 2015 v2
DESCRIPTION
MBA 5330 Course Outline Fall 2015 V2- university of ottawa telfer schoolTRANSCRIPT
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Organizational Behaviour and Human Resources Management
MBA5330E
MBA5330EE
Fall 2015
Course Deliverables Due Date Weight on
Final Grade
Team Book Review Written report (20%) and
presentation (10%) submitted in
hard copy at least 24 hours before
your presentation.
30%
Mid-Term Exam Week 7 (Oct 12-16) 30%
Participation Ongoing 15%
Learning Log (see Appendix 1) Nov. 30 - Dec. 12 25%
*see below for details concerning the protocol for grading of group work in Telfer MBA
courses. Please note the requirement for a Turnitin™ “authenticity report” for all written
submissions.
Professor Joanne Leck, Ph.D.
Office DMS 6107
E-Mail [email protected]
Telephone 613-562-5800 ext. 4644 (email preferred)
Office Hours By appointment
Class Location DMS 4th
floor, Room 4120
Class Hours Section E: Tuesday 16:00-19:00
Section EE: Thursday 8:30-11:30
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COURSE DESCRIPTION
Human resources are one of the most important assets for achieving organizational
success: The people make the place. In fact, human resource management is recognized
as one of the most important factors contributing to, and maintaining, an organization’s
competitive advantage. Effective human resource management is also an important
determinant of an organization’s capacity to adapt to its environment and changes
therein. In short, human resource management is essential to the creation and survival of
high performance organizations.
Effective human resource management occurs within organizations. Organizational
behaviour concerns the impact that individuals, groups, and structure have on behaviour
within organizations. Given the interrelated nature of these disciplines and their
collective importance in achieving organizational goals a consideration of both areas is
critical.
The focus of the Telfer MBA is “High Performance.” This course will help students to
better understand how to manage their human resources to more easily achieve
organizational high performance. Students will become acquainted with the theories,
methods and applications of contemporary behavioural science in the management of
individuals in organizations. Therefore, this course is designed to provide students with a
greater understanding of why individuals behave the way they do within the
organizational context and what managers can do to promote effective and productive
behaviours. The course will explore fundamentals of both human resource management
and organizational behaviour and topics will be interspersed to follow a logical relational
approach. Human resource topics include: recruitment and selection, training,
development, and performance feedback. Organizational behaviour topics include
organizational culture, values, attitudes and diversity, organizational leadership, groups
and teamwork, motivation, communications and negotiation, power and politics, and
organizational change.
This course will employ lectures, discussions, case analyses, simulations and applied
activities, and videos. Students are strongly encouraged to actively participate in every
aspect of the class. They are further encouraged to read more widely, and reflect on their
own professional experiences as these are key sources of information for questions,
discussions, and other related classroom interactions. Please keep in mind that class
discussions and debates are one of the most valuable aspects of an MBA education.
COURSE LEARNING OBJECTIVES
Increased knowledge of:
The general dimensions of job design, performance review and performance
management;
The practice of employee recruitment and selection;
The general manager’s strategic perspective on employee motivation, job
attitudes, and compensation;
Selected topics in organizational communication, motivation, negotiation, conflict
management, leadership, organizational culture, and ethics;
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The legal environment that impacts human resources management and
organizations.
LINKS OF COURSE OBJECTIVES TO OVERALL TELFER SCHOOL LEARNING OBJECTIVES
This course contributes to the following Telfer School MBA Learning Objectives:
M.B.A. LG2: Understanding and Integrating Business Functions
M.B.A. LG3: Developing a Strategic Perspective
M.B.A. LG4: Developing Leadership, Communication and Teamwork Skills for High
Performance Organizations.
METHODS USED TO EVALUATE STUDENT PERFORMANCE
Team Book Review and Presentation (30%)
Each group will choose a popular management advice book to review (see
https://www.goodreads.com/shelf/show/management for popular titles). The choice must
be approved by me. The book should be summarized and critiqued. The critique should
include both positive and negative reflections. The implications of the book's advice to
the management of human resources should be discussed. Finally, your team must decide
if they would recommend the book to today's manager and discuss why or why not.
Written team case reports must not exceed 20 pages, excluding appendices and cover
sheet, 12- pitch, times new roman font. Reports must be accompanied by the team’s
statement of ethical behaviour signed by every member of the team. The report must also
include the Turnitin™ “authenticity report."
Your team will present the summary, critique, implications and recommendation at the
end of the term. The order of team presentations will be determined by the professor. All
members must be involved in the presentation and the presentation should be no longer
than 20 minutes. All forms of media are permitted.
More guidance is provided on this deliverable at the end of this course outline.
Participation (15%)
Participation will be judged on the basis of attendance, involvement in and preparation
for group activities, and participation in class discussions. Please provide me with an
index card with your picture (photocopy is OK - but make sure you are recognizable -
and your name by the second lecture). A letter grade will be assigned. Below expectations
(C C+)
Meets expectations
(B A-)
Above expectations
(A A+)
Learning Log (25%)
A Learning Log is basically a log or record or journal of your own learning. It is not
necessarily a formal ‘academic’ piece of work. It is a personal record of your own
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learning. As such it is a document which is unique to you and cannot be ‘right’ or
‘wrong’. A Learning Log helps you to record, structure, think about and critically reflect
upon, plan, develop and evidence your own learning. A letter grade will be assigned.
Below expectations
(C C+)
Learning Log is more a
record of what happened and
does not include much
critical reflection
Meets expectations
(B A-)
Learning Log contains some
entries that demonstrate critical
reflection while other entries do
not
Above expectations
(A A+)
Most entries demonstrate
critical reflection
Mid Term (30%)
The midterm will consist of a case, much like those covered in class. The case will be
made accessible 24 hrs before the midterm to allow time for reading. The questions will
at the beginning of the midterm.
Exam make-up policy: If students miss an exam due to medical reasons or personal
emergencies, it is their responsibility to contact the professor and the MBA office within
24 hours of missing the exam. Students will only be allowed to take a make-up exam
upon providing an official documentation (e.g., doctor notes in case of a medical
emergency) detailing the reason for the absence. Make-ups, if permitted, may differ from
the original exam in terms of the number of questions asked and/or question format.
TEXTBOOK
Harvard Case Package:
https://cb.hbsp.harvard.edu/cbmp/access/27123210
Organizational Behaviour and Human Resource Management – MBA5330:
https://create.mheducation.com/shop/#/catalog/details/?isbn=9781308612997
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COURSE AGENDA
Date
Topic
Case
(to be prepared before class unless otherwise
indicated)
Readings, etc.
Week 1
Introduction
Casper Grant
(to be distributed in
class)
Case Analysis Coach
Week 2
The Legal Environment
Diversity in the Workplace
Sexual Harassment
Denny’s
(blackboard – please
print)
From Affirmative
Action to Affirming
Diversity
Week 3
Employee Selection and
Interviewing
Recruiting for a
Multinational
Enterprise in China
The Influence of
Cross-Cultural
Differences on Job
Interview Selection
Decisions
Week 4
Motivation and Compensation
Organizational Justice
Performance
Management of
Vitality Health
Enterprises
Michael Simpson
(blackboard – please
print)
Aligning Compensation
Systems with
Organizational Culture
Week 5
Performance appraisal and
interviews
A Day in the Life of
Alex Sander
Getting 360-degree
Feedback Right
Week 6
Team Dynamics and Group
Behaviour
Medisys Corp.
Why Teams don't Work
What you don't Know
about Making
Decisions
Week 7
MIDTERM
TBA
Week 8
Conflict Management
The Used Car
Pakastani Prunes
Rahim Conflict
Inventory
Readings: 1, 2, 3
(Lewicki et al.)
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Date
Topic
Case
(to be prepared before class unless otherwise
indicated)
Readings, etc.
Week 9
Negotiation and Decision
Making
Porsche
(blackboard –
please print)
Readings: 4, 5 (Lewicki
et al.)
Week 10
Power, Influence and Political
Skills
The Twin Lakes
Mining Company
Readings: 6 - 11
(Lewicki et al.)
Week 11
Organizational Culture and
Change
Firing Employees
Lay-Off Exercise
(blackboard – please
print)
Taking the Stress out of
Stressful Conversation
Week 12
PRESENTATIONS
Week 13
PRESENTATIONS
GRADING RUBRIC FOR THE BOOK REVIEW
Each component is weighted equally in their contribution to the overall assignment grade.
Each of these components will be awarded a letter grade and the overall written report
grade will generally be the “average” of the letter grades awarded for each component.
Further guidance by component is given below.
Below expectations
(C C+)
Meets expectations
(B A-)
Above expectations
(A A+)
1. Summary and
Critique The summary
provides a
cursory
description of
book
Discussion of the
book's positive
contributions was
lacking
Discussion of the
book's negative
contributions was
lacking
The summary is
clear and the main
points were
reasonable
explained
The book's positive
contributions were
reasonably
explained and
supported
The book's negative
contributions were
reasonable
explained and
supported
The summary
is very clear
and the main points
were very well
explained
The book's positive
contributions were
very well explained
and supported
The book's negative
contribution were
very well explained
and supported
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Below expectations
(C C+)
Meets expectations
(B A-)
Above expectations
(A A+)
2. Implications to
the management of
human resources
The implications
are unclear and
support is not
particularly
compelling
There are several
issues that have
not been taken
into account with
respect to the
management of
human resources
The linkage of
course material is
marginal
The implications
are clear and
reasonable but
could have been
further expanded
The implications
are reasonably
complete and takes
into account the
main issues in the
management of
human resources
Good linkage of
relevant course
material
The implications
are very clear and
very compelling
The implications
are supported by
exceptionally
strong analyses that
take into account
the main issues in
the management of
human resources
The analysis
features some
library research
where appropriate
to bolster the
discussion
Excellent linkage of
relevant course
material is evident
in the analysis
3. Recommendation
of book to today's
manager
Unclear if
recommendation
was positive or
negative
Some clear and
convincing
arguments were
presented
Several clear and
convincing
arguments were
presented
4. Overall quality of
the report Several typos
and/or paper
difficult to read
(flow of ideas)
A few typos or flow
problems
Flawless (or nearly
flawless) writing
GRADING RUBRIC FOR THE PRESENTATION
The presentation is worth 10 marks of the 30 marks allotted to the case study. As with
the written report, a letter grade will be assigned to each of the following components:
Criteria
Timing and Member Contribution: Respect for time limit, time for all sections of
presentation, roughly equal contribution of team members.
Structure and Flow:
Transitions between team members, transition between sections, organization, clarity of
message, conciseness, logical flow of ideas
Visual Aids: Layout, readability, esthetics, grammar and spelling.
Presenters: Verbal (voice control: clarity, volume, speed, confidence) and non-verbal (eye contact,
body and hand movement, posture)
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The overall grade awarded for the presentation will be generally the average of the letter
grades awarded to each of the above components.
A word on the use of letter grades:
The letter grades used will be those customarily used by the Telfer School of
Management and the numeric value assigned to each letter grade will generally be the
middle value of the band at the discretion of the professor. For example, a letter grade of
B is associated with numeric grades of 70 74; for the purpose of this assignment the
numeric grade ascribed to a “B” would generally be 72.
Protocol for Grading of Group Work in Telfer MBA Courses
Working in teams is an important aspect of the Telfer MBA program. You are expected
to contribute fully to all assignments and to meet deadlines required by the team. Each
individual will be provided an opportunity to review the contributions of his or her
teammates. The purpose is to provide constructive feedback, but the peer evaluations
will also be used to adjust individual marks for those students who, according to their
teammates, are not contributing fully to the team’s deliverables. Please note that in some
situations, this reduction could lead to a failing grade for the course. Additional
information will be provided on the exact method for peer evaluation during your
orientation to the program.
Please also note that students must achieve a passing grade on the individual components
of their course submissions as well as on their overall course grade. It is not acceptable
for a student to use the group component of their grades to raise their final overall grade
to a passing level. Students who do not achieve a passing grade on their individual
performance in a class will be assigned a grade consistent with their individual grade
achievement. For example, if a student receives an aggregate grade of 75% based on a
combination of an 80% score on group assignments and a 60% score on their individual
assignments, the final grade assigned will be 60%.
Beware of Academic Fraud Academic fraud is an act committed by a student to distort the marking of assignments,
tests, examinations and other forms of academic evaluation. Academic fraud is neither
accepted nor tolerated by the University. Anyone found guilty of academic fraud is liable
to severe academic sanctions.
Here are a few examples of academic fraud:
• engaging in any form of plagiarism or cheating;
• presenting falsified research data;
• handing in an assignment that was not authored, in whole or in part, by the
student;
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• submitting the same assignment in more than one course, without the written
consent of the professors concerned
In recent years, the development of the Internet has made it much easier to identify
academic plagiarism. The tools available to your professors allow them to trace the exact
origin of a text on the Web, using just a few words.
In cases where students are unsure whether they are at fault, it is their responsibility to
consult the University’s Web site at the following address, where you will find tools for
writing papers and assignments: http://www.sass.uottawa.ca/en/Toolkit/index.html You
are also encouraged to consult the “Beware of Plagiarism!” document, as well as the
other documents posted on doc-depot under “Academic Fraud”, that deal with this
important issue, and the document entitled “How to avoid plagiarism” which can be
found under the following web site
http://www.socialsciences.uottawa.ca/eng/writing_tools.asp under Tools for Writing
Papers and Assignments. We thank the Faculty of Social Sciences for allowing the
School of Management students to consult this site.
Persons who have committed or attempted to commit (or have been accomplices to)
academic fraud will be penalized. Here are some examples of the academic sanctions,
which can be imposed:
• a grade of “F” for the assignment or course in question;
• an additional program requirement of between three and thirty credits;
• suspension or expulsion from the School.
Please be advised that professors have been formally advised to report every suspected
case of academic fraud. In most cases of a first offence of academic fraud, the sanction
applied to students who have been found guilty is an “F” for the course with an additional
three credits added to their program requirements. Repeat offenders are normally
expulsed from the School of Management.
Important Notice
On a number of occasions over past years students have requested that we videotape
lectures in circumstances where they unavoidably have to be absent from class. While
there are a number of issues associated with undertaking such an approach (availability of
technology, cost, IP issues with the professors, and privacy issues for the students), we
have reached the point where technologically we have the capability to fulfill such
requests on an exceptional basis.
Acceptable reasons to request the videotaping of a course:
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A student may make a request that a course be videotaped on any of the following grounds:
1. Illness or other medical condition:
Students should obtain a medical certificate from the University Health Service (located at 100 Marie-Curie, (564-3950);
2. Religious holidays;
3. Death in the immediate family;
4. Business trip or other unavoidable constraints related to work (part-time students) : Students should provide a letter from the employer, and
a copy of their plane ticket;
5. Other compassionate grounds, with justifying documents.
The request should be made at least 48 hrs in advance (2 business days) to the professor.
The professor reserves the right to refuse such a request based on IP or other pedagogical
considerations.
If for any reason you object to a class in which you participate being videotaped, please
inform the professor as soon as possible. For further information, please contact us by e-
mail at [email protected] (MBA) and [email protected] (MHA)
The Following Section will be automatically added in the Grad Office
prior to posting. It represents the requirement to have peer evaluations
that have an impact on overall student grades for assignments.
ACCESS SERVICE - For students needing adaptive measures
If barriers are preventing you from integrating into university life and you need adaptive
measures to progress (physical setting, arrangements for exams, learning strategies, etc.),
contact Access Service right away:
- in person at the University Centre, Room 339;
- online at www.sass.uOttawa.ca/access/registration;
- by phone at 613-562-5976 - TTY: 613-562-5214.
Access Service designs services and implements measures to break down barriers that
would otherwise impede the learning process for students with health problems (mental
or physical), visual impairments or blindness, hearing impairments or deafness,
permanent or temporary disabilities, or learning disabilities.
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Deadlines for submitting requests for adaptive measures during exams
All final exams
- Fall session: Before November 15
- Winter session: Before March 15
- Spring/Summer: 7 days before the exam (not including the day of the exam and statutory
holidays)
All tests, mid-terms, deferred exams
- 7 days before the exam (not including the day of the exam and statutory holidays)
Get a head start on research. Visit the Library! The University of Ottawa Library has everything you need to produce quality results, quickly and efficiently.
- Use the Research Guides to get you started.
- Find scholarly articles, market intelligence, and much more in their collections.
- Book an appointment with a Librarian to get you/your group started on a challenging
research question.
- Visit the virtual Library or visit in person at the Desmarais building, rm. 2141.
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APPENDIX 1:
LEARNING LOG OR LEARNING JOURNALS
(adapted from: www.hull.ac.uk/php/cesagh/documents/LEARNINGLOG.doc)
A Learning Log is a journal which evidences your own learning and skills development.
It is not just a diary or record of “What you have done” but a record of what you have
learnt tried and critically reflected upon.
For example if in your Learning Log you include details of what you did or how you did
something then consider asking yourself questions such as:
Did it go well? Why? What did you learn?
Did it go badly? Why? What did you learn?
How can you improve for next time
A Learning Log contains your record of your experiences, thoughts, feelings and
reflections. One of the most important things it contains is your conclusions about how
what you have learnt is relevant to you and how you will use the new
information/knowledge/skill/technique in the future.
It may contain details of problems you have encountered and solved (or not solved).
Examples of where you have started to try out and practice a new skill and examples of
your own formal and informal learning. Formal learning is ‘taught’ in a formal academic
setting - for example via a lecture. Informal learning is learning which takes place outside
a formal academic setting, for example, though talking with friends or colleagues in a
social setting.
A Learning Log is a personal document. Its content may be very loosely structured and
only of relevance to you. Once you have commenced a Learning Log you will find it a
valuable and useful 'tool' to help your learning and to help you to think about and
structure your own learning.
How do I ‘do’ a Learning Log?
Try to write something down after every new learning experience.
What you did
Your thoughts
Your feelings
How well (or badly) it went
What you learnt
What you will do differently next time.
On a weekly basis, review what you have written and reflected upon this. Be honest with
yourself.
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Ask yourself questions such as:
Have I achieved anything? If so, what?
What progress have I made
Have I put any theory into practice?
How does what I have been doing lead to me becoming better at a skill?
How can I use this to plan for the future?
How can I use this to plan new learning?
Experiences?
In addition to a weekly reflection you should also ask yourself these questions the next
day or within 24-48 hours of each one of the taught sessions you attend or within 24-48
hours of having practiced a new skill. You will find that how you view something, (your
perception of something) changes over time. For example you may have been trying to
develop your communication skills and have had a bad or negative learning experience
when something went wrong and you feel you have made little or no or even backwards
progress. You may reflect upon this the next day and your thoughts and feelings may be
mainly negative ones. If you reflect about the experience 3-5 weeks later on you may
find that you have now overcome the negative experience and have used it to develop
further and improve yourself. Skills rarely suddenly develop or improve ‘overnight’.
Learning new knowledge and applying it within a skills context usually takes time, effort
and perseverance. A Learning Log will help you to become more aware of how you
learn, what learning tasks you enjoy (and don't enjoy) and of your emotional and
cognitive (thought) processes.
At first it may seem difficult to start to critically reflect upon your own learning. Over
time though you will find that it becomes easier. The more often that you practice the
skill of self reflection then the easier it will become.
You can use your Learning Log to record courses you went on, books you have read,
discussions you have had, Internet sites you have looked at, television programmes you
have watched. At the end of the day your log should become something that is directly
relevant to you and your learning.
Is there a ‘best’ or ‘correct’ way of producing a Learning Log?
Not really, the log should be relevant to you and your job/studies/role/activities. There is
no ‘right’ or ‘wrong’ way of producing a Learning Log. Perhaps the three key questions
when engaging in the process of producing a Learning Log are:
Am I being honest with myself?
Is this a useful process for me?
Is this helping my own process of learning?
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If the answers are ‘yes’ then your Learning Log is correct and right for you. If the
answers are ‘no’ and you have genuinely asked yourself some of the questions previously
mentioned then perhaps a Learning Log may not really be of much use to you.
If you require any help, advice or guidance about your Learning Log or about how to get
started on one then please discuss it with your professor.
How can producing a Learning Log and developing the skill of critical self reflection help
me?
Again, that depends very much upon you. Some people will get more out of engaging in
the process of producing a Learning Log than other people will. Research has identified
that reflection can help people to change. Some of the changes which have been
identified are listed below.
(Adapted from C Miller, A Tomlinson, M Jones, Researching Professional Education 1994, University Of
Sussex).
Changes associated with reflection.
From To
Accepting Questioning
Intolerant Tolerant
Doing Thinking
Being Descriptive Analytical
Impulsive Diplomatic
Being Reserved Being more Open
Unassertive Assertive
Unskilled Communicators Skilled Communicators
Reactive Reflective
Concrete Thinking Abstract Thinking
Lacking Self Awareness Self Aware
You may wish to photocopy the sheets overleaf to use when writing your journal or
alternatively produce your own
LEARNING LOG
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What did I do?
How do I think/feel about this?
What did I think about but not say (or what did I want to say but did not)
How well (or badly) did it go?
What did I learn?
What will I do differently next time?
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How will I do it differently next time?
What have I achieved?
What have I learn about myself?
How have I put any theory into practice?
How does what I have been doing lead to me becoming better at a skill?
How can I use this to plan for the future?
(How) can I use this to plan new learning experiences?
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