mba b650 organizational behaviour spring 2017 course ... · henry tam and the mgi team (hbs)...

B650 – Spring 2017 - 1 of 17

www.degroote.mcmaster.ca

MBA B650

Organizational Behaviour Spring 2017 Course Outline

Human Resources and Management Area

DeGroote School of Business McMaster University

COURSE OBJECTIVE

This course focuses on the role of “human” resources in the functioning, success, and failure of organizations. Having a great product idea, coupled with well-designed financing arrangements, and a masterful marketing plan, will be of limited value unless organizational members can actually do their jobs effectively. In fact, whether or not an organization even has a “great product idea” a “well-designed financing arrangement” or a “masterful marketing plan” in the first place is really a reflection of the successful performance of individuals who work for and with the organization, rather than the organization itself. The primary goal of this course will be to improve your understanding of how people behave in the context of an organizational structure. Having a greater knowledge of human behaviour will help you to better understand (and predict!) the attitudes and behaviours of your co-workers, subordinates, supervisors, and clients. Most importantly, through in-class exercise, cases, readings and assignments, this course will help you to better understand your own past and future behaviours as a member and leader within an organization.

INSTRUCTORS AND CONTACT INFORMATION

C01

Dr. Erin Reid

C02

Dr. Haniyeh Yousofpourfard

[email protected]

[email protected]

Course Website:

http://avenue.mcmaster.ca

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COURSE ELEMENTS

Avenue: Yes Leadership: Yes IT skills: No Global view: Yes Participation: Yes Ethics: Yes Numeracy: No Written skills: Yes

Evidence-based: Yes Innovation: Yes Group work: Yes Oral skills: Yes Experiential: Yes Guest speaker(s): No Final Exam: Yes Awesomeness: Yes

COURSE DESCRIPTION

This course includes lectures, class discussions, exercises, and cases. This multiplicity of methods allows students to:

1. Test their understanding of theories and concepts presented in class and the readings. 2. Use theories and concepts to analyze and solve actual problems in organizations. This

theoretical knowledge is crucial: it allows you to be able to return to “first principles” in order to solve the new problems that you will face, continually, as a manager.

3. Develop skills in communicating ideas, in developing and presenting arguments, in listening to and understanding others, and in challenging others’ views in a way that advances everyone’s understanding.

4. Learn to think independently and critically: you will need to choose the theories or conceptual frameworks that best fit with the issues and problems in the case at hand.

In this course, the role of the professor includes lecturing, but will more often tend toward stimulating and guiding student discussion. I will review theoretical concepts, but will also ask questions and encourage you to present, and support, different points of view in discussion.

LEARNING OUTCOMES

Upon the completion of this course, your professional skills should be improved by being able to better:

• Understand the impact of individual characteristics (e.g., personality), and how these factors do and do not shape behaviour

• Analyse and improve the design, motivation and function of teams • Anticipate and manage dysfunctional interpersonal conflict • Understand how to excel in and manage diverse workplaces • Understand the difference between a good manager and a great leader, and start thinking of

ways in which you can improve your own leadership style • Realize that good management and leadership skills are not necessarily intuitive or obvious • Understand how to build and leverage your social network as you work towards your career

goals • Understand that most managerial issues are multi-faceted and not always quickly resolved by

the latest management fad

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REQUIRED COURSE MATERIALS AND READINGS

Coursepack including 4 cases: Price: $35

Cases: Rob Parson at Morgan Stanley (A) (HBS) IDEO Product Development (HBS) Henry Tam and the MGI Team (HBS) Vancouver City Savings Credit Union (Ivey)

Simulation: Everest 2 Simulation Price: $15 (approx.) To be purchased online – will be explained in class All other required and optional readings available on Avenue to Learn site. Free

EVALUATION

Students’ grades will be calculated as follows:

Components and Weights

1. Two Two-Page Reports (teams of two or individual) 30%

2. Team Project Proposal, due Class 7 5%

Presentation, Classes 15 & 16 10%

Paper, due Class 15 20%

3. Simulation Simulation, completed in Class 8 5% Reflection paper (individual), due Class 10 10%

4. Participation (individual) 20%

Total 100%

Grade Conversion At the end of the course your overall percentage grade will be converted to your letter grade in accordance with the following conversion scheme. LETTER GRADE PERCENT POINTS A+ 90 - 100 12 A 85 - 89 11 A- 80 - 84 10

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B+ 75 - 79 9 B 70 - 74 8 B- 60 – 69 7

F 00 - 59 0

Communication and Feedback Students that are uncomfortable in directly approaching an instructor regarding a course concern may send a confidential and anonymous email to the respective Area Chair or Associate Dean:

http://mbastudent.degroote.mcmaster.ca/contact/anonymous/ Students who wish to correspond with instructors or TAs directly via email must send messages that originate from their official McMaster University email account. This protects the confidentiality and sensitivity of information as well as confirms the identity of the student. Emails regarding course issues should NOT be sent to the Administrative Assistant. Instructors are encouraged to conduct an informal course review with students by Week #4 to allow time for modifications in curriculum delivery. Instructors should provide evaluation feedback for at least 10% of the final grade to students prior to Week #8 in the term.

ASSIGNMENT DETAILS

1. Two Two-Page Reports (2 x 15% = 30%) Your course outline contains five journal articles that are marked “optional”, which will be posted on the Avenue to Learn website. Throughout the term, choose two articles that interest you. Write a two-page (single spaced, 1” margins, 12-point Times New Roman font, name and student number can go in a header) report, where you answer the following questions:

(1) What is the article suggesting, and how do its ideas relate to those presented in other readings, cases, or in-class exercises? (2) What do I agree and what do I disagree with, and why?

(3) How will I use the information I have gained from this article for my personal practice as a future manager?

Your reports should be as clear, specific, and detailed as possible. Though what you focus on may vary from reading to reading, for item (2) you might write about how this article’s suggestions might have helped to solve a specific scenario in your past, for item (3), it may be helpful to develop specific action steps, anchored in events you anticipate going through (e.g., getting a job).

A title page is not necessary. I encourage you to complete these homework assignments with a partner so that you can learn from others’ perspectives. If so, you will submit one assignment and you will both receive the same grade. You may also choose to complete them individually.

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The article summaries should be submitted through the course website, by the beginning of class, on the day that the optional reading is noted for. For example, do not hand in a summary of an article listed for Class 8 in Class 4. Late assignments will be penalized at a rate of ten percent (10%) per calendar day. Marking scheme (subject to change):

5 points What is the article suggesting, and how do its ideas relate to OB concepts presented in other readings, cases, or in-class exercises?

5 points What do I agree and what do I disagree with, and why?

5 points How will I use the information I have gained from this article for my personal practice as a future manager?

2. Team Project (Proposal (5%), Paper (20%), Presentation (10%)) You will form a team of 5-6 people. Your task is to read a popular-press book about work, organizations or management and evaluate how the ideas it expresses compare to OB concepts that we have covered in class. You will present your evaluation of the book to the class, and lay it out in greater detail in a paper. If you are having trouble finding a suitable book, come see me for advice (some books are easier to write about than others). Some books that are interesting and thoughtful include: 1. Ancona, D. & Bresman, H. X-Teams: How to Build Teams that Lead, Innovate, and Succeed. 2. Babcock, L. & S. Laschever. Women Don’t Ask. 3. Cain, S. Quiet: The Power of Introverts in a World that Just Can’t Stop Talking. 4. Dutton, J. & G.M. Spreitzer. How to be a Positive Leader: Small Actions, Big Impact 5. Grant, A. Originals. 6. Hackman, R. Leading Teams: Setting the Stage for Great Performances. 7. Ibarra, H. Act Like a Leader, Think Like a Leader. 8. Khurana, R. Searching for a Corporate Savior: The Irrational Quest for Charismatic CEOs. 9. Meyer, E. The Culture Map: Breaking Through the Invisible Boundaries of Global Business. 10. Pfeffer, J. Power: Why Some People Have it and Others Don’t. 11. Sandberg, S. Lean In. 12. Ton, Z. The Good Jobs Strategy. This is just a brief list, there are many, many, many other possibilities. Ask me for suggestions if you are stuck or if your group is having trouble deciding between books. Please avoid: The One Minute Manager, How to Win Friends and Influence People, Who Moved my Cheese?, The Art of War, and Winnie-The-Pooh on Management. Be careful when you are selecting your book; many books have similar titles (e.g., Dealing with Difficult People) so you need to make sure that each group member is reading the same book. Depending on the demographic composition of your group, you may wish to choose a book that has been translated into another language. This is a

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good chance to find a book that interests you, so if you aren’t sure if a book that you have in mind is suitable, let me know and we can chat a bit about it.

a) Proposal (5%)

To make sure that your group starts on the right track, your group must submit a one-page (single spaced, 1” margins, Times New Roman font) proposal of your report. You must include: (1) names and contact information of all group members, (2) the name of your book, (3) a brief outline of what will be included in your report, including potential course concepts that would be covered, as well as (3) an explanation of how your group’s responsibilities will be divided and (4) a description of your “internal deadlines” that will help you to complete your report on time. In writing this proposal, please review the paper requirements to be sure that you are on the right track (see below). All assignments should be submitted through the course website and are due at the beginning of class on the due date. Late assignments will be penalized at a rate of ten percent (10%) per calendar day.

b) Paper (20%) Your task in the paper is to choose three claims that the book makes, and using OB concepts that we have covered in class, explain why the author is correct or incorrect. You should also provide an introduction and conclusion, evaluate the strengths and weaknesses of the book, and explain whether and why you would recommend it.

You are expected to supplement your understanding of the concepts that you discuss with reference to at least ten academic sources beyond those we have covered in class. You need to include at least ten different articles from this list of publications in your bibliography (you can also cite other sources, but they won’t count towards your ten):

Academy of Management Executive, Academy of Management Journal, Academy of Management Perspectives, Academy of Management Review, Administrative Sciences Quarterly, California Management Review, Career Development International, Harvard Business Review, Group & Organization Management, Group Decision and Negotiation, Human Performance, Human Relations, Human Resources Management, Human Resources Management Review, Human Resources Management Journal, IEEE Transactions on Engineering Management, Information & Management, Journal of Applied Psychology, Journal of Business and Psychology, Journal of Management, Journal of Management Information Systems, Journal of Management Studies, Journal of Occupational Health Psychology, Journal of Organizational Behavior, Journal of Personality and Social Psychology, Organizational Behavior and Human Decision Processes, Journal of Organizational and Occupational Psychology, Journal of Vocational Behavior, Leadership & Organizational Development Journal, Organizational Behavior and Human Decision Processes, Personnel Psychology, Personnel Review, Sloan Management Review, Small Group Research.

I recommend using one of the McMaster University Library databases, such as Business Source Complete, rather than Google Scholar. A search by subject, keywords, or author name will usually yield much better results than searching through the journal portal. If you are not used to using the databases, please ask the librarians or me for help.

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References should be in the following style if you are paraphrasing:

An increasing number of research studies focus on contingent work arrangements (Connelly & Gallagher, 2004).

But use the following style if you are quoting directly:

As noted by Connelly and Gallagher (2004, p. 978) “there has been a tremendous growth over the past ten years in the number of research studies that address the development and the consequences of contingent work arrangements.”

Bibliographies should be on a separate page, and include all relevant information. Make sure that you include a reference for every citation that you have included, but don’t include works that you have read but not cited. Use the following formats:

Connelly, C.E. & Gallagher, D.G. (2004). Emerging trends in contingent work research. Journal of Management. 30, 959-983.

Colquitt, J.A., Lepine, J.A., Wesson M.J., & Gellatly, I.R. (2013). Organizational Behaviour: Improving Performance and Commitment in the Workplace. 2nd Canadian edition, McGraw-Hill Ryerson.

Your papers should be ten pages or less (not including the title page and bibliography), in Times New Roman 12-pt font, double spaced, and stapled. The names and student numbers of all team members must be included on the title page.

Because all team members receive the same grade (for the report and the presentation), it is your team’s collective responsibility to manage the team’s work process. If your team is having difficulty doing this, then you may approach me for advice. Be sure to document any problems that you are having. If a member of your team is engaging in academic dishonesty, I expect you to let me know, and I will follow the McMaster University and DeGroote School of Business guidelines in prosecuting this.

All assignments should be submitted through the course website and are due at the beginning of class on the due date. Late assignments will be penalized at a rate of ten percent (10%) per calendar day. If you are unsure about ANYTHING, just ask me for help.

Marking scheme (subject to change):

Introduction - 2 points This section of your report needs to provide a concise yet informative overview of the book that you have chosen. What are the authors discussing? You will also need to (briefly) introduce which three theories that you will be discussing.

First Topic – 4 points - Definition – 1

points - Critical

You must first provide a clear statement of the claim you are evaluating, followed by a solid definition of the OB topic/concept being addressed, as well as an explanation that makes the reader understand your construct more fully. For example, are there different elements to the concept? Does this

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evaluation – 3 points

phenomenon affect employees’ behaviours? In what ways is this theory related to other theories? Demonstrate your understanding. Be clear. In this section, you also need to use what you have learned from your search of the OB literature to evaluate your book. For example, is the book’s analysis too superficial? Have the authors left out important information? Are they overstating the relationship between two constructs? Is there a competing theory that would have been better to include? Keep in mind that you can also explain why something in your book is excellent (e.g., congruent with recent OB research, nuanced argument, appropriate theory, etc.). What you say here will depend on your book, but you must substantiate what you are saying with (constant) reference to the OB literature.

Second Topic – 4 points

- Definition – 1 points

- Critical evaluation – 3 points

Same as above.

Third Topic – 4 points - Definition – 1

points - Critical

evaluation – 3 points

Same as above.

Overall Evaluation – 4 points

Discuss the book as a whole. Does it offer beneficial or harmful guidance? What are the book’s strengths and weaknesses? Would you recommend this book to others? Integrate your previous sections. Do not just summarize what you have already said.

Writing – 2 points Your ten page report should be in 12-pt Times New Roman font, double-spaced, with 1” left-justified margins. There should be absolutely no grammatical or typographical errors. The paper should be well organized, and have a title page and a bibliography. The referencing should be perfect (e.g., follow the guidelines in the course outline). For this assignment, you need to cite at least ten different journal articles. If you are having trouble doing a literature search, ask me or the librarians for help.

c) Presentation (10%)

Each group will present its book evaluation at the end of the term (the precise schedule will be determined later). Groups will be evaluated on the persuasiveness (e.g., clarity, focus, validity, logic) of their arguments as well as the skillfulness of the presentation itself (e.g., diction, poise, organization,

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visual aids). All group members must actively participate in the presentation. The presentation is worth 10% of the final grade. All group members receive the same grade.

3. Simulation (Simulation (5%), Reflection Paper (10%)) You will complete a simulation in assigned teams. The simulation is designed to test your mastery of OB skills. Class time will be provided to complete the simulation.

a) Simulation (10%) Your grade will be based on your team’s performance on the simulation.

b) Reflection paper (5%) Following the simulation, each individual will write a reflection paper in which you reflect on your team’s process in the simulation and identify how you could better manage a team’s process in the future. The focus of the paper should be on the team dynamics, not the details of the simulation. Specifically, in your paper you should (1) clearly identify one challenge that your team faced in its process, (2) explain the root and nature of the challenge (why did this challenge arise, and how did it influence your team process), and (3) introduce 2-4 concrete recommendations for avoiding or navigating this challenge in future teams. You are expected to make use of two to three OB course concepts in your analysis. The paper should be one page, single spaced, 12-point Times New Roman Font with 1 inch margins. A title page is not required. Clarity of exposition and writing style will be considered in the grading. Team members’ papers will be considered independently. Marking scheme (subject to change):

1 point Identification of the challenge

1 point Explanation of root and nature of challenge

1 Recommendations

2 points Use and integration of OB concepts.

4. Participation (20%) Students are expected to attend and participate in all class discussions. Students will set up an individual goal for how to prepare for the course and how much they target to participate in each class. Each student will track their attendance and participation on weekly basis using the participation document (the instructor will be tracking this as well). Students are expected to include detailed notes

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about how they participated in each class and their learning from each class. Students are expected to inform the instructor via email if they are not able to attend a class. At the end of the term, the document will be handed in and both the level of participation and student ability to achieve their goal will be evaluated. Generally, you should err on the side of participating more than you would ordinarily. Your comments and questions are welcome, will not be judged, and help to make the entire course more interesting and enjoyable for everyone. There is no penalty for being “wrong” but there is a (small) penalty for being silent. Professional demeanour is mandatory at all times. Behaviours or comments that would be inappropriate in a boardroom setting are also inappropriate in the classroom. Class attendance is strongly encouraged, because the material covered in class will substantially augment that which is available in the text. If you miss a class, it is your responsibility to acquire the course notes from one of your classmates. Slides will also be available from the course website. Poor attendance will affect your participation grade. I will be taking attendance at random times throughout the semester. All students must bring name cards to class. This will help me to remember your name. If you are wondering if your participation is adequate, send me an email or come to my office and I will provide you with an estimate of your anticipated participation grade for the semester.

ACADEMIC DISHONESTY

It is the student’s responsibility to understand what constitutes academic dishonesty. Please refer to the University Senate Academic Integrity Policy at the following URL:

http://www.mcmaster.ca/univsec/policy/AcademicIntegrity.pdf This policy describes the responsibilities, procedures, and guidelines for students and faculty should a case of academic dishonesty arise. Academic dishonesty is defined as to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. Please refer to the policy for a list of examples. The policy also provides faculty with procedures to follow in cases of academic dishonesty as well as general guidelines for penalties. For further information related to the policy, please refer to the Office of Academic Integrity at:

http://www.mcmaster.ca/academicintegrity

MISSED ACADEMIC WORK

Missed Class Participation Where students miss regularly scheduled class participation for legitimate reasons as determined by the MBA Academic Services Office, the weight for that participation will be distributed across other evaluative components of the course at the discretion of the instructor. Documentation explaining such an absence must be provided to the MBA Academic Services Office within five (5) working days upon returning to school.

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To document absences for health related reasons, please provide the Petition for Relief for MBA Missed Term Work and the McMaster University Student Health Certificate which can be found on the DeGroote website at http://mbastudent.degroote.mcmaster.ca/forms-and-applications/. Please do not use the online McMaster Student Absence Form as this is for Undergraduate students only. University policy states that a student may submit a maximum of three (3) medical certificates per year after which the student must meet with the Director of the program. To document absences for reasons other than health related, please provide the Petition for Relief for MBA Missed Term Work and documentation supporting the reason for the absence.

STUDENT ACCESSIBILITY SERVICES

Student Accessibility Services (SAS) offers various support services for students with disabilities. Students are required to inform SAS of accommodation needs for examinations on or before the last date for withdrawal from a course without failure (please refer to official university session dates). Students must forward a copy of such SAS accommodation to the instructor immediately upon receipt. If a student with a disability chooses NOT to take advantage of an SAS accommodation and chooses to sit for a regular exam, a petition for relief may not be filed after the examination is complete. The SAS website is:

http://sas.mcmaster.ca

POTENTIAL MODIFICATIONS TO THE COURSE

The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster email and course websites weekly during the term and to note any changes.

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COURSE SCHEDULE

SESSION TOPIC PREPARATION Module 1: Managing Self Week 1 Class 1

Course Overview and Personality

Required Reading: Drucker, Peter F. 1999. Managing Oneself. Harvard Business Review (Best of HBR 1999) Preparatory Questions:

- What are some of your strengths and weaknesses as a leader?

- Which of these (strengths/weaknesses) would you like to work on over the semester?

Week 1 Class 2

Motivation

Required Reading: Newport, Cal. 2012. http://www.nytimes.com/2012/09/30/jobs/follow-a-career-passion-let-it-follow-you.html Thomas, K. 2009. http://iveybusinessjournal.com/publication/the-four-intrinsic-rewards-that-drive-employee-engagement/ Preparatory Questions:

- Where or when did you work the hardest? Where or when did you slack off the most? What do the differences about these situations suggest about what motivates you?

Week 2 Class 3

Fitting in and Performing well

Required Reading: Case: Rob Parson at Morgan Stanley Rivera, L. 2012. Hiring as Cultural Matching. American Sociological Review, 77(6):999-1022. Preparatory Questions:

- Should Rob Parson be promoted? - What is more important, fitting in with the culture, or

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high performance? Optional Reading:

Reid, E. & L. Ramarajan. 2016. Managing the High Intensity Workplace. Harvard Business Review.

Week 2 Class 4

Decision Making and Ethics

TEAMS MUST BE SELECTED AND CONFIRMED WITH INSTRUCTOR Required Reading: Gino, F. 2015. Understanding ordinary unethical behavior: Why people who value morality act immorally. Current Opinion in Behavioral Science, 3:107-111. Preparatory Questions:

- Think of a recent important decision that you made. What kinds of things mattered to you in making that decision?

- Upon reflection, did you make the right decision? What did you notice/not notice at the time?

Module 2: Managing Groups Week 3 Class 5

Introduction to Teams Required Reading: Wageman, R., Fisher, C.M., & Hackman, J.R. (2009). Timing is everything: The importance of finding the right moment in leading teams. Organizational Dynamics, 38, 192-203. Preparatory Questions:

- What are your most positive and negative team experiences? If you think about the differences between these, what can you extrapolate about what makes teams work well?

Week 3 Class 6

Setting Compelling Direction and Enabling Structure

Required Reading: Edmondson, A. 2012. Teamwork on the Fly. Harvard Business Review. Preparatory Questions:

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- When were you on a team with high psychological safety? How did you experience that team?

- What is your opinion of teaming vs traditional team work?

Week 4 Class 7

Creativity in Teams TEAM PROPOSALS DUE AT START OF CLASS INFORMAL PRESENTATIONS OF PROPOSALS Required Reading: Case: IDEO Product Development Amabile, T. 1997. Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do. California Management Review, 40(1): 39-58. Preparatory Questions:

- How would you characterize IDEO’s process, organization, culture and management?

- Decision point: Should IDEO accept the Visor project as is (on a dramatically reduced schedule)? Should they try to persuade Handspring’s management to change its aggressive launch schedule? Or should they simply decline the project?

Optional Reading: Neeley, T. 2015. Global Teams that Work: A Framework for Bridging Social Distance. Harvard Business Review.

Week 4 Class 8

Team Simulation: Everest

You will work with your teams to complete the Everest simulation. There will be no formal class session, though you are encouraged to use this time period to complete the simulation. We will debrief Everest in class the next week.

Week 5 Class 9

Everest Debrief & Intro to Managing Diverse Teams

Required Reading: Gratton, L. et al. 2007. Bridging Faultlines in Diverse Teams. MIT Sloan Management Review. Preparatory Questions:

- Have you been in an organization characterized by faultlines? How was it managed there?

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- What are some of the root social causes of faultlines developing?

Week 5 Class 10

Managing Diverse Teams (2)

SIMULATION REFLECTION PAPER DUE Required Reading: Case: Henry Tam Comstock, B. 2012. https://hbr.org/2012/05/want-a-team-to-be-creative-mak Preparatory Questions:

- What is your evaluation of the MGI team’s process? What were the root causes of the team’s process problems?

- What were the strengths of the MGI team? How would you have evaluated the MGI team “on paper,” before their first meeting?

- Were the differences among the team members a liability or an asset?

- What should Henry do now?

Module 3: Managing Organizations Week 6 Class 11

Organizational Culture

Required Reading: Schein, E.H. Organizational Culture. American Psychologist, 45(2):109-119 Optional Reading: Ladge, J.J. 2015. Updating the Organization Man: An Examination of Involved Fathering in the Workplace. Academy of Management Perspectives, 29(1):152-171.

Week 6 Class 12

Designing Work for Others: Considering contingent work and Work-life balance

Required Reading: Case: Vancouver City Savings Credit Union Ton, Z. 2012. https://hbr.org/2012/01/why-good-jobs-are-good-for-retailers Preparatory Questions:

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- Where would you begin, if you were designing the work for a new organization? The tasks? The people? The product?

- How do you think work-life balance and productivity related to each other?

- Do you agree with Phillips? - What should Vrooman do now? Who might be upset

if she engages Phillips?

Week 7 Class 13

Power and Influence Required reading: Pfeffer, J. 1982. Understanding Power in Organizations. California Management Review. Preparatory Questions:

- Who would you describe as especially powerful within

your organization, and why? - Are leaders always powerful? Why or why not?

Week 7 Class 14

Leadership Required reading: Schachter, H. 2011. http://www.theglobeandmail.com/report-on-business/careers/careers-leadership/barling-good-leaders-mentor-not-monitor/article556906/?page=all Bass, B.M. 1990. From Transactional to Transformational Leadership: Learning to Share the Vision. Organizational Dynamics.

Week 8 Class 15

Team Presentations TEAM PAPERS DUE AT START OF CLASS Optional Reading:

Moore, C. 2008. Moral disengagement in Processes of Organizational Corruption. Journal of Business Ethics, 80:129-139.

Week 8 Class 16

Team Presentations

Week 9 Class 17

Building and Leveraging Social Networks

Required Reading:

Ibarra, H. & M. Hunter. 2007. How Leaders Create and Use Networks. Harvard Business Review.

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Preparatory Questions:

- How do you feel about networking? Do you feel you are good at it? Need practice?

- What are your perceptions of people who are good networkers?

Optional reading: Shen, Y., R.D. Cotton & K.E.Kram. 2015. Assembling Your Personal Board of Advisors. MIT Sloan Management Review, Spring: 81-90.

Week 9 Class 18

Career Orientations & Wrap-up

Required Reading: Wrznesniewski, A. et al., 1997. Jobs, Careers, and Callings: People’s Relations to their Work. Journal of Research in Personality, 31:21-33. Preparatory Questions:

- What are your work ambitions post-MBA? Would you categorize these as a job, career or a calling? What are some benefits of having either a job, a career or a calling? What are some of the detriments of each of these orientations?

mba b650 organizational behaviour spring 2017 course ... · henry tam and the mgi team (hbs)...

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