1

MGT 3335-02 Organizational Behavior Fall, 2020

Dr. Trevor Watkins Class Days/Times/Location or Other Format: Tuesdays and Thursdays @ 9:30 a.m. – 10:45 a.m. in room 206 Office Location: CC 213J Office Hours: T/Th 11:00 a.m. – 4:00 p.m. Office Phone: 806-651-4025 Email: twatkins@wtamu.edu (Note: I generally do not check email after 5pm CST) Social Media: Keep up with the latest happenings of your COB on Facebook and Twitter, connect with us on LinkedIn, and check out COB videos on YouTube.

Terms of Use A student's continued enrollment in this course signifies acknowledgment of and agreement with the statements, disclaimers, policies, and procedures outlined within this syllabus and elsewhere in the WTClass environment. This Syllabus is a dynamic document. Elements of the course structure (e.g., dates and topics covered, but not policies) may be changed at the discretion of the professor. WTAMU Paul and Virginia Engler College of Business Mission Statement The mission of the Paul and Virginia Engler College of Business is to provide high quality undergraduate and graduate business education with a global perspective and ethical awareness. We accomplish this through emphasis on excellence in teaching, which is strengthened by faculty scholarship and supported by professional service. Learning Objectives of the WTAMU Paul and Virginia Engler College of Business Programs The Paul and Virginia Engler College of Business (COB) at West Texas A&M University (WTAMU) seeks to prepare students in the Bachelor of Business Administration (BBA), Master of Business Administration (MBA), Master of Professional Accounting (MPA), and the Master of Science, Finance and Economics (MSFE) degree programs for careers in business and to foster their professional growth and advancement via key learning goals and objectives.

The learning objectives of the Paul and Virginia Engler College of Business are as follows:

• Leadership • Communication • Critical Thinking • Business Integration • Core Business Knowledge • Global Business Environment • Business Ethics and Corporate Governance

2

Course Description Systematic study of attitudes and actions of people in organizations. Course is designed around the study of individuals, groups and organization environments and the manner in which they affect and determine behavior in organizations.

Course Objectives The purpose of this course is to increase your understanding of organizational behavior theory and principles. This knowledge will can immediately help you navigate your career-based organizations, but also other organizations you may be involed with such as family, sports teams, church and religious groups, political parties, etc. After completing this course, you will be better able to:

1. Explain what theory is and how utilizing theory can improve business decisions and actions 2. Enrich and craft jobs to make them more satisfying 3. Motivate yourself and others via scientifically-supported methods 4. Make sound business decisions free of bias 5. Improve teamwork by leveraging diversity and cooperation 6. Lead and be led by others effectively 7. Explain the critical role of organizational culture

Map from COB Learning Objectives to Specific Course Objectives Course Learning Objective Maps to COB Learning Goals

1 3, 5 2 1, 5 3 1, 2, 5 4 2, 3 5 2, 5, 7 6 1, 2, 5 7 1, 6, 7

Technology Policy Empirical evidence suggests that students retain more information from class lectures and discussions when the environment is free of technology. In fact, evidence suggests that the mere presence of a smartphone on one’s desk draws significant attention away from the task at hand. Thus, to facilitate learning, I maintain a technology-free classroom. One exception to this rule is if a learning disability warrants the use of technology.

Course Materials (Text, calculator, etc.) There is no textbook for this course. Instead, we will be reading short articles found on the web or that can be accessed via the library’s database search engine. The course schedule below details which articles you will be responsible for reading throughout the term. From my experience, it is best if you read the articles for the given module before viewing the associated course content because I frequently make reference to these articles during the online lecture videos/discussions. The cost of these articles are covered by your student

3

fees and pose no additional cost to you. There is a video posted on WTClass under Learning Resources that provides instructions on how to access the articles. To obtain these articles, please follow these steps:

1. Go to the WTAMU library main page: https://www.wtamu.edu/library/ 2. Click on Databases A-Z 3. Find and click on the database called, “EBSCO Search” 4. Type the name of the article in the first search field, and the last name of the author in the second

field 5. The article will be within the first few results. Please email me directly if you are having

technological issues

Course Grading Policies • Each assignment must be turned in on time to be eligible for full credit; late assignments will face a

10% reduction per day it is late. Each assignment is due at 11:59 pm CST on the respective due date. You are welcome to turn in assignments before the due date if you know you will be busy later on.

• It is my hope that each student feels like their work is graded in a fair manner. However, I am imperfect and may miss something. To this end, I am providing you with the opportunity to dispute an assigned grade. In order to dispute a grade, within seven days of receiving your grade you must provide me with a typed response that makes a logical case as to why your submitted assignment deserved higher marks. Please submit your dispute electronically to me via email. Without exception, requests made without a written inquiry or that extend beyond the seven day window will not be addressed.

• I will grade student assignments and exams within a week of their due date. • Per WTClass compatibility and for simplicity, file uploads for assignments must be .pdf, .doc, or .docx.

Additionally, WTClass faces problems with Microsoft Edge—uploading a word document with an Edge browser often appears blank on my side. I therefore highly recommend using Chrome or Firefox.

• There are 1000 possible points in this course. Grades will be determined based on the following:

Grade Minimum Points Needed

A 900

B 800

C 700

D 600

F

4

Course Assignment, Examination, and or Project Policies There are 1,000 possible points in this course. You will earn points during this course based on the following:

Points 1. Discussions 140 2. Quizzes 120 3. Exam 1 140 4. Exam 2 140 5. Exam 3 140 6. Case Analysis 150 7. Real World Paper 170 1,000

1. Discussions. (7 @ 20 pts each) One of the most valuable aspects of a business degree is that you get the chance to learn about others’ perspectives. It would be a lost opportunity if you learned about the concepts of this course without also learning how others perceive these concepts. I have therefore created the Discussions assignments that will help you understand others’ perspectives. For this assignment, I will provide classtime for you to discuss concept-related questions in a small group. Specifically, you will hand write your answers to the questions and then share your ideas with your group members. You must be present in class on the given day to receive the credit for the assignment. If you have a university excused absence, serious illness, or family emergency, you are allowed to make up a missed discussion assignment by instead leading a discussion with another individual of your choice (e.g., roommate, spouse, coworker, etc.) and asking them about their perspective related to course-relevant ideas and questions. You will then write up both of your responses to the questions and send this to me via email. The assignment is pass/fail. If you turn in an assignment that does not adequately convey to me what your thoughts were regarding the questions, I will return your assignment and ask for higher quality work.

2. Quizzes. (4 @ 30 pts each) Your understanding of the course concepts will be amplified if you have multiple opportunities to learn them (versus cramming for an exam) and if you are taught them across distinct mediums. I have therefore structured the course in a way that incentivizes actively completing the readings consistently over the course of the term. Reading the articles for the given module first will make the online lectures more informative and meaningful to you. To this end, there are four quizzes that will be administered throughout the course. Each quiz includes 10 multiple choice questions centered on the readings associated with the current module (with the exception of the first quiz that also refers to the syllabus). You will complete each quiz before the due date on WTClass. You will have 30 minutes to complete each quiz from the time you begin, meaning that it would be a good idea to review the articles and lectures before beginning. Each quiz is open book/notes/technology, but you must complete each quiz independently. Each multiple choice quiz question is worth 3 points, equating to 30 points per quiz, and 120 points overall. I highly recommend reading the material in a detailed fashion

5

and making notes as you go along—this will help the material “sink in,” and will be a great tool to utilize for the quizzes and also the exams.

3-5. Exams. (3 @ 140 pts each) There are three exams each consisting of 20 multiple choice questions (5 points each) and one essay question (at least 300 words in length, worth 40 points). For the essay questions, I will provide you with two questions, and you will choose one of the two questions to answer. The exam is open notes and articles, but you must complete these exams independently. Importantly, you will only have 75 minutes to complete each exam, so you won’t be able to rely too heavily on the notes and articles—you will need to be prepared before you begin the exam. The multiple choice questions will follow a similar structure as those asked in the quizzes (meaning that it would be wise to study these beforehand). These exams are non-comprehensive and will only cover the material since the previous exam. You will complete each exam before the due date on WTClass.

6. Case Analysis. (150 pts) For this assignment, you will analyze the business case Why Are We Losing All Our Good People? (see below for the full reference; this article can be found via the WT library database). The intent of this assignment is to give you experience applying OB theories and concepts to a problem and verbally communicating your ideas in a professional manner. Imagine yourself as a consultant who is tasked with preparing a presentation for the VP of the division (me) who is about to deliver a recommendation to Sambian—one of the firm’s clients—regarding which expert’s advice they should follow. You will write a brief 300-600 word executive summary of your recommendation (1-2 page double spaced, 11 or 12 point Calibri or Times New Roman font, 1 inch margins) and perpare a 4-6 minute presentation. You will submit the executive summary to WTClass before the due date of Saturday, October 31st (11:59 pm CST). During week 10 of the course (10/27, 10/29), you will deliver a 4-6 minute presentation. You are expected to dress in business casual attire for this presentation. I expect you to rehearse your presentation a few times so that you can deliver a smooth, professional presentation. You are welcome to use flash cards and other tools to help you deliver your presentation; however, as stated in the grading criteria, these should be used sparingly so you do not appear to simply be reading your notes. Both the executive summary and the presentation should address the following:

1. Provide a short overview of the situation (Less than 50 words and less than 30 seconds) 2. Considering the facts of the case and the course content, what is one possible reason why people are

leaving Sambian based on OB theory and principles? 3. Do you agree or disagree with the actions taken by Helen? Why? 4. Do you agree or disagree with the actions taken by Mary? Why? 5. Of the four experts, who do you believe provides the best advice? Why? To support your answer,

connect his or her advice to OB concepts and theories. 6. Of the four experts, who do you believe provides the worst advice? Why? To support your answer,

identify some advice that is ungrounded or inconsistent with OB theory and principles. 7. Having identified the best expert opinion, how should Sambian implement their advice?

6

The presentation is the main focus of this assignment whereas your executive summary is intended to act as a support for your presentation. (You will quickly realize that there is very little space to fully explain your ideas in the executive summary, but much more space to do so in the presentation.) As such, grading is primarily weighted on the presentation. This assignment will be evaluated based on the following:

• Presentational Foundation (40 pts): Is it clear that you understand the facts involved? Are the references to the case accurate? Do you refer to OB principles and theories accurately? Have you connected the expert opinion to an OB theory/principle? Can I easily answer the question, “what course concepts have they drawn from?”

• Professional Presentation Style (40 pts): Are your ideas presented clearly? Does the presentation flow nicely? Are you presenting in an unrehearsed manner or just reading a screen/prompt sheet? Or are you confident in your message with just minimal usage of notes? Is your presentation length within the 4-6 minute window? Are you dressed appropriately for this presentation (business casual)?

• Persuasiveness of Recommendation (40 pts): Do you provide compelling reasoning for why the expert opinion is the best option? Am I convinced that this expert opinion can be implemented?

• Executive Summary (30 pts): Does the summary concisely convey the recommendation? Is the summary written in a clear, professional manner? Is it free of grammatical errors? Does the summary closely match your presentation in terms of content and order?

7. Real World Paper. (170 pts) This course will be of little use to you unless you apply the principles that you learn. To this end, you will have an opportunity to apply course concepts to a “real world problem.” Your goal is to convince me that you understand OB theory and concepts and how to apply them to real, dynamic situations. For this assignment, you will first interview a leader of an organization who is facing an OB problem related to course concepts (e.g., employee performance, motivation, recovery, leadership, teamwork). Thus, a leader facing a non-OB problem such as fighting industry regulations, losing market share, etc. will not work for this assignment. The leader must also directly supervise at least three other individuals and work in the leadership role at least 40 hours a week. I encourage you to utilize your personal networks to find a suitable leader for this assignment. Regarding this interview, you should:

• Develop a short list of interview questions before you talk with the leader. You might ask the leader open-ended questions such as, “What keeps you up at night?” “What employee behaviors would you like to change if you could?”, or “If you had infinite time and resources, how would you solve this organizational behavior problem?”

• Aim to interview this leader for 20-30 minutes • Take notes or record the interview • Spend a few minutes learning about the background of the leader and the organization • Learn about what OB problems exist, ranging from large, one-time problems to small chronic ones • Discover what the leader is doing, has tried, or will do to solve the OB problem to inform your

understanding of what is causing the problem

7

• Consider sharing some theory or principles you’ve learned during this course during the interview to hear the leader’s perspective related to these ideas

After digesting what you learned from the interview, your next task is to take one of the theories we are reviewing in the course and apply the theory to this real world problem. It is optimal to select a theory that matches the organizational problem. For example, if there is high turnover and low job satisfaction (i.e., morale), applying the job characteristics model would be a superior choice. Alternatively, if the leader is having difficulty motivating her/his employees, it would be fitting to apply self-determination theory or equity theory. I have provided you with some guidance regarding what appropriate theories you might use to address the problem with a theory summary sheet located on WT Class under Learning Resources. Applying an appropriate theory will help you produce a defensible solution to the organizational problem—likely worth sharing with the leader you interviewed! You will then write a 1,500-2,000 word paper (about five pages double spaced, 11 or 12 point Calibri or Times New Roman font, 1 inch margins). You are responsible for citing the sources used in your paper. You do not have to cite the course readings or lectures. You need to use APA formatting to cite your references. You will submit this paper to WTClass before the due date of Wednesday, December 9th (11:59 pm CST). The paper should include the following sections:

1. Provide an overview of the organization and the leader 2. Describe the OB problem the leader is facing 3. Describe the OB theory you have chosen at a general level—what does the theory say independent of

this situation? 4. Apply the OB theory to the OB problem and provide a recommendation: What should the leader do

based on what the theory teaches us? For this section, only provide recommendations on what to do based on what the theory says, not what you personally think.

5. Additional recommendations: Are there other insights or recommendations you have that stem from your own or others’ opinions or experiences?

Your paper will be evaluated based on the following criteria:

• Clarity of the Context and Problem (40 pts): Without understanding the situation and the problem, your recommendation will be misguided. Have you sufficiently asked questions during the interview to understand the cause of the problem? Do you write a clear description of what the problem is? Is the problem an OB problem rather than a non-OB problem?

• Theoretical Foundation (45 pts): Do you describe the theory/principles accurately? Is the theory suitable to the problem? Can I easily answer the question, “what is the theoretical base of the paper?”

• Theoretical Application (45 pts): Have you demonstrated your ability to apply a theoretical concept to a contemporary business situation? Do you explicitly refer to theoretical concepts as you make your recommendation? Do the recommendations flow from the theory, or are they unrelated? Does your recommendation seem like it would work?

8

• Professional Writing Style (40 pts): Is the document written well, and are your ideas presented clearly? Is the paper properly structured? Does the paper flow nicely? Are there typos or grammatical errors? Are references properly included?

8. Extra Credit I may or may not offer extra credit opportunities during the term to be earned via pariticipation in research projects or other activities. I will announce these via email if/when they become available.

9

Course Schedule - Calendar of Topics, Readings, and Due Dates

Week Focus Readings Assignments Due

1 (8/25, 8/27) Theory #1 Christensen, How Will You Measure Your Life; #2 Grant, web search: The Most Valuable Business Degree Doesn't Exist WT Class by 8/29: Quiz #1

2 (9/1, 9/3) Job Performance and Design

#3 Grant, In the Company of Givers and Takers; #4 Cuddy, Connect, Then Lead In class: Discussion #1

3 (9/8, 9/10) #5 Herzberg, One More Time, How Do You Motivate Employees?; #6 Achor, 9 out of 10 People Are Willing to Earn Less Money WT Class by 9/12: Quiz #2

4 (9/15, 9/17) Motivation

#7 Otterman, web search: NYC Abandons Teacher Bonus Program; #8 Chamorro-Premuzic, Does Money Really Affect Motivation? In class: Discussion #2

5 (9/22, 9/24) #9 Low, When Unequal Pay is Actually Fair; #10 Sutton, web search: An Astounding Intervention WT Class by 9/26: Exam #1

6 (9/29, 10/1) Recovery & Decision-making

#11 Vanderkam, web search: Lauravanderkam.com, Overestimating Our Overworking; #12 Schwartz, Manage Your Energy In class: Discussion #3

7 (10/6, 10/8) #13 Hammond, Hidden Traps in Decision Making; #14 Gino, Ending Gender Discrimination WT Class by 10/10: Quiz #3

8 (10/13, 10/15) Teamwork

#15 Sherbin, Diversity Doesn't Stick Without Inclusion; #16 Toegel, How to Preempt Team Conflict In class: Discussion #4

9 (10/20, 10/22) #17 Hedges, web search: Competition at Work: Positive or Positively Awful?; #18 Gratton, How to Foster a Cooperative Culture WT Class by 10/24: Exam #2

10 (10/27, 10/29) Case Analysis

#19 Lawler, Why Are We Losing All Our Good People? WT Class by 10/31: Case Analysis

11 (11/3, 11/5) Leadership

#20 Sutton, web search: Sutton, Leadership vs Management; #21 Zimmerman, web search: Why the Leadership Industry Has Failed In class: Discussion #5

12 (11/10, 11/12) #22 Cialdini, Harnessing the Science of Persuasion; #23 Kerr, On the Folly of Rewarding A WT Class by 11/14: Quiz #4

13 (11/17, 11/19) Culture

#24 Watkins, What is Organizational Culture?; #25 Carpenter, web search: lardbucket, understanding organizational culture In class: Discussion #6

14 (11/24) #26 Stillman, web search: Inc, New Harvard Study: Your Open-Plan Office; #27, Katzenbach, Cultural Change That Sticks WT Class by 11/28: Exam #3

15 (12/1, 12/3) Course Review

WT Class by 12/2: Discussion #7

16 (Finals Week) Real World Paper

WT Class by 12/9: Real World Paper

10

Readings

1. Christensen, C. M. (2010). How will you measure your life. Harvard Business Review, 88, 46-51. 2. Grant, A. (2014, June 9). The most valuable business degree doesn’t exist. Huffington Post. Retreived from

https://www.huffpost.com/entry/the-most-valuable-busines_b_5117046 3. Grant, A. (2013). In the company of givers and takers. Harvard Business Review, 91, 90-97. 4. Cuddy, A. J., Kohut, M., & Neffinger, J. (2013). Connect, then lead. Harvard Business Review, 91, 54-61. 5. Herzberg, F. (1968). One more time: How do you motivate employees? Harvard Business Review. 6. Achor, S., Reece, A., Kellerman, G., & Robichaux, A. (2018). 9 Out of 10 People Are Willing to Earn Less Money to Do More-

Meaningful Work. Harvard Business Review. 7. Otterman, S. (2011, July 17). New York City abandons teacher bonus program. The New York Times. Retrieved from

https://www.nytimes.com/2011/07/18/education/18rand.html 8. Chamorro-Premuzic, T. (2013). Does money really affect motivation? A review of the research. Harvard Business Review, 10,

1-5. 9. Low, T. (2016). When unequal pay is actually fair. Harvard Business Review. 10. Sutton, B. (2009, May 14). An astounding intervention that stopped employee theft. Retrieved from:

https://bobsutton.typepad.com/my_weblog/2009/05/an-astounding-intervention-that-stopped-employee-theft.html 11. Vanderkam, L. (2009, May 31). Overestimating our overworking. Retrieved from https://lauravanderkam.com/2009/05/wsj-

overestimating-our-overworking 12. Schwartz, T. (2007). Manage your energy, not your time. Harvard Business Review, 85, 63. 13. Hammond, J. S., Keeney, R. L., & Raiffa, H. (2006). The hidden traps in decision making. Harvard Business Review, 84, 118-

126. 14. Gino, F. (2014). Ending gender discrimination requires more than a training program. Harvard Business Review. 15. Sherbin, L., & Rashid, R. (2017). Diversity doesn’t stick without inclusion. Harvard Business Review. 16. Toegel, G., & Barsoux, J. (2016). How to preempt team conflict. Harvard Business Review, 94, 78-83. 17. Hedges, K. (2015, July 8). Competition at work: Positive or positively awful? Forbes, Retreived from

https://www.forbes.com/sites/work-in-progress/2015/07/08/competition-at-work-positive-or-positively-awful/#397bc20d2da8

18. Gratton, L. (2009). How to foster a cooperative culture. Harvard Business Review. 19. Lawler, E. E. (2008). Why are we losing all our good people? Harvard Business Review. 86, 41-51. 20. Sutton, R. (2008, September 11). Leadership versus management: An accurate but dangerous distinction. Retreived from

https://bobsutton.typepad.com/my_weblog/2008/09/leadership-vs-management-an-accurate-but-dangerous-distinction.html

21. Zimmerman, E. (2015, September 9). Jeffrey Pfeffer: Why the leadership industry has failed. Retrieved from https://www.gsb.stanford.edu/insights/jeffrey-pfeffer-why-leadership-industry-has-failed

22. Cialdini, R. B. (2001). Harnessing the science of persuasion. Harvard Business Review, 79, 72-81. 23. Kerr, S. (1975). On the folly of rewarding A, while hoping for B. Academy of Management Journal, 18, 769-783. 24. Watkins, M. (2013). What is organizational culture? And why should we care. Harvard Business Review, 15. 25. Carpenter, M., Bauer, T., & Erdrogan, B. (2012). Understanding Organizational Culture. Retrieved from

https://2012books.lardbucket.org/books/an-introduction-to-organizational-behavior-v1.0/s19-01-understanding-organizational-c.html

26. Stillman, J. (2018, July 9). New Harvard study: Your open-plan office is making your team less collaborative. Inc.com, Retrieved from https://www.inc.com/jessica-stillman/new-harvard-study-you-open-plan-office-is-making-your-team-less-collaborative.html

27. Katzenbach, J. R., Steffen, I., & Kronley, C. (2012). Cultural change that sticks. Harvard Business Review, 90, 110-117.

11

COVID-19 Face-Covering Requirement Current University Requirements: Beginning July 1, 2020, unless a health-related exception exists,wearing a face covering is required for all individuals (faculty, staff, students, and visitors) on the campus of West Texas A&M University and campus facilities in the following areas:

•Indoor public areas on campus, including all non-private office or residential spaces, such as lobbies, restrooms, common spaces in residence halls, conference rooms, break rooms, elevators, and related campus-community areas; and •Outdoor spaces where six feet or more of physical distancing is challenging to maintain reliably. Students will be required to wear a face covering in all classrooms and teaching/research laboratories; however, faculty will not be required to wear face coverings in explicit learning spaces to facilitate clear instruction.

Current Faculty Senate Statement The WT Faculty Senate places the highest priority on the health and safety of our university’s students, faculty, and staff. In cooperation and consultation with Academic Affairs and Dean's Council, Faculty Senate strongly supports that everyone inthe WTAMU campus community abide by the provisions, both present and future, set out by system and university administration to maintain health and safety during the COVID-19 pandemic. Further, Faculty Senate calls upon WT faculty to set an example for 8 others by consistently and correctly wearing masks or face coverings while on campus, or at WT-sponsored events, as well as maintain at least six feet of physical distance. Formal Policy for Faculty Dealing with Non-Compliant Students • Ask student to put on a mask per System Guidelines. • If he/she refuses to put on a mask

o Ask student to leave class and attend virtually so the other students can continue with their face-to-face meeting. o If he/she refuses to leave class

o The faculty member will announce to the class that, based on the current situation, course content for the day will be uploaded to WT Class and campus delivery will not continue for the day.

o The instructor will also inform the students that they will attempt to try again for compliance with a formal class lecture at the next scheduled class meeting.

o Note: The deans in each college might want a modified approach to course cancellation for the day, including discussion with a college administrator before proceeding with said cancellation. Each dean that wants to deviate will need to discuss college-level modifications with faculty at a college meeting.

• Use this strategy for maximum of two classes; if non-compliance remains; then report to the Office of Student Conduct (jmiddleton@wtamu.edu) and consult with the dean to determine if the class should transition to virtual henceforth.

WTAMU Paul and Virginia Engler COB Student Code of Ethics Each student enrolled in COB courses accepts personal responsibility to uphold and defend academic integrity and to promote an atmosphere in which all individuals may flourish. The COB Student Code of Ethics strives to

12

set a standard of honest behavior that reflects well on students, the COB and West Texas A&M University. All students enrolled in business courses are expected to follow the explicit behaviors detailed in the Student Code of Ethics. Code of Ethics

• Do not use notes, texts, solution manuals, or other aids for a quiz or exam without instructor authorization.

• Do not copy the work of others and/or allow others to view your answers or copy your work during a quiz, exam, or on homework assignments.

• Do not allow other parties to assist in the completion of your quiz, exam, homework, paper, or project when not permitted.

• Do not work with other students on projects or assignments without authorization from the course instructor.

• Properly cite and specifically credit the source of text, graphic, and web materials in papers, projects, or other assignments.

• Do not forge the signature of an instructor, advisor, dean, or another student.

• Provide truthful information for class absences when asking faculty for excused absences or for a make-up for a quiz, exam, or homework.

• Provide truthful information on your resume including work history, academic performance, leadership activities, and membership in student organizations.

• Respect the property, personal rights, and learning environment of all members of the academic community. This includes posting, sharing, and otherwise distributing the course materials outside of this course without expressed permission of the faculty, college, university, or system.

• Live up to the highest ethical standards in all academic and professional endeavors.

Students violating the Student Code of Ethics will be reported to the Dean’s office and are subject to penalties described in the West Texas A&M University Code of Student Life, which may include suspension from the University. In addition, a violator of the Student Code of Ethics may become ineligible for participation in student organizations sponsored by the COB and for recognition for College academic honors, awards, and scholarships. COB Student Resources Link The COB has developed a Student Resources repository (e.g., APA writing style information, business core reviews, facilities, and other helpful supplements), which can be found on the COB Website. Additionally, WTAMU has developed an Academic Study Skills information site to assist students (e.g., study habits, supplemental instruction, tutoring, writing and math skills), which can be found on the WTAMU Website. For WTAMU Writing Center information (for students needing writing assistance, guidance, and feedback), please visit their website.

13

COB Communications Component The Paul and Virginia Engler College of Business Communication Component requires students to demonstrate knowledge of communication skills. The COB communications component is a requirement in the following courses: ACCT 4373 (Accounting Communications), BUSI 1304 (Business Communication), BUSI 3320 (Digital Collaboration and Communication), BUSI 4333 (Cross-Cultural Issues in Business Communications), BUSI 4350 (Current Issues in Management Communications), BUSI 4375 (Healthcare Communication), BUSI 4380 (Conflict Resolution and Negotiation), BUSI 4382 (Emerging Media Law), CIDM 3320 (Digital Collaboration and Communication), ECON 4370 (Economics of Health Care), FIN 3350 (Personal Financial Planning), FIN 4320 (Investments), FIN 4321 (Portfolio Theory), MGT 3335 (Organizational Behavior), MGT 4380 (Conflict Resolution and Negotiation), or MKT 3342 (Consumer Behavior).

Student Travel Opportunities In multiple business courses, there may be opportunities for student travel supplemented by student fees. If you have an interest in such opportunities as they become available, please notify a faculty member.

Dropping/Repeating the Course Should a student decide to drop the course, it is the student’s responsibility to be aware of the final drop dates and adhere to the WTAMU Add/Drop policy. Any student participating in the course after the WTAMU posted drop date will be considered active and a grade will be administered at the end of the course for that student. Students are charged a fee for any course attempted for a third or subsequent time at WTAMU other than a non-degree credit developmental course or exempted courses.

Scholastic Dishonesty It is the responsibility of students and instructors to help maintain scholastic integrity at the University by refusing to participate in or tolerate scholastic dishonesty. Commission of any of the following acts shall constitute scholastic dishonesty. This listing is not exclusive of any other acts that may reasonably be said to constitute scholastic dishonesty: acquiring or providing information for any assigned work or examination from any unauthorized source; informing any person or persons of the contents of any examination prior to the time the examination is given in subsequent sections of the course or as a makeup; plagiarism; submission of a paper or project that is substantially the same for two courses unless expressly authorized by the instructor to do so; submission of a paper or project prepared by another student as your own. You are responsible for being familiar with the University's Academic Integrity Code, as well as the COB Student Code of Ethics listed in this document. Academic Integrity All work must be completed individually unless otherwise stated. Commission of any of the following acts shall constitute scholastic dishonesty: acquiring or providing information for any assigned work or examination from any unauthorized source; informing any person or persons of the contents of any examination prior to the time the exam is given in any subsequent sections of the course or as a makeup; plagiarism; submission of a paper or project that is substantially the same for two courses unless expressly authorized by the instructor to do so. For more information, see the Code of Student Life.

14

Viewpoints/External Websites Disclaimer The views expressed in this document, web-based course materials, and/or classroom presentations and discussions are those of the professor and do not necessarily represent the views of West Texas A&M University, its faculty and staff, or its students. Views expressed by students are likewise those of the person making such statements. It is understood and expected that each individual within this course will respect and allow individual difference of opinion. Neither the professor, the COB, nor WTAMU are responsible for the content of external websites discussed in the classroom and/or linked to via online course materials, emails, message boards, or other means. Referred websites are for illustrative purposes only, and are neither warranted nor endorsed by the professor, COB, or WTAMU. Web pages change frequently, as does domain name ownership. While every effort is made to ensure proper referencing, it is possible that students may on occasion find materials to be objectionable for reasons beyond our control. Acceptable Student Behavior Classroom behavior should not interfere with the instructor’s ability to conduct the class or the ability of other students to learn from the instructional program (Code of Student Life). Unacceptable or disruptive behavior will not be tolerated. Students engaging in unacceptable behavior may be instructed to leave the classroom. Inappropriate behavior may result in disciplinary action or referral to the University’s Behavioral Intervention Team. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. Technology Requirements All technological requirements for the successful completion of this course are the responsibility of the student, including access to a working computer and/or to a device with secure broadband Internet connection, data storage and retrieval, and state-of-the-art security. The student is responsible for all technological problems not related to WTAMU, including but not limited to equipment failures, power outages, and internet breakdowns. Furthermore, students are responsible for all necessary technical and operational skills for completing this course, and for being familiar with WTClass (the Blackboard Learning Management System) both in a general sense and in a specific sense as pertaining to this course and any materials stored within. The professor is not responsible for any technical matters related to WTClass. Students must contact the IT Service Center at 806-651-4357 or itsc@wtamu.edu if they have problems accessing and/or using the WTClass environment. Students are also encouraged to consult the Student Technology Support Portal at students.wtamu.edu for help with WTClass.

Physical or Educational Access - ADA Statement West Texas A&M University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with Student Disability Services (SDS) and to contact faculty members in a timely fashion to arrange for suitable accommodations. Contact Information: Student Success Center, CC 106; phone 806-651-2335.

15

Title IX Statement West Texas A&M University is committed to providing a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free of sexual misconduct and discrimination. Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. Harassment is not acceptable. If you or someone you know has been harassed or assaulted, you can find the appropriate resources

here: • WTAMU Title IX Coordinator Richard Webb –

Kilgore Research Center 147, or call 806.651.3199

• WTAMU Counseling Services – Classroom Center 116, or call 806.651.2340

• WTAMU Police Department – 806.651.2300, or dial 911

• 24-hour Crisis Hotline – 800.273.8255, or 806.359.6699, or 800.692.4039

• Visit the Notalone website For more information, see the Code of Student Life.

WT Attendance Policy for Core Curriculum Classes For the purposes of learning assessment and strategic planning, all students enrolled in Core Curriculum or developmental courses at West Texas A&M University must swipe their Buff Gold cards through the card reader installed in the classroom/lab for each class/lab meeting. Evacuation Statement If you receive notice to evacuate the building, please evacuate promptly but in an orderly manner. Evacuation routes are posted in various locations indicating all exits, outside assemble area, location of fire extinguishers, fire alarm pull stations and emergency telephone numbers (651.5000 or 911). In the event an evacuation is necessary; evacuate immediately do not use elevators; take all personal belongings with you; report to outside assembly area and wait for further information; students needing assistance in the evacuation process should bring this to the attention of the instructor at the beginning of the semester.

Copyright All original content in this document, all web-based course materials (be they text, audio, and/or video), and/or classroom presentations are subject to copyright provisions. No distribution without the express written consent of the author. Students are prohibited from selling (or being paid for taking) notes during this course to or by any person or commercial firm without the express written permission of the professor.

16

* Syllabus template approved by COB Curriculum Committee July 2020. Annual review of the syllabus is a formal part of the COB continuous improvement process.