I have placed a sample of a discussion submission that has one mor

I have placed a sample of a discussion submission that has one
more than the minimum required two replies and is well
supported in the initial posting and in the replies. While the
sample has older sources (From a prior term), you are expected
to have 2020 or 2021 sources but 2021 sources are best, in
addition to using the textbook sources.
You only need to upload the main article that you are
connecting to the concept from the chapter in your initial
posting. In your initial posting, you will want to also cite the
textbook and concept information (paraphrase) from the
textbook so that you are clearly demonstrating how you are
extending that concept in the article that you chose. Clarity of
communication is a leadership standard that we will cultivate i n
this course.
Lastly, in your responses to your colleagues, you are
encouraged to have more than one source, although one source
is the minimum.
Note: There are no direct quotes.
Emotion Regulation and Leadership
Before reading Chapter 4 of our text I realized a need to
regulate my emotions based on an observation from one of my
employees. As a leader I was disappointed in myself for visibly
emitting that type of energy. Robbins and Judge (2017)
describes emotion regulation as the ability to recognize and
adjust the emotions that one is feeling. My need to alter by
behavior was based on a fear of negative emotional contagion;
allowing my emotions to negatively affect the emotions of my
team (Robbins and Judge, 2017). According to Robbins and
Judge (2017) leaders that project constructive emotions allow

for a more inspired atmosphere for their followers; while sorrow
sharpened followers analytical abilities due to the need to
support their leadership. I want to talk about how we as leaders
can control emotional contagion.
Barsade (2021) shares some action steps that augment employee
engagement and performance by guiding leaders to increase
their awareness of emotional contagion. First, a leader must be
mindful of their own mood and assure a joyful temperament
(Barsade, 2021). Being cognizant of nonverbal communication
is also important; meaning being aware of facial expressions,
body language, and tone (Barsade, 2021). Strong eye contact
with team members is important and allows them to attach to
your emotions (Barsade, 2021). If a follower is in a negative
space, have a conversation with them about it to make them
aware and they will likely change their disposition (Barsade,
2021). Lastly, create a culture of positive emotions by
encouraging cheerfulness and make it the norm (Barsade, 2021).
Utilizing these steps allow teams to regulate emotions together
and increases leadership success.
References
Barsade, S. (2021, April 20). Leadership influence: controlling
emotional contagion. [email protected] Retrieved from
https://knowledge.wharton.upenn.edu/article/leadership-
influence-controlling-emotional-contagion/
Robbins, S., & Judge, T. (2017). Essentials of organizational
behavior (14th ed.). Pearson.
Leadership Influence.pdf
Developing Emotional Intelligence
Student 1 reply,

great post. To piggy baggy off Jessica, Emotional Intelligence
(EI or EQ) has played a vital role in my leadership during
COVID-19 pandemic. Nevins and Mirabella (2020) describes
EQ as the ability to recognize your own emotions and the
capacity to act with empathy toward the emotions of others.
Going forward, EQ will continue to grow as an important aspect
of leading. Practicing the following tips are imperative to
continuous improvement in EQ for individuals as well as their
organizations: have frank conversations about EQ, reward those
with exceptional EQ, acknowledge leaders for their EQ, practice
virtual EQ, aid others in developing EQ, and establish more
intimate relationships with others (Nevins & Mirabella, 2020).
The state of business has evolved to the point of no return
during the current crisis and EQ is critical to organizational
success today as well as in the future (Nevins & Mirabella,
2020).
Reference
Nevins, M., & Mirabella, A. (2020, September 30). Why a post-
covid world demands greater emotional intelligence. Forbes.
https://www.forbes.com/sites/hillennevins/2020/09/29/why-a-
post-covid-world-demands-greater-emotional-
intelligence/?sh=33f24caa6bbd.
Shifting Skills
Student 2 reply
I want to share some leadership skills that are important to
develop moving forward. These skills tie in very nicely with
Chapter 3 of our Robbins and Judge text as well what you have
mentioned from Northouse. According to Daimler (2020),
leaders need to connect with empathy, be emotionally agile, and
manage with context.

Traditionally leaders have been taught to communicate, show
emotional intelligence, and manage time (Daimler, 2020).
However, Daimler (2020) shows that to lead in today’s climate,
there must development beyond conventional skills to these
more imminent skills:
show that you not only care for the employee but the person as
well (connect with empathy)
steer through emotions once you have learned to be aware of
them (be emotionally agile)
manage how you work depending on the situation as well as
your time (manage with context)
The last year and a half has been extremely taxing, and many
workers have experienced burnout. The work may not be the
cause of burnout; it is a possibility that the way we are working
is (Daimler, 2020). There is a necessity to look at leadership
through a different lens and make the necessary changes to help
subordinates and ourselves during this trying times.
Reference
Daimler, M. (2020, November 26). Three leadership skill shifts
for 2021 and beyond. Forbes.
https://www.forbes.com/sites/melissadaimler/2020/11/24/the-
three-leadership-skill-shifts-we-learned-in-
2020/?sh=60efbbdd6158
Utilizing Dynamic Skills
Student 3 reply,
nice work. You mentioned developing employees to use their
skills properly in a leadership setting. While searching for

information on that topic, I found that employers could be
training employees on skills that they are unlikely to ever use.
According to Baker (2020), the skills of employees should
progress as business evolves. Too much effort is being
exhausted on teaching irrelevant skills.
Not only must skills be applicable, they must be developed
quickly and effectively for organizations to remain relevant and
agile (Baker, 2020). The ability to achieve these goals is reliant
upon an organization’s ability to foresee the essential skills of
the future (Baker, 2020). Baker (2020) speaks of using a
dynamic skills approach which entails concentrating on
personnel, processes, and tactics. The dynamic skills approach
leads to a 24% advancement on performance and 34% upgrade
on the effort of employees by utilizing the following central
themes Baker (2020):
• Adapt to shifts in skill requirements by anticipating changes
rather than making predictions.
• Fast-track developing skills by leveraging prevailing
resources rather than relying on classes.
• Allow employees to facilitate their own skills development
by holding two-way communication.
Reference
Baker, M. (2020, September 24). Stop training employees in
skills they’ll never use. Gartner.
https://www.gartner.com/smarterwithgartner/stop-training-
employees-in-skills-theyll-never-use
School of Business and Economics

Department of Management
1200 Murchison Road
Fayetteville, NC
28301-4298
MGMT 615 Leading Organizations
LOCATOR INFORMATION
Semester: Fall 2021 16 weeks
Course Number and Name: MGMT 615 Leading Organizations
Number of Credit Hrs: 3
Day and Time: Online
Classroom Online
Class Week Wednesday to Tuesday
Instructor: Dr. Darrell Bratton
Office Location: No office on campus, call my home
Home Phone: 240 424 0421
E-mail Address: [email protected]
COVID-19 Statement
It is the policy of FSU for the Fall 2021 semester that all
students are required to engage in safe
behaviors to avoid the spread of COVID-19. Such behaviors
specifically include the
requirements that all students wear a mask while in classrooms
or labs and in other instances
where distancing is not possible, unless (a) a student is granted
an accommodation from
Disability Services, or (b) I otherwise explicitly grant
permission to a student to remove their
mask (such as while asking a question, participating in class

discussion, or giving a
presentation, all while at an appropriate physical distance from
others). Students who do not
have masks can obtain them from the building coordinator.
Failure to comply with this policy in
the classroom may result in dismissal from the current class
session and charges under Code of
Student Responsibility.
I. FSU Policy on Electronic Mail: Fayetteville State University
provides to each student, free
of charge, an electronic mail account ([email protected]) that is
easily accessible
via the Internet. The university has established FSU email as
the primary mode of
mailto:[email protected]
correspondence between university officials and enrolled
students. Inquiries and requests from
students pertaining to academic records, grades, bills, financial
aid, and other matters of a
confidential nature must be submitted via FSU email. Inquiries
or requests from personal email
accounts are not assured a response. The university maintains
open-use computer laboratories
throughout the campus that can be used to access electronic
mail. Rules and regulations governing
the use of FSU email may be found at
http://www.uncfsu.edu/PDFs/EmailPolicyFinal.pdf.
II. COURSE DESCRIPTION: This course explores the
importance of human behavior in

reaching organizational goals. Course emphasis: managing
individual and interpersonal relations;
group and inter-group dynamics; leadership, communication and
motivation skills in managing
organizational performance and change. The topics to be
covered fall into three major categories:
(1) individual behavior and processes, (2) team processes, and
(3) organizational processes.
III. DISABLED STUDENT SERVICES
In accordance with Section 504 of the Rehabilitation Act and
the Americans with Disabilities
ACT (ACA) of 1990, if you have a disability or think you have
a disability please contact the
Center for Personal Development in the Spaulding building,
Room 155 (1st floor); 910-672-1203.
“It is the policy of Fayetteville State University for the Fall
2020 semester that all students
are required to engage in safe behaviors to avoid the spread of
COVID-19. Such behavior
specifically include the requirement that all students wear a
mask while in classrooms or
labs and other instances where social distancing is not possible,
unless (a) a student is
granted an accommodation from Disability Services or (b) the
instructor otherwise
explicitly grant permission to a student to remove their mask
(such as while asking a
question, participating in class discussion, or giving a
presentation, all while at an
appropriate physical distance from others). Students who do
not have masks can obtain
them from their Instructor. Failure to comply with this policy
in the classroom may result
in dismissal from the current class session and charges under

the Code of Student
Responsibility”.
IV. TITLE IX – SEXUAL MISCONDUCT
Fayetteville State University (University) is committed to
fostering a safe campus environment
where sexual misconduct — including sexual harassment,
domestic and dating violence, sexual
assault, and stalking - is unacceptable and is not tolerated. The
University encourages students
who may have experienced sexual misconduct to speak with
someone at the University so that
the University can provide the support that is needed and
respond appropriately. The Sexual
Misconduct policy can be found at the following link:
http://www.uncfsu.edu/Documents/Policy/students/SexualMisco
nduct.pdf
Consulting with a Health Care Professional - A student who
wishes to confidentially speak
about an incident of sexual misconduct should contact either of
the following individuals who
are required to maintain confidentiality:
Ms. Pamela C. Fisher Ms. Linda Melvin
Licensed Professional Counselor Director, Student Health
Services
Spaulding Building, Room 165 Spaulding Building, Room 121
(910) 672-387 (910) 672-1454
http://www.uncfsu.edu/PDFs/EmailPolicyFinal.pdf
http://www.uncfsu.edu/Documents/Policy/students/SexualMisco
nduct.pdf
[email protected][email protected]

Reporting an Incident of Sexual Misconduct - The University
encourages students to report
incidents of sexual misconduct. A student who wishes to report
sexual misconduct or has
questions about University policies and procedures regarding
sexual misconduct should contact
the following individual:
Ms. Victoria Ratliff
Deputy Title IX Coordinator for Students
Spaulding Building, Room 155
(910) 672-1222
[email protected]
Unlike the Licensed Professional Counselor or the Director of
Student Health Services, the
Deputy Title IX Coordinator is legally obligated to investigate
reports of sexual misconduct, and
therefore cannot guarantee confidentiality, but a request for
confidentiality will be considered
and respected to the extent possible.
Students are also encouraged to report incidents of sexual
misconduct to the University’s Police
and Public Safety Department at (910) 672-1911.
V. CODE OF CONDUCT
The FSU Student of Conduct is implicitly incorporated into this
syllabus. Please familiarize yourself
with its contents at:
http://www.uncfsu.edu/documents/handbook/Codeofconduct.pdf
VI. TEXTBOOK
Required textbooks:
Keep in mind that this class begins August 18, 2021 and does
not end until December 10,

2021. You will need both textbooks until the end of class.
Robbins, S. P., & Judge, T. (2017). Essentials of organizational
behavior (14th ed.). Boston:
Pearson.
ISBN - 9780134523859
Or from Vital source at
https://www.vitalsource.com/products/essentials-of-
organizational-
behavior-stephen-p-robbins-timothy-a-v9780134524719
Northouse, P.G. (2022) Leadership: Theory and Practice (9th
edition), SageLeadership Theory
and Practice
By: Peter G. Northouse
Publisher: SAGE Publications, Inc
Print ISBN: 9781544397566, 1544397569
Print ISBN: 9781544397566, 1544397569
eText ISBN: 9781071834473, 1071834479
http://www.uncfsu.edu/documents/handbook/Codeofconduct.pdf
organizational-behavior-stephen-p-robbins-timothy-a-
v9780134524719
v9780134524719

v9780134524719
eText ISBN: 9781071834473, 1071834479
Interactive eBook available from Vital Source at
https://www.vitalsource.com/referral?term=9781071834473
VII. Technical Requirements For Online Classes
https://www.uncfsu.edu/academics/colleges-schools-and-
departments/online-education
More specifically
https://www.uncfsu.edu/assets/Documents/Online%20Education
/Technical%20and%20Skill%20
Requirements%20for%20Online%20Education%20v.3.pdf
VIII. COURSE OBJECTIVES & STUDENT LEARNING
OUTCOMES
The course is intended to facilitate cognitive learning, increased
self-awareness and interpersonal
as well as leadership skill development. After undertaking this
course, you should have:
♦ Knowledge on the essentials of organizational behavior
♦ The confidence to build on the essentials of organizational
behavior
♦ An in-depth understanding of the theories of leadership
♦ The ability to apply theory to cases in leadership
♦ The capability to work with a group to deliver effective
business presentations on leadership

VIIII. TEACHING STRATEGIES
This is a self-paced course where we will learn together. You
are expected to bring new information to me
and your colleagues. In this class you will be expected to think
like a leader/business owner. I am a long
time government employee and a business owner. I also studied
employee ownership for my Ph.D. so I
believe in entrepreneurship and ownership.
X. COURSE REQUIREMENTS AND EVALUATION
CRITERIA
A. Grade Distribution
Syllabus Confirmation/Introduction 50 points 5%
Class Discussions ...................... 200 points (8 @ 25 points
each) 20%
Case Questions .......................... 150 points (3 @ 50 points
each) 15%
Business Briefings .................... 200 points (2 @ 100 points
each) 20%
Midterm Exam .......................... 200 points (1 @ 200 points
each) 20%
Final Exam ................................. 200 points (1 @ 200 points
each) 20%
Total ......................................... 1000 points
B. Grading Scale
90 - 100% = A
80 - 89% = B
https://www.vitalsource.com/products/interactive-leadership-
theory-and-practice-peter-g-northouse-v9781544325194
https://www.vitalsource.com/referral? term=9781071834473
https://www.uncfsu.edu/academics/colleges-schools-and-

departments/online-education
/Technical%20and%20Skill%20Requirements%20for%20Online
%20Education%20v.3.pdf
/Technical%20and%20Skill%20Requirements%20for%20Online
%20Education%20v.3.pdf
70 - 79% = C
Below 70 = F
ASSESSMENT DETAILS
All assignments in the class have a rubric attached, except the
Syllabus
confirmation/Introduction. See the rubric for how your grade is
determined.
Syllabus confirmation/Introduction/ (5%). Go to the
introduction thread on the discussion board
and introduce yourself. You should cover 1) where you have
lived 2) your work experience, 3)
your reason for taking the MBA, 4) what you hope to learn from
this course, and 5) an assessment
of your current leadership ability, both your strengths and areas
you’d like to develop. After
introducing yourself, please confirm in an email to me (Via the
Canvas Inbox) that “I have read
the entire syllabus and I will use the module and syllabus to
keep up with the assignments (Not the
Calendar)”.
Article Discussion (8 x 25=20%). For each week you should
find one online or published article
from within the last two to three years (preferably the current

year) that adds in some way to the
discussion in the assigned chapters from Robbins and Judge.
The library database (again,
preferred) is your most reliable source, but Google Scholar and
Google are also useful places to
search for such articles. You should upload a PDF of the article,
along with a discussion of why
the article is relevant for the chapter, how it extends one of the
concepts in a chapter, and what you
found interesting about the article.
You are expected to contribute to the discussion during the
discussion weeks about the concepts
in the assigned reading(s). Factors that will affect your
discussion grade include: frequency (you
should post your initial posting by the fourth day of the class
week {Saturday} and reply to two
of your colleagues with supported responses {APA formatted
in-text citations and references}
by the end of the discussion week. You should write a minimum
of 100 words per post and your
contributions should extend the textbook. In other words, you
should always have additional
research beyond the textbook. Just citing the textbook in an
initial posting or a response
will elicit minimal points.
Case Questions (3 x 5%=15%). The Northouse text has three
case studies at the end of each
chapter. You must complete five questions from these cases for
each Northouse chapter assigned
in Weeks 2-6. For example, in chapter 2 there are a total of nine
questions. You are expected to
answer five of the nine questions. You should aim for at least
50 words per answer. See the rubric

for grading details. Better answers will respond appropriately to
the question using concepts from
the chapter and details from the case. An APA formatted paper
with a properly formatted title and
reference page is expected. You should upload a Word
document with a clearly labelled Case
number and question as a section header with answers for each
of the five question that you choose,
by the due date each week. Do not copy and paste direct quotes.
In fact, no direct quotes should
be used, unless you are quoting an exact number or percentage.
You are expected to paraphrase
and cite properly.
Business Briefing (2 x 10%=20%). Teams will be assigned in
the third or fourth week of the
class so that you can start working on your Business Briefings
as soon as your group feels it is
appropriate. These will be self-managed groups and I will not
get involved in group decisions.
Your group may want to develop conflict resolution procedures,
as well as choose a single group
member to come to me with questions.
The briefings will be assessed by an outside person. The
individual will be looking for
presentations that are informative but also engaging. Please do
not just read from the slides and
regurgitate the chapter information. Find something interesting
to say in an entertaining way.
There are two ways to submit your presentations. The first
involves uploading a Powerpoint with

embedded videos. Here is an example:
https://biteable.com/blog/tips/embed-video-powerpoint/
The advantage of this method is the flexibility to do multiple
takes and edit the video until you
get it exactly right. If you want to make the shoot even more
professional, you might consider
using an app like https://apps.apple.com/us/app/video-
teleprompter-lite/id1031079244 that
allows you to read a script while you record yourself. Note, to
obtain the maximum score, each
group member must speak for at least one minute. The whole
presentation must not exceed five
minutes.
The second way to present is using Zoom. It works the same
way as the previous method except
the slides are controlled by a group member (or set to auto play)
while team members take turns
speaking. Zoom will highlight the speaker, so you don't need to
embed the video (although every
group member will need a webcam).
During the course, your group must prepare at least two
business briefings on leadership topics
drawn from Northouse’s Interactive Book on Leadership
(Chapters 9-16). {If you do more than
two, up to four briefings, your top two scores will count}. Each
briefing should comprise a five-
minute presentation with five slides outlining your take on one
of the theories of leadership. The
slides should: 1) summarize the theory. 2) explain how it adds
to leadership studies 3) discuss
criticisms of the theory, 4) present some new material on the

theory (last five years), and 5)
provide your group’s assessment of the approach (e.g. is it
useful, practical, easy, dated). The
presentation may be live (on Zoom) or recorded (with a link to
YouTube).
The briefing will be assessed using the Rubric criteria on each
dimension:
Accuracy - did you make an accurate summary of the theory and
its critics
Team – did all your group members present for at least one
minute in a professional manner
Presentation Quality – were the slides professional (font, size,
color choices etc)
Value – did the new material extend the textbook material in a
relevant and interesting way
Credibility - was the group’s assessment credible
Remember, these briefings are taking the place of the case
discussions you had in the first half of
the class. They are worth twice as much as one case discussion
so treat them accordingly. You
are allowed to take the best two scores of four briefings This
means you can wait and present two
briefings in the last two weeks. A more prudent strategy might
be to go early and course correct
if needed!
https://biteable.com/blog/tips/embed-video-powerpoint/
https://apps.apple.com/us/app/video-teleprompter-
lite/id1031079244
https://nam10.safelinks.protection.outlook.com/?url=https%3A
%2F%2Funcfsu.instructure.com%2Fcourses%2F22598%2Ffiles
%2F2999562%2Fdownload%3Fwrap%3D1&data=02%7C01%7C
dbratto1%40uncfsu.edu%7C2b6e0e8f059e4d5d71ab08d76acfc96

b%7Cb2e1e6f464f148729da1ca8a9a7c41f7%7C0%7C0%7C6370
95312980257612&sdata=0WkxMszkVGJqqmPVsZebs3zXOVuII
uWyHZlYncq%2B%2Bqs%3D&reserved=0
https://nam10.safelinks.protection.outlook.com/?url=https%3A
%2F%2Funcfsu.instructure.com%2Fcourses%2F22598%2Ffiles
%2F2999562%2Fdownload%3Fwrap%3D1&data=02%7C01%7C
dbratto1%40uncfsu.edu%7C2b6e0e8f059e4d5d71ab08d76acfc96
b%7Cb2e1e6f464f148729da1ca8a9a7c41f7%7C0%7C0%7C6370
95312980257612&sdata=0WkxMszkVGJqqmPVsZebs3zXOVuII
uWyHZlYncq%2B%2Bqs%3D&reserved=0
Again, you may make one briefing per week and your best two
scores will count towards your
final grade. The results will also form part of the assessment for
the Professional Skills learning
outcome in the MBA program. Again, I will assign the groups in
week 3 or 4 of the class (after
the add/drop period).
Midterm Exam (20%). A two-hour proctored midterm exam will
be held at the start of the
eighth week of class. If you are going to do the exam face to
face (on campus or at a library) start
early and locate a proctor. If you are doing ProctorFree (at
home with a laptop or PC that has a
camera) you do not need to register in advance.
The Midterm will be comprised of four short essay questions
that are drawn from the chapters
covered in Robbins & Judge, prior to the exam. Find at least
one peer-reviewed article dated (2020
or better yet 2021) in the library database on each of the four
questions and it can be a source that
you used in a discussion. {Tip: Gather your sources from the
library database every week and save
them to use for the Mid-term exam, so that you have plenty of

sources for every chapter before
you start the mid-term exam}Do not copy and paste direct
quotes. In fact, no direct quotes should
be used, unless you are quoting an exact number or percentage.
You are expected to paraphrase
and cite properly.
Final Exam (20%). A two-hour proctored final exam will be
held in the last week of class. It will
be comprised eight short essay questions drawn from the last
eight chapters covered in Robbins &
Judge. While you are not required to use the library database (it
is preferred and like the mid-term,
you can use sources that you used in your discussions). You are
expected to use what you have
learned from either/both textbooks and/or outside research to
respond to the questions.{Tip: Gather
your sources from the library database every week and save
them to use for the final exam, so that
you have plenty of sources for every chapter before you start
the final exam} Do not copy and
paste direct quotes. In fact, no direct quotes should be used,
unless you are quoting an exact number
or percentage. You are expected to paraphrase and cite properly.
Please note the following University policies:
INTERIM GRADE X = NO SHOW – Assigned to students who
are on a class roster, but never
attend class. For warning purposes only; NOT a final grade.
INTERIM GRADE EA = EXCESSIVE ABSENCES - Assigned
to students whose class
absences exceed 10% of the total contact hours. For warning

purposes only, NOT a final grade.
FN = FAILURE DUE TO NON-ATTENDANCE – Assigned to
students who are on class roster,
but never attend the class. An FN grades is equivalent to an F
grade in the calculation of the
GPA.
NOTE TO STUDENTS ABOUT CLASS WITHDRAWALS:
classes and they slow their
progress toward degree completion.
-third of
their classes will no longer be
eligible for financial aid.
THE CLASSES IN
WHICH THEY ENROLL. STUDENTS SHOULD WITHDRAW
FROM CLASSES
ONLY WHEN IT IS ABSOLUTELY NECESSARY.
C. Discussions (Online Participation)
Participating in the discussions is very similar to class
participation in a face to face class.
Discussion posts will be due at the end of the class week.

Deadlines are posted with each
discussion.
The basic rule for this course is that you are expected to join
the discussion at least twice a week
and complete assignments on a timely basis. Students are
expected to:
• Read assignments in advance of joining the discussion. It is
often helpful to start your
response with a brief definition of the concept.
• For this course, you must contribute substantively to the
discussion on at least two
different days each "week". I would like to see your initial
posting by the 4th day of
the week (Saturday) by 11:59PM. You should prepare a
substantive comment for each
discussion prompt that you choose (with at least one external
source beyond the
textbook), and two substantive replies (with at least one
external source beyond the
textbook) that build on, or reply to another student’s posting per
discussion.
• Do not just copy and paste information from sources. You are
expected to paraphrase
with proper citation most of the time and only use direct quotes
when you cannot say it
better than the author, such as when the author uses statistics.
• The minimum word count for an initial posting is 100 words
with support (library
database {preferred} or internet is fine) and a quality response
of 100 words with
support (library database {preferred} or internet is fine) is

expected.
• Write your response using good grammar and spelling. I
consider the discussion board a
form of business communication so organize your thoughts, be
clear, direct and concise.
No texting abbreviations.
Your participation on the discussion board will be graded using
the rubric. I will post your
participation grade for each discussion in the grade center.
Online discussion is how we interact and learn together as a
community. This is how you
demonstrate mastery of the subject matter, engage in
discussions about ideas, and gather insights
beyond what is in the readings. Indeed, discussion forums are
one of the things that separate a
quality online class from a "correspondence course" where you
simply submit assignments to an
instructor and get a grade back.
NOTE: IT IS VERY IMPORTANT TO READ AND
UNDERSTAND THE
FOLLOWING REQUIREMENTS FOR THIS COURSE.
As with all assignments, there are minimal standards and
expectations, and then there are those
for "A" level work. My expectations are as follows.
Early and Often ....

This is a good rule for participation. Discussion boards are
supposed to produce scholarly
discussions. You cannot have a discussion if you walk
(virtually) into a room and find no
evidence of anyone having been there. Organizing your time so
you read ahead and are able to
lead and/or contribute to a stimulating and substantive
discussion or activity is therefore not only
expected but necessary in this course. For this course, you must
contribute substantively to the
discussion on at least two different days each "week". Again, I
would like to see your initial
posting by the 4th day of the week (Saturday) by 11:59PM. You
should prepare a substantive
comment for each discussion prompt that you choose, and two
substantive comments that build
on, or reply to another student’s posting per discussion, further
demonstrating your knowledge of
the concept.
Quality is more important than Quantity
The above said, I want to emphasize that quality should be your
focus. It is more important to
demonstrate understanding, add value, and stimulate a good
discussion than make a lot of
postings. As is true in face-to-face classes, the last thing busy
working people want is to come
into a classroom and read/listen to people “talk for the sake of
hearing themselves speak.” Thus,
I encourage you to strive to produce the postings “everyone
wants to read” because they learn
something important each time they do so.
Sometimes you will find a participant raises a question in his or
her posting that you can answer,

or introduces an issue you had not thought about but find
interesting. Sometimes you may
disagree with a position taken on an issue and decide to develop
and present an alternative
perspective. These are examples of times when you should
respond. Responses that merely state,
"I agree," can dampen enthusiasm, especially when your
colleagues are trying to use their time in
the classroom most efficiently.
D. Assignments
Assignments MUST be done individually, except for the
Business Briefing which is a group
assignment. Assignments consist of case questions, assessments
and discussion submissions.
Your answers MUST be typed and formatted properly using
Microsoft Word using APA format
(i.e. title page, references, etc…). Each assignment must be
submitted using the provided link
in Canvas before the due date. Late Submissions will be
accepted per the late submission
policy {Please do not abuse the late policy}.
• APA: All documents submitted must follow American
Psychological Association
(APA) guidelines. The University has several resources to help
you with APA. I
suggest everyone review them here especially the APA
Formatting and Style Guide.
http://libguides.uncfsu.edu/apa

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_formatting_and_style_guide/general_format.html
E. Midterm/Final Exam
The Midterm will cover the first half of class and final exam
will be a based on what you have
learned during the second half of the course including concepts
from the textbook and the case
question assignments. Both exams will be proctored in
accordance with the UNC system
proctoring service (Face to face) or Proctor Free (Using your
webcam).
F. Academic Dishonesty
Plagiarism and cheating are serious offenses and may be
punished by failure on exam; failure in
course; and/or expulsion from the University. Plagiarism is a
serious academic and business (legal)
offense and is considered theft of intellectual property. Please
visit the Georgetown University
web site
(https://honorcouncil.georgetown.edu/whatisplagiarism) for
plagiarism discussions. All
students enrolled in FSU classes at all levels are responsible for
knowing what constitutes
plagiarism. Whether by design or by accident, plagiarized
content is unacceptable. There are no
explanatory circumstances.
Plagiarism occurs when:
• Students submit work that directly quotes or paraphrases the

work of another, without
specific citation of the passages crediting the creator of the
work
• Students combine the works of another with their own original
effort, including comments on
those passages, without specific citation of the passages
crediting the creator of the work.
• Students include a list of references at the end of an
assignment but do not indicate which
words or passages specifically (by use of quotation marks) are
from those sources and which
words or passages are original work
G. Policy on Missed or Late Assignments
All assignments are considered due before 11:59 on the due
date. Assignments will be assessed a late
penalty of 10% per day, with a maximum of 50% credit after 5th
day of tardiness. No
assignments will be accepted after the sixth day unless you have
been granted an extension in
advance by the instructor. This applies to written assignments.
Late discussions will not be
accepted.
XI. COMMUNICATION WITH THE INSTRUCTOR
This is an online course. All class announcements and materials
such as syllabus, handouts, and
presentations are available in Canvas. The grade book posts all

student grades associated with
tests and assignments, but it does not calculate your midterm or
final grade. You should use the
Canvas grade book to review your grades and then refer to the
syllabus for the weighting (%) to
calculate your course grade. Please check the Canvas frequently
for updates related to the class,
especially read all announcements.
https://honorcouncil.georgetown.edu/whatisplagiarism
I will primarily use the Canvas’s e-mail system to communicate
to students. It is essential
that you check your FSU e-mail account daily in a compressed
course such as this.
Contacting the Instructor: My preferred means of
communicating is by Canvas e-mail and I do
check e-mail several times a day. Even if you want to talk with
me on the phone, it may be best
to also (e-mail and text me with your name and 615 at 240 424
0421) and set up a time to talk.
Academic Calendars | Fayetteville State University (uncfsu.edu)
XII. COURSE OUTLINE WITH ASSIGNMENT SCHEDULE
Week # and date Topic Assignment due
Week 1
(8/18 – 8/24)

Introduction
Orientation/Course Overview
Robbins and Judge
Ch 1: What is Org. Behavior?
Ch 12: Leadership
Northouse
Ch 1: Introduction
Discussion 1: Initial posting due by the fourth day
of the week.
Introduce yourself:
PLEASE go to Forum “Introduce
yourself” in the Modules section and
introduce yourself
Read entire syllabus:
You are required to read the entire
syllabus thoroughly and understand
the description of all assignments and
expectations. Then email me the
following through the Canvas Inbox:
“I have read the entire syllabus and
I will use the module and syllabus to
keep up with the assignments (Not
the Calendar)”.
Week 2
(8/25 – 8/31)
Northouse

Ch 2: Traits Approach
Northouse Ch2 Case questions
Submit an APA formatted paper with
a title page and a reference page
Week 3
(9/1 – 9/7)
Robbins and Judge
Ch 2: Diversity in Organizations
Ch 11: Communication
Discussion 2: Initial posting due by
the fourth day of the week.
Week 4
(9/8 – 9/14)
Northouse
Ch 3: Skills Approach
Week 5
(9/15 – 9/21)
Robbins and Judge
Ch 4: Emotions and Moods
Ch 5: Personality and Values
the fourth day of the week

Tracy Till Zoom session Sept 16th
7PM EST (This will replace the
replies) You still have to do the
Week 5 initial discussion posting
https://www.uncfsu.edu/faculty-and-staff/departments-and-
offices/office-of-the-registrar/academic-calendars
Week 6
(9/22 – 9/28)
Northouse
Ch 4: Behavioral Approach
Week 7
(9/29 – 10/5)
Robbins and Judge
Ch 7: Motivation Concepts
Ch 8: Motivation: From Concepts to Application
Week 8
(10/6 – 10/12)
Mid Term Proctored Exam

Week 9
(10/13 – 10/19)
Northouse
Ch 5: Situational Approach
Business Briefing based on Chapter 9 (Authentic)
or 10 (Servant) of the Northouse textbook
1rst Business Briefing group project
due.
Week 10
(10/20 – 10/26)
Robbins and Judge
Ch 6: Perception and Decision Making
Ch 3: Attitudes and Job Satisfaction
Week 11
(10/27 – 11/2)
Northouse
Ch 6: Path-Goal Theory
Business Briefing based on Chapter 11 (Adaptive)
or 12 (Inclusive) of the Northouse textbook
2nd Business Briefing group project
due.

Week 12
(11/3 – 11/9)
Robbins and Judge
Ch 9: Foundations of Group Behavior
Ch 10: Understanding Work Teams
Week 13
(11/10 – 11/16)
Northouse
Ch 7: Leader Member Exchange (LMX)
Business Briefing based on Chapter 13
(Followership) or 14 (Gender and Leadership) of
the Northouse textbook
3rd Business Briefing group project
due.
Week 14
(11/17 – 11/23)
Robbins and Judge
Ch 13: Power and Politics
Ch 14: Conflict and Negotiation
Northouse

Holiday Break
(11/24 – 11/26)
Wednesday to Friday
Class is closed
Week 15
(11/27 – 12/3)
Saturday to Friday
Ch 8: Transformational Leadership
Business Briefing based on Chapter 15
(Leadership ethics) or 16 (Team leadership) of the
Northouse textbook
4th Business Briefing group project
due.
There is no discussion 8. Video
Reflection: 2 minute video on what
you learned from the class, what you
liked and what you think can be
improved.

Robbins and Judge
Ch 16: Organizational Culture
Ch 17: Organizational Change and Stress
Management
Week 16
(12/4 – 12/10)
Final Exam week Saturday to
Friday
7 days from Saturday to
Friday
X. BIBLIOGRAPHY The following references are additional
resources for this class.
Bryant, W., & Merritt, S. M. (2021). Unethical pro-
organizational behavior and positive leader–
employee relationships. Journal of Business Ethics, 168(4),
777–793. https://doi-
org.uncfsu.idm.oclc.org/10.1007/s10551-019-04211-x
Beware of COVID fatigue and complacency in the workplace.
(2021). South African Food
Review, N.PAG.

Dong, J. Q., Karhade, P. P., Rai, A., & Xu, S. X. (2021). How
firms make information
technology investment decisions: Toward a behavioral agency
theory. Journal of
Management Information Systems, 38(1), 29–58. https://doi-
org.uncfsu.idm.oclc.org/10.1080/07421222.2021.1870382
Kuknor, S., & Bhattacharya, S. (2021). Organizational inclusion
and leadership in times of
global crisis. Australasian Accounting Business & Finance
Journal, 15, 93–112.
https://doi-
org.uncfsu.idm.oclc.org/10.14453/aabfj.v15i1.7Bickle, J. T.
(2017).
Developing remote training consultants as Leaders-
dialogic/Network application of Path-
Goal leadership theory in leadership development. Performance
Improvement, 56(9), 32–
39. https://doi-org.uncfsu.idm.oclc.org/10.1002/pfi.21738
https://doi-org.uncfsu.idm.oclc.org/10.1002/pfi.21738

I have placed a sample of a discussion submission that has one mor

I have placed a sample of a discussion submission that has one mor

Recommended

Recommended

More Related Content

Similar to I have placed a sample of a discussion submission that has one mor

Similar to I have placed a sample of a discussion submission that has one mor (17)

More from NarcisaBrandenburg70

More from NarcisaBrandenburg70 (20)

Recently uploaded

Recently uploaded (20)

I have placed a sample of a discussion submission that has one mor