The outline of CLA2 a) Introduction – A brief intr.docx

The outline of CLA2:
a) Introduction – A brief introduction of what I learned in
general from the course.
b) Detailed discussion about the important concepts learned:
· Interpersonal competencies: Define the concept of
interpersonal competencies and
discuss how the interpersonal competencies play a role in the
development of organizational
behavior.
· Techniques for problem-solving: Introduce different
kinds of techniques that are used for
problem-solving. Talk about one specific and widely-used
technique in detail.
· Theories of Motivation: Define the motivation in the
workforce and discuss how
motivation in my workplace can be stimulated.
· Leadership effectiveness: Define the concept of
leadership effectiveness and discuss
how it will affect the organizational performance.

c) Apply two or three concepts in the above to my work
setting and provide solutions
regarding the implementation of the concepts.
· How I will use the interpersonal competencies to interact
with team members and gain
support from them.
· How I will use the techniques to solve some problems
that I encountered during my
work.
d) Findings from PA1, CLA1
· Crowdsourcing: Crowdsourcing is a new business model
including a variety of thinking
from various sides and can solve the problems faster (Aitamurto
el, 2011). Through the
crowdsourcing, many companies like Threadless, have achieved
great success.
· Leadership style: there are too many leadership styles.
None of them are the same and
can be simply copied from organization to organization. The
leadership style has to fit and
adapt to the situation of the organization and the followers.
e) Place-holders

· How to evaluate the steps involved in implementing
teams, and develop an
understanding of how teams can outperform the performance of
individuals.
· How to recruit and maintain talented employees.
· Findings from PA2.
Reference:
Aitamurto, Tanja & Leiponen, Aija & Tee, Richard. (2011). The
Promise of Idea
Crowdsourcing – Benefits, Contexts, Limitations. Nokia Ideas
Project.
Baldwin, T., Bommer, B., & Rubin, R. (2013). Managing
organizational behavior: What great
managers know and do (2nd ed.). New York, NY: McGraw-Hill
ISBN: 978-0073530406
Final Research Paper: Instructions & Requirements
Students are required to conduct a literature review on the

following research question/topic:
How stakeholder engagement affects IT projects?
Part of this literature review, some of the items that need to be
addressed are:
of stakeholder management
The purpose of this literature review is to provide an in-depth
overview of research pertinent to
the subject topic. You will need to identify current relevant
research papers (i.e. published since
2015); classify your selected papers; and use your references to
“tell the story” (i.e. how other
researchers support this topic). The focus of the literature
review must be on IT projects.
Your final research paper should contain a title page, an
introduction, an overview of literature
review, a results/discussion section, a section on conclusion and
recommendations, and a
reference page.
Introduction
The introduction of this literature review should include the

research question and purpose, scope
of the literature review, significance of the topic study, and
background information. This section
sets the theoretical framework for your research paper.
Overview of Literature Review
This section of your literature review should summarize the
findings of relevant studies that you
have identified and selected. For each study, you should briefly
explain its purpose, procedure
for data collection and major findings. In addition, discuss the
strengths and weaknesses of
particular studies.
Remember that a literature review should not be a listing of
articles or researchers but rather a
flowing article incorporating both prose and citations.
Results/Discussion
This section should synthesize and analyzes the literature with
focus on central ideas relevant to
the topic; critically evaluate sources and perspectives; highlight
any consensus or disagreement
on the topic; identify gaps and controversies, as well as study

limitations if relevant.
Conclusion and Recommendations
This section should briefly summarize key literature review
results and provides a compelling
argument/conclusion that is appropriately qualified (given study
limitations). In addition, provide
recommendations for future research.
The final research paper will be graded as per the following
breakdown:
Introduction -------------------------------------------------15 points
Overview of Literature Review ---------------------------20 points
Results/Discussion------------------------------------------35 points
Conclusion and Recommendations-----------------------10 points
Clarity, Organization, Grammar and Spelling----------10 points
APA Style and Referencing-------------------------------10 points
Total -------------------------------------------------------- 100
points
The length of final research paper must be at least 1200 words
(not including title or reference
pages.) Use double-spaced APA style. The paper must include a

minimum of six APA-compliant
references and corresponding in-text citations. At least four of
your references must be scholarly
peer reviewed articles. Most references must be current/recent,
published since 2015. The
University of the Cumberlands Library provides myriad of
online resources to assist students
with proper research. Recommend taking advantage of this
highly useful source for your
research.
Check for plagiarism BEFORE submitting!! Safe Assign will be
used to analyze your paper for
any plagiarism. For guidance to avoid plagiarism, please check
Content>Week 1: Getting Started
folder.
Please submit your final research paper via your assignment
folder as a Microsoft word
attachment in the week 7 folder by the end of week 7 session.
Recommended Readings
In addition to the Graduate Writing Resources provided under
the Week 1: Getting Started

folder, you will find the following sources/links useful in
conducting and writing your literature
review:
http://www.d.umn.edu/~hrallis/guides/researching/litreview.htm
l
https://www.westga.edu/~distance/ojdla/spring81/maguire81.ht
m
https://libguides.csuchico.edu/c.php?g=414315&p=2822687
https://owl.purdue.edu/owl/research_and_citation/resources.htm
l
http://www.d.umn.edu/~hrallis/guides/researching/litreview.htm
l
https://www.westga.edu/~distance/ojdla/spring81/maguire81.ht
m
https://libguides.csuchico.edu/c.php?g=414315&p=2822687
https://owl.purdue.edu/owl/research_and_citation/resources.htm
l

DOCTOR IN BUSINESS ADMINISTRATION PROGRAM
BUS 730
Management Strategy for Performance
Hybrid
Syllabus
BUS 730 Hybrid Syllabus

2 of 33
Table of Contents
Westcliff University Mission Statements
........................................................................................ 3
Welcome to Management Strategy for Performance – BUS 730
................................................... 4
Course Description
...............................................................................................
........................... 6
Course Assignments At-A-Glance
...............................................................................................
... 7
Course Learning Outcomes (CLOs) Linked to Program
Outcomes ............................................... 8
CLA Linking Table
...............................................................................................
.......................... 9
PA Linking Table
...............................................................................................
............................. 9
DQ Linking Table
...............................................................................................
............................ 9

Detailed Description of Each Grading Criteria:
............................................................................ 10
Rubrics
.............................................................................................. .
............................................ 14
Detailed Course Outline
...............................................................................................
................. 19

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Westcliff University Mission Statements
Westcliff University
Westcliff University’s mission is to educate, inspire, and
empower students from around the
world to acquire the competencies to excel personally and
professionally through innovative,
high-quality distance and campus programs.
College of Business Mission Statement
Westcliff University’s College of Business mission is to deliver
a high-quality business
education that can improve the lives of students, personally and
professionally. The College’s
teaching philosophy is to vitalize business concepts by offering
a curriculum in a pragmatic and
relevant framework. Through the use of innovative teaching
methods, students are enabled to

enhance their business acumen in an ethical and socially
responsible way.
DBA Program Mission Statement
The mission of the Doctor of Business Administration program
is to present advanced business
concepts to graduate students through the exploration and
discovery of new knowledge. The
program creates meaningful learning experiences that develop
practitioner-based scholars who
from a leadership perspective can apply creative and innovative
concepts pragmatically to
complex and diverse business problems. It promotes leaders
contributing to the field of business
using sustainable practices in an ethical and professional
manner.

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Professor: Dr. Fathiah Inserto
Email: [email protected]
Office Hours: By Appointment only
University Phone Number: 888-491-8686
Welcome to Management Strategy for Performance – BUS 730
Hello Students and Welcome to Class:
I am looking forward to working with each of you as we embark
on this journey together. Please

feel free to contact me anytime with questions about the course
and the assignments described in
this syllabus. I am also happy to provide additional clarification
of any assignment, so please do
not hesitate to ask questions.
I will generally return e-mail messages within 24 hours.
Communication between Students and
Instructors is paramount to the overall quality of a course.
Assessing the individual needs of a student will make the
difference between a mediocre and
successful experience, therefore each Professor at Westcliff
University has a unique and personal
instruction style that focuses on increasing Student knowledge.
As an Instructor, I try to foster an
open learning environment that leads to problem solutions
through concept application. My goal
is to show students the many different possibilities available
through research and study while
providing my own professional insight. It is my sincere desire
to assist you in rising to the
rigorous challenge presented by this course.
Additionally, if you are unable to participate in class discussion
during a particular week, or are

unable to meet a deadline, I require that you contact me in
advance to discuss this matter.
5 of 33
Instructor Biography
Dr. Fathiah holds a Doctor of Philosophy in Human
Development degree, a Juris
Doctor degree, a Master of Arts in Human Development degree,
a Master of Science
in Marriage, Family and Child Therapy degree, and a Diploma
in Social Studies. Prof.
Fathiah has been an educator and administrator for several
years. She has served as

President, Dean, and Adjunct Faculty and has taught classes in
organizational
development, change management, human resource
management, training and
development, psychology, sociology, cultural diversity and
other areas related to
human behavior and development. She has developed
curriculum in human
development and business at undergraduate and graduate levels
and has served as chair
and mentor of doctoral candidates.
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Course Description
COURSE NAME Management Strategy for Performance
CODE BUS 730
UNITS 3
CAMPUS Irvine
TERM Spring 2020 Session 3
LENGTH OF CLASS 8 weeks
SESSION START January 6, 2020
SESSION END March 1, 2020
LECTURE (Day/Time) Tuesday 6:30-8:30 PM
DISCUSSION (Day/Time) Tuesday 8:30-10:00 PM
INSTRUCTOR Dr. Fathiah Inserto
CONTACT INFORMATION [email protected]
COURSE DESCRIPTION People are the most important and
valuable resource within an
organization, and as such must be incorporated in any
functional
business strategy. This course examines strategic principles
related to
achieving maximum performance from managing people;
creating and

fostering environments for creativity, efficiency, and innovation
are
explored
REQUIRED TEXT Baldwin, T., Bommer, B., & Rubin, R.
(2013). Managing
organizational behavior: What great managers know and do (2nd
ed.). New York, NY: McGraw-Hill ISBN: 978-0073530406
METHOD OF
INSTRUCTION
The course is conducted in a hybrid modality. Students interact
with
each other and with the faculty in a classroom setting and in an
online
learning system. Learning will be facilitated through lecture-
discussions, presentations, cooperative learning, and case
studies.
SCOPE Student outcomes are measured through professional
individual
assignments, discussion postings, comprehensive learning
assessments, and class participation. This ensures that the scope
of this
course will be a closed cycle.

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Course Assignments At-A-Glance
Week Assignment Deadline
Week
1
Discussion Question (AC) Response
Discussion Question Peer Responses
Applied Learning Assignment (Current Events)
Thursday by 11:59pm
Sunday by 11:59pm

Sunday by 11:59pm
Week
2
Discussion Question (DQP) Response
Professional Assignment 1 (PA1)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
3
Discussion Question (Standard DQ) Response
Applied Learning Assignment (Personalized CLO)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm

Week
4
Discussion Question (DQC) Response
Comprehensive Learning Assessment 1 (CLA1)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
5
Discussion Question (DCQP) Response
Thursday by 11:59pm
Sunday by 11:59pm
Week
6
Discussion Question (DQP) Response

Professional Assignment 2 (PA2)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
7
Discussion Question (Standard DQ) Response
Applied Learning Assignment (Topic Videos)
Exam
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Monday -Sunday by 11:59pm
Week
8
Discussion Question (Summary & Critical Thinking)
Response

Comprehensive Learning Assessment 2 (CLA2)
Comprehensive Learning Assessment 2 Final PPP
Thursday by 11:59pm
Sunday by 11:59pm
Sunday - the last day of the Session, by
11:59pm
Last Day of Lecture
8 of 33
Course Learning Outcomes (CLOs) Linked to Program
Outcomes
Learning outcomes are statements that describe significant and
essential learning that learners
have achieved, and can reliably demonstrate at the end of the
course. Learning outcomes identify

what the learner will know and be able to do by the end of a
course – the essential and enduring
knowledge, abilities (skills) and attitudes (values, dispositions)
that constitute the integrated
learning needed by a graduate of this course. The learning
outcomes for this course summarize
what you can expect to learn, and how this course is tied
directly to the educational outcomes of
your DBA degree.
Course Learning Outcomes (CLOs)
DBA
Program
Outcomes
(K)
Knowledge
(S) Skill
(A) Attitude
1. Determine how people-skills and evidence-based management
play
a role in the development of Organizational Behavior.

1, 2, 3, 4, 5,
6, 7
K
2. Explain all the facets of becoming an effective manager.
3, 4, 5, 6 S
3. Evaluate techniques for problem-solving, generating
alternative
solutions, and effective bias-free decision making. 1, 4, 5 S, A
4. Develop a working framework for the theories of motivation
in the
workforce, what motivational problems exist, and how they may
be
remedied. Value a motivational work environment.
1, 3, 6, 7 K, S, A
5. Assess what leadership effectiveness is and what it entails,
especially in the framework of comparing and contrasting
styles,
while applying a methodology of improving leadership skills.
1, 2 K, S
6. Evaluate the steps involved in implementing teams, and
develop an
understanding of how teams can outperform the performance of
individuals. Describe the various managerial, team, and

leadership
tactics to increase the creative abilities within an organization.
1, 2, 3 K, S, A
7. Critique the various models of change discussed in class and
in your
course materials. Assess a plan for change initiatives within an
organization, evaluate the change initiatives, and develop a
strategy
to incorporate change within the strategy of the organization
1, 4, 5 K, S, A
9 of 33

CLA Linking Table
Comprehensive Learning Assessments (CLAs), Professional
Assessments (PAs) and
Discussion Questions (DQs) directly measure Course Learning
Outcomes and indirectly
measure MBA Program Outcomes. The following table shows
how all those are linked
together.
Comprehensive Learning
Assessments (CLAs)
Course Learning Outcomes
(CLOs)
DBA Program Outcomes
CLA1 (Week 4)
1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7
CLA2 (Week 8)
5, 6, 7 1, 2, 3, 4, 5

PA Linking Table
Professional Assessments (CLAs)
(CLOs)
MBA Program Outcomes
PA1 (Week 2)
3 1, 4, 5
PA2 (Week 6)
6 1, 2, 3
DQ Linking Table
Discussion Questions (DQs)
(CLOs)
MBA Program Outcomes
DQ1 (Week 3)
4 1, 4, 5

DQ2 (Week 7)
7 1, 4, 5
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Detailed Description of Each Grading Criteria:
What are Grading Rubrics (Metrics)?
Westcliff University makes use of Grading Rubrics for scoring
of grades in many
assignments. Grading or scoring rubrics are used as a tool used
to delineate criteria and

expectations pertaining to assignments and to establish an
objective consistency in grading.
Typically, rubrics are divided into components so as to allow
for a more direct and precise
measurement and interpretation of assignments. Hence, rubrics
are designed to provide
guidelines for grading assignments and represents a systematic
appraisal of student-work
only from this perspective. The final grading of all assignments
will have a subjective
component that typically includes the instructor’s
interpretations, judgments, and any policies
pertaining to assignments.
A. Grading Criteria for Class Participation and Attendance
For students participating in a Hybrid course, students will
receive two weekly Participation
grades:
(1) On-Campus Class Session Discussion:
Students are expected to attend their On-Campus Class Session
(OCS) each week.
Preparation for class involves reading the materials and working
through, in some detail, the
case preparation for class in advance. By preparing these

questions, students will get the most
learning out of the class. While in class, more participation will
lead to increases in the
quality and rigor not only of the class but of other student’s
learning modalities as well.
Westcliff University provides an open forum environment.
There is no limit on the
discussion in which you may involve yourself.
(2) Online Discussion Board Discussions
Each week, students will be assigned 1-3 Discussion Questions.
For each Discussion
Question, students must post an answer in the Discussion Board
on their course Global
Academic Portal (GAP) by the assigned deadline each week.
Students must then post a Peer
Response for each Discussion Question by the deadline that
same week. The GAP can be
accessed online at gap.westcliff.edu.
You are expected to answer each discussion question critically
by using your textbook,
LIRN-based research, and the Internet and actively participate
in class. All discussion
responses should be at least 1 paragraph in length with

significant, rigorous content. Your
response should reflect your ability to conduct research and
should include citations. You
should also present your analysis and back it up with specific
examples. Responses to other
learners' analyses should add substance, request clarification,
provide a different perspective,
or challenge the assertions made by providing real or
hypothetical scenarios that the original
analysis does not adequately address. It is also good practice to
provide normal, supportive
comments. Everyone appreciates this feedback. Remember, the
purpose of course
discussions is to stimulate academic debate.
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At the graduate-level, discussion questions can be based on any
one (or combination) of the
following resources:

● Textbook, current and previous chapter(s)
● Other readings
● Research (journals, periodicals, and other electronic
resources)
● Lecture
The University makes a concerted effort to promote a variety of
discussion questions that
related to the current course and/or its content as it relates to
the field in business in general.
In assigning grades to class discussion, faculty will focus
primarily on the quality of your
input; however, it usually takes at least some quantity of
participation for us to make that
evaluation.
Good case discussions take the group farther than any one
individual or study group can go
on their own. However, it takes at least a certain quantity of
participation to make that
evaluation. Instructors will develop grades and scores based on
the quantity and quality of
your contributions.
In general, the instructors’ criteria are:

1. Are points made relevant to the discussion?
2. Do they go beyond a mere recitation of case facts, and are
implications clearly
drawn?
3. Is there evidence of analysis rather than expression of
opinion?
4. Are comments linked to those of others?
5. Did the contribution further the class’ understanding of
issues?
Students who neglect to submit their Class Participation
responses (either answers to
discussion questions or responses to classmates/faculty) by the
stated weekly deadlines will
be deducted up to 15% of the online participation points
possible for that week. Discussion
Boards close on Sunday of each week at 11:59pm at which time
students are no longer able
to post responses and receive no credit for missed posts.
Technological issues are not
considered valid grounds for late assignment submission.
Students are responsible for
printing their own assignments, when necessary. Unless an
‘Incomplete’ grade has been
granted, assignments submitted after the last day of class will

not be accepted
B. Grading Criteria for Professional Assignments:
In Weeks 2 and 6 students will write a 2-3 page paper in
response to a case study or similar
assignment provided by your professor. Student answers are to
be clear, well-organized, and
specific. Provide a concise, cogent argument and include
details to support your response.
Please refer to Expectations of Student Assignments and the
Formatting Requirements
for Written Assignments on page 10 of the University Policies
for a detailing of specific
expectations for how to format and write your paper.
Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
C. Grading Criteria for Quizzes
12 of 33

In Week 7 you will have a quiz. Quizzes will cover the
chapters assigned and discussed
during the previous week(s). Your access to the quiz begins on
Monday and closes on
Sunday at midnight. All quizzes are strictly closed book.
Some Quizzes will be chosen for proctoring. Please see the
Proctored Examination Policy on
Pg. 11 of the University Policies.
Grading Criteria for Comprehensive Learning Assessments
(CLAs):
CLAs are comprehensive assignments that provide evidence of
how well students have
mastered the course content and test the students on all the
Course Learning Outcomes.
CLAs measure student achievement of CLOs in a way that goes
beyond rote memorization
and gauges true understanding and mastery of course content.
CLAs can include assignments
such as case study analyses, research papers, and/or student
presentations. The answers
provided to graduate level CLA’s must demonstrate a broad
view of organizational
performance factors from the general management perspective

that demonstrate concepts
pertaining to effective leadership and management in the 21st
century globalized business
economy. One of the grading criteria requirements is that
answers provided exhibit skills that
promote and integrate program outcomes and should include
decision-making, strategic
management, creativity and innovation, leadership, problem-
solving and real-time business
application. Answers must also demonstrate the student’s ability
to research and demonstrate
a graduate writing level.
D. Comprehensive Learning Assessment (CLA 1)
In Week 4 students are to write a 4-6 page minimum APA
formatted paper in response to a
case study or similar assignment provided by the professor.
Students must reference at least
6 sources beyond the course materials. Students’ answers are to
be clear, well-organized,
and specific. Provide a concise, cogent argument and include
details to support your
response. CLA 1 focuses on assessing course foundations and
the student’s ability to define

and understand its main concepts.
E. Comprehensive Learning Assessment (CLA 2)
Written Paper Criteria:
In Week 8 students complete CLA2, which is the logical
culmination of the course. Your
CLA2 submission (cumulative report) should be a minimum of
4-6 pages in length. The CLA
assignments encompass the learning outcomes for this course
and are designed to
demonstrate what has been learning or achieved by the student.
CLA 2 measures the
student’s competency and mastery of the course concepts,
particularly the application of
those concepts.

13 of 33
F. Comprehensive Learning Assessment (CLA 2) Presentation
CLA2 Presentation Criteria:
In addition to your CLA2 report, please prepare a professional
PowerPoint presentation
summarizing your findings for CLA2. The presentation will
consist of your major findings,
analysis, and recommendations in a concise presentation of 18
slides (minimum). You should
use content from your CLA2 report as material for your
PowerPoint presentation. In addition,

you should include learning outcomes from all your major
assignments. This would include
PA1, CLA1, PA2, and of course, CLA2 (unless otherwise
specified by your Professor). An
agenda, executive summary, and references slides should also
be included. Please keep in
mind that the university is moving towards a more digital
footprint for our students. This
means that your final CLA2 presentation may be recorded, so
that you may include it in your
“e-portfolio” (graduating students should have all of their CLA2
presentations on a flash-
drive, in addition to student biography, resume, interests, and so
forth). Students will present
their PowerPoint during the last week of class in either the On-
Campus Class Session or the
online Virtual Class Session, as determined by the professor.
Presentations should not exceed
18 minutes.
Each CLA2 and presentation will become a part of the student’s
digital portfolio. Upon
completion of the program, the student’s digital portfolio will
demonstrate the student’s

mastery of the course and program learning outcomes.
14 of 33

Rubrics
GRADING METRICS FOR WEEKLY ONLINE DISCUSSION
Exemplary Proficient Needs Progress Unsatisfactory
Points 30 27 24 21 18 15 12 9 6 3 0 Weight of
Grade
Answering
Discussion
Questions
Student answers or responds
to all questions completely,
demonstrating knowledge
and understanding of key
concepts, ability to think
critically, and has included
original examples in his/her
response. It is required that
the textbook and/or scholarly
research be included to justify
and/or solidify any argument

or reasoning.
Student answers or
responds to all discussion
questions, but lacks some
demonstration of
understanding of key
concepts, or ability to think
critically, or does not
include examples and/or
textbook or scholarly
research.
Student answers or responds
to at least one, but not all
discussion questions, and/or
lacks some demonstration of
critically, or does not include

examples.
Student fails to answer or
respond to discussion
questions assigned and/or
does not demonstrate
critically, or does not include
examples.
30%
Points 30 27 24 21 18 15 12 9 6 3 0
Response to
Peers
Student’s responses are well
conceived, offering insight
and original examples.
Student incorporates or
builds off of the ideas of

others and provides analysis
of concepts discussed.
Student responds to
classmates’ postings but a
few responses are not well
conceived, or do not offer
insight, or original
examples. Student might
not incorporate or build off
of the ideas of others in a
meaningful way and may
lack analysis.
Student responds to
classmates’ postings, but
does not meet the minimum
number of responses
required, and some
responses are not well

conceived, or do not offer
insight, or original examples.
Student might not
incorporate or build off of
the ideas of others in a
meaningful way.
Student neglects to respond
to classmates’ postings or
responses are not well
conceived, do not offer
insight, or original examples.
Student does not
incorporate or build off of
the ideas of others.
30%
Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0
Preparation
Student brings in outside

examples and is able to
examine a problem or
situation from a variety of
perspectives.
Student demonstrates an
concepts, but offers only
some analysis or original
thought.
Student responds to
questions and postings with
verbiage copied directly
from textbook, rather than
in their own words.
Student fails to
demonstrate knowledge or
understanding of the
assigned reading.

25%
Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0
Accountability Student posts answers and
responses on time.
Student is late in posting
and/or responding to
postings, but has a viable
excuse and has notified the
professor in advance.
Student is late posting either
answers or responses.
Student fails to post answers
and responses on time. 15%
Total Possible 100%

15 of 33
Assignment Components
Originality and
Content
30% 30
Argument 25% 25
Organization 10% 10
Grammar and
Spelling
10% 10
Formatting 5% 5
Effective Research 10% 10
Quality Resources 10% 10
100% 100
DBA PROGRAM
Professional Assignment (PA) Comprehensive Learning
Assessment (CLA) Applied Learning Assignment (ALA)
Grading
Rubric
Exemplary Proficient Needs Improvement Unsatisfactory

Percentage
of Overal l
Grade
Poi nts
Pos s i bl e
The paper is content rich, all
questions and their parts have been
answered demonstrating:
*critical analysis
*application of learned concepts to
real world
*research-based evidence
*originality with a maximum
similarity index of 20%.
The paper is content rich, most
questions and their parts have been
answered demonstrating:
*critical analysis

*example application of learned
concepts
The paper contains relevant content,
some questions and their parts have
been answered demonstrating:
*some critical analysis
*example of learned concepts
The paper lacks relevant content,
some questions and their parts
have been answered
demonstrating:
*limited critical analysis

*limited or no example of learned
concepts
*limited or no research-based
evidence
*similarity index exceeds 25%.
The paper:
*demonstrates effective, well
supported argument
*provides supporting evidence for
argument
*demonstrates a strong relationship
between argument and assignment
requirements
The paper:
*demonstrates the ability to support
an argument
* provides some supporting evidence
for the argument

*demonstrates some relationship
between argument and assignment
requirements
The paper:
*demonstrates limited support for
the argument
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MANAGING ORGANIZATIONAL BEHAVIOR
What Great Managers Know and Do
SECOND EDITION
Timothy T. Baldwin
Indiana University
William H. Bommer
California State University, Fresno
Robert S. Rubin
DePaul University

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MANAGING ORGANIZATIONAL BEHAVIOR: WHAT
GREAT MANAGERS KNOW AND DO
Published by McGraw-Hill/Irwin, a business unit of The
McGraw-Hill Companies, Inc., 1221
Avenue of the Americas, New York, NY, 10020. Copyright ©
2013, 2008 by The McGraw-Hill
Companies, Inc. All rights reserved. Printed in the United States
of America. No part of this
publication may be reproduced or distributed in any form or by
any means, or stored in a data-
base or retrieval system, without the prior written consent of
The McGraw-Hill Companies,
Inc., including, but not limited to, in any network or other
electronic storage or transmission, or
broadcast for distance learning.
Some ancillaries, including electronic and print components,
may not be available to customers
outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2
ISBN 978–0–07–353040–6
MHID 0–07–353040–9
Vice president and editor-in-chief: Brent Gordon

Editorial director: Paul Ducham
Executive editor: John Weimeister
Executive director of development: Ann Torbert
Development editor: Jane Beck
Editorial coordinator: Heather Darr
Vice president and director of marketing: Robin J. Zwettler
Marketing director: Amee Mosley
Senior marketing manager: Michelle Heaster
Vice president of editing, design, and production: Sesha
Bolisetty
Senior project manager: Diane L. Nowaczyk
Buyer II: Debra R. Sylvester
Senior designer: Mary Kazak Sander
Senior photo research coordinator: Jeremy Cheshareck
Photo researcher: Ira C. Roberts
Lead media project manager: Daryl Horrocks
Media project manager: Suresh Babu, Hurix Systems Pvt. Ltd.
Cover and interior design: Kay Lieberherr
Cover image: Jan Greune/Getty Images
Typeface: 10/12 New Aster LT Std
Compositor: Laserwords Private Limited
Printer: R. R. Donnelley
Library of Congress Cataloging-in-Publication Data
Baldwin, Timothy T.
Managing organizational behavior : what great managers know
and do / Timothy T. Baldwin,
William H. Bommer, Robert S. Rubin. — 2nd ed.
p. cm.
Rev. ed. of: Developing management skills : what great
managers know and do / Timothy T.
Baldwin, William H. Bommer, Robert S. Rubin. 2008
Includes index.
ISBN-13: 978–0–07–353040–6 (alk. paper)
ISBN-10: 0–07–353040–9 (alk. paper)
1. Management—Study and teaching. 2. Organizational

behavior. 3. Executive ability.
I. Bommer, William. II. Rubin, Robert S. III. Baldwin, Timothy
T. Developing management
skills. IV. Title.
HD30.4.B355 2013
658.4'07124—dc23
2011040779
www.mhhe.com
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To JoEllen—25 years together and I can’t imagine the
journey without you.
—Tim Baldwin
To the kids—always a test of my management skills.
—Bill Bommer
To Leah—the glue that holds us all together.
—Bob Rubin
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vi
ABOUT THE AUTHORS
TIMOTHY (Tim) T. BALDWIN is the Eveleigh Professor of
Business Leader-
ship at the Indiana University Kelley School of Business.
Professor Baldwin holds
a PhD in organizational behavior and an MBA from Michigan
State University.
He has published his research work in leading academic and
professional outlets,
including the Academy of Management Journal, Journal of
Applied Psychology, Per-
sonnel Psychology, Journal of Management, Leadership
Quarterly, and Academy of
Management Learning & Education. He has won several
national research awards
including eight Best Paper Awards from the Management
Education & Develop-
ment division of the Academy of Management. He has twice
been the recipient of
the Richard A. Swanson Excellence in Research Award
presented by the Ameri-
can Society for Training & Development (ASTD). He is the co-
author of Improv-
ing Transfer Systems in Organizations (Jossey-Bass: 2003) and
his current research
interests include leadership development and organizational
training effectiveness.
In his time at Indiana University, Tim has been recognized
frequently for
teaching excellence, winning eight MBA Teaching Awards, the

Eli Lilly Alumni
Teaching Award, the FACET All-University Teaching Award,
and the Dow Innova-
tion in Teaching Fellowship. He is a proud member of the
Organizational Behav-
ior Teaching Society (OBTS) and a passionate supporter of the
mission of that
organization to improve teaching effectiveness in our discipline.
Tim’s background includes consultation with Cummins Engine,
Eli Lilly,
FedEx, Ingersoll Rand, Whirlpool, and a variety of other
organizations in both
the public and private sectors. He has also designed and
delivered numer-
ous executive education seminars in the U.S. and abroad,
including the Kel-
ley School’s Asia-Pacifi c Management Development program.
He serves on the
Board of Directors of Cripe Architects & Engineers, Inc., a
professional services
fi rm based in Indianapolis.
Tim is married with one son, one dog, one cat, and until
recently, one gerbil (a
sad story, and the cat is implicated). His interests include
coaching youth sports,
golf, basketball, gardening, and a little amateur magic.
WILLIAM (Bi l l ) H. BOMMER earned his master’s degree
in organizational
development from Bowling Green State University, and his PhD
in organiza-
tional behavior from Indiana University. He is currently a
professor of manage-
ment in the Craig School of Business at California State

University, Fresno. Prior
to his move to California, Bill served as faculty at Bowling
Green State Univer-
sity, Southern Illinois University at Edwardsville, Georgia State
University, and
Cleveland State University.
Bill has published widely in the management area in journals
including the
Academy of Management Journal, Academy of Management
Learning & Education,
Leadership Quarterly, Organizational Behavior and Human
Decision Processes, Per-
sonnel Psychology, Journal of Applied Psychology, Journal of
Management, Journal
of Vocational Behavior, and Organization Science. His
current research interests
include transformational leadership, organizational and personal
change, and
the linkage between attitudes and behavior.
Prior to entering academia, Bill worked as a fi nancial analyst
and as a group
process consultant in private industry. Bill has remained active
in his business
relationships and has designed and led numerous executive
education programs
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ABOUT THE AUTHORS vii

over the last 15 years. In support of his research interests, he
has served as a
trainer and consultant to a large number of manufacturing
companies across the
United States and has had a long-term relationship with the
Centers for Disease
Control. In this capacity, Bill has designed corporate
universities for his clients.
Bill is also managing partner of Collegiate Assessment Partners
(CAPs), a com-
pany that builds management skills assessment tools and
consults with univer-
sity business schools in support of their learning objectives and
their compliance
with accreditation standards. When not involved with teaching,
researching, or
consulting, Bill enjoys traveling, hiking, eating, and cycling.
Robert (Bob) S. Rubin is an associate professor of
management in the Kell-
stadt Graduate School of Business at DePaul University. He
received his BA in
psychology from Indiana University, his MA in industrial-
organizational psychol-
ogy from Southern Illinois University at Edwardsville, and his
PhD in organiza-
tional psychology from Saint Louis University.
Bob specializes in human resource management and
organizational behavior
at DePaul, where he is an avid and award-winning teacher
committed to advanc-
ing the fi eld of management education. He has been nationally
recognized for
his dedication to management andragogy and scholarship,

including multiple
Best Paper Awards from the Management Education Division of
the Academy of
Management. His research interest centers on individual
differences and their
role in effective leadership and management development and
includes forays
into aspects of transformational leadership, managerial
assessment and develop-
ment, academic assessment centers, and emotions at work. Bob
has published
his work in leading academic journals such as Academy of
Management Jour-
nal, Journal of Applied Psychology, Personnel Psychology,
Journal of Management,
Academy of Management Learning & Education, The
Leadership Quarterly, Jour-
nal of Organizational Behavior, and Journal of Management
Education. Currently,
Bob is an editorial board member of three journals, the
Academy of Management
Learning & Education, Journal of Organizational Behavior,
and Leadership and
Organizational Studies.
In addition to his academic work, Bob has been an active
human resources
and organization development consultant to a variety of
industries including bio-
technology, health care, dentistry, and transportation. His
consulting work has
spanned employee selection, management assessment, and
development. Bob
also frequently serves as a coach for purposes of management
skill development.
When he’s not engaged in managing his more senior textbook

co-authors (Note:
He had a full head of hair prior to beginning this book project),
Bob enjoys play-
ing music, traveling, hiking, and wrestling with his three kids.
“The great thing about having a
PhD is when people do not under-
stand you, they think it’s them.”
— Henry Kissinger
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viii
A Different Kind of Textbook—Because
Teaching and Learning OB Are Hard Enough!
Contemporary students put extraordinary demands on OB
instructors and text-
books alike. On one hand, students immersed in quantitative
courses such as
fi nance and accounting and other business disciplines are often
quick to dis-
miss OB/management courses as “soft” or “elementary” or
“common sense”—so
there is a pressing need for relevance and richness. On the other
hand, modern
technology and short attention spans have created an aversion to
the theoretical
grounding and evidence-based education necessary to build true

understanding
and applicable skills.
Thoughtful OB and management instructors are therefore often
torn between
opting for a traditional descriptive text, strong on concepts and
defi nitions, but
with little application focus, or choosing a more popular-press
reading, strong on
war-story anecdotes and prescriptions (often more popular with
students), but
short on theory and evidence.
Recognizing this tension in our own OB classrooms, we set out
to create a
book (and ancillary package) with an express mission of
balance. To work for
us, the book would have to be one that students would fi nd
engaging but also
would have the coverage, rigor, and evidence base demanded of
professional
OB and management instructors. So this text is evidence-based
but targeted to
application. It covers traditional OB topics but in a decision-
oriented, not just
descriptive, way. It embraces the best OB models and evidence
but engages stu-
dents in how to use those models to improve their skill-sets and
more success-
fully navigate organizational life. Just as the book’s title
conveys, it is about both
knowing and doing. It is expressly designed to reconcile
student demands for
relevance and application with instructor interests in rigor,
evidence, and appro-
priate coverage of the discipline. We know fi rsthand that

teaching OB today is
akin to straddling a glacier crevasse and this book is designed
in that spirit.
Put another way, we saw our charge as creating a book that
would inform,
illuminate, and inspire. We wanted to inform students of the
best and most
current knowledge about organizational behavior and its
application to man-
agement contexts. We wanted to illuminate those concepts
with the most vivid
and memorable examples and illustrations. And we wanted to
inspire learners
by capturing and conveying the challenge and excitement and
even playfulness
involved in managing and working with people. To do that, we
found it appropri-
ate to diverge from conventional textbooks in several signifi
cant ways, and we
briefl y highlight those choices in the following.
Skills and Decisions vs. Concepts and Description
For whatever reason, almost every leading OB textbook today
still has a decid-
edly descriptive orientation. For example, team effectiveness
may sound like a
very applied topic. Yet most textbook chapters so titled deal
exclusively with the
different types of teams, comparisons of individual and team
decision making,
“Ideal management education
should reorient its priorities and
focus on skill training. A great deal
is known about inculcating such

skills, but the knowledge does not
typically make its way into the
business curriculum.”
— Henry Mintzberg , McGill University
PREFACE
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PREFACE ix
theories of team development and confl ict, and so on. In most
cases, the infor-
mation is accurate, but it leaves students marginally prepared to
work effectively
in a team.
Similarly, chapters on motivation and leadership often trace the
history of
research and theory in those areas but end up not directly
addressing the skills
and behaviors a student needs to actually motivate others or
lead a group or a
change project. Our goal in this text was to get beyond
description to skill devel-
opment and decisions, that is, not just what defi nes a good
group, but how one
might make a group function better. Our goal was to translate
from description
to decisions—from OB concepts to organizational and

managerial action.
Student-Centric Evidence and Learning
vs. Comprehensive Body of Knowledge
In recent years, we have come to understand much more about
how students
actually consume textbook material. As a result, we approached
the process of
writing this book in a different way than perhaps a traditional
textbook might be
written. For example, in selecting the content for each chapter
in this book, we
purposively did not start by spreading out all of the existing
textbooks and look-
ing at all the accumulated knowledge about that topic. Rather,
we began with
the key questions, problems, and challenges people face in, say,
managing time,
communicating a persuasive message, overcoming resistance to
change, or deal-
ing with a problem team member, and then turned to the
existing literature to
build chapters around those problems.
Indeed, as we wrote each chapter, we adopted a position akin to
editors of
Consumer Reports magazine. That is, we tried to test
assumptions about what
students really read and consume, and what instructors really
use from a text-
book. And we asked ourselves: What do we want to use? What
material connects
with students? What are the best readings and exercises? What
material do we
rarely or never use? We call this student-centric material.

The Russian author Tolstoy once insightfully noted that “ all
happy families
resemble each other, but each unhappy family is unhappy in its
own way. ” Simi-
larly, we would contend that all effective managers resemble
one another, but
poor ones are ineffective in their own unique ways. And the fi
rst phase of com-
petence is how readily and skillfully novices can respond to
routine situations,
not simply their ability to handle unusual ones. So we should
strive less for com-
prehensiveness and more on achieving fundamental skills and
knowledge that
can help aspiring managers operate in the most core and
recurring situations
commonly faced (e.g., our Manage What? scenarios that frame
each chapter are
designed to do just that). Our goal was to include the material
and evidence, and
only that material and evidence, that might be labeled
“mission critical.” The
book is relatively short in order to do important things well,
rather than attempt
to superfi cially cover the waterfront.
We hasten to add, however, that to suggest that students today
want nothing
to do with research, or want their texts “dumbed down,” is both
inaccurate and
condescending. Indeed, our experience is that students do want
to know the ori-
gins of what they are being taught—provided the research helps
bring concepts
to life. For example, a fascinating recent study found that
monkeys will turn

down very desirable food if they know that other fellow
monkeys are getting even
more desirable food. In our view, this is a terrifi c illustration
of the intense power
of equity perceptions, and something that is likely to stick with
students in their
study of motivational concepts.
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PREFACEx
Hearing the Voice of the Student
vs. Pushing the Discipline
We like to think that our “partners” in writing this book were
the many students
and practicing managers who have been in our courses,
completed our surveys,
and shared with us the ideas, tools, quotations, and “little gems”
that helped them
develop and refi ne their own skills. Indeed, over the last few
years we have asked
our students to interview practicing managers and to fi nd out
how those manag-
ers would evaluate the organizational behavior and management
courses they
took in college. In doing so, the managers frequently pointed
out that courses
focused a lot of attention on theories and concepts but, in their
view, focused too
little on relevant prescriptive principles and skills. They were

challenged most by
the “people problems” in their work, and yet felt their
management education
had not emphasized, or adequately prepared them for, that
component of their
job. So in writing this text, we tried to consistently take into
account what those
who ultimately must go and practice management most need to
know.
Finally, in the course of writing this book we were often asked
how our book
would differ from popular-press books. In responding to that we
are always quick
to clarify that we certainly do not consider “popular” to be
synonymous with bad.
Indeed, there are some wonderful and useful popular works that
we draw from
in this book. We do, however, think the distinction between this
book and many
of the popular-press books on similar topics is pronounced and
critically impor-
tant. In our view, any book targeted to students in a university
context must pro-
vide exposure to the “whys,” that is, the conceptual foundation
of skills. We think
this book’s defi ning value is its practicality and usefulness, but
we contend that
this is so because it is based on good theory and research, not
because we avoided
the important conceptual grounding.
The OB Teaching Challenge: Aiming for Balance
We believe that inculcating OB/management skills is perhaps
the greatest chal-
lenge in business education today—and it is time to more

directly and intention-
ally take on that challenge. Few people question the analytic
capability of today’s
graduating students—but the jury is still out on their
interpersonal and leader-
ship competence. We think a skills-based, decision-oriented
approach, manifest
in this text, is critical to addressing that challenge. In sum,
working and man-
aging effectively in organizations today is an act of supreme
balance—and our
hope is that we have created a textbook that is true to that
charge.
Features of the Book
Manage What?
One of our favorite teaching colleagues is an accounting
professor who enjoys
pointing out to us that, while every organization has accounting,
information sys-
tems, and marketing departments, he has never heard of a
corporation that has a
management department. He further chides us that having a
degree in manage-
ment invites the question, “ Management of what? ” In reality,
he is a passionate
advocate for improving the management skills of his accounting
students and
even pushed us to write this text. But his observation raises an
important issue.
One of the legitimate criticisms of OB and management courses
and text-
books, even those with a stated skills focus, is that they tend to
be rather abstract

about what is really being managed. There is often a curious
lack of focus on the
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PREFACE xi
specifi cs of what managers are challenged to do, and on how
great professionals
might respond to those challenges.
With that in mind, we decided to open each chapter with a
section we call
Manage What? The Manage What? feature consists of several
fundamental and
specifi c questions or challenges related to the skill focus of
that chapter. For
example, in the chapter on team effectiveness, one scenario
poses a challenge
regarding how to deal with members who are not pulling their
weight. In the
motivation chapter, one of the scenarios addresses how to
diagnose and deal
with a person who shows little desire to do better work, and so
on. So that stu-
dents can conduct a “skills check,” we have also included
selected critiques or
debriefi ngs of how a skilled manager might have proceeded on
the Manage
What? scenarios. We have intentionally, however, not included
all of the debriefs

at the end of the chapters. Some of the debriefs are only
available in the instruc-
tor’s manual so that those critiques can be distributed to
students at any point—
or sometimes as the key when we use the Manage What?
scenarios as exam
questions.
Taken together, the Manage What? scenarios comprise a set of
the most fun-
damental of management skills. They are hardly
comprehensive—there is clearly
much more to learn about management (and in the book) than
how to handle
just those scenarios—but the set is a concrete start toward
isolating the main-
stream and recurring things that great managers do well.
Our accounting professor friend likes to heighten student
interest by point-
ing out how his course material is good preparation to become a
CPA (certifi ed
public accountant). We would contend that an understanding
and mastery of the
Manage What? scenarios would likewise constitute a good step
toward becoming
a hypothetical CPM or “certifi ed people manager.” No such
certifi cation actu-
ally exists, but we have sought to include the recurring skills we
would expect
someone to demonstrate to be certifi ed as a great manager if
there were such a
reputable credential. Those skills are the focus of the Manage
What? scenarios.
Management Live

We doubt there is an OB/management instructor alive who
would deny the criti-
cal importance of illustration and examples in helping students
develop the skills
of great managers. So, in addition to liberally using examples in
the text itself,
we also have created a separate feature designed to highlight the
most vivid and
engaging illustrations, stories, and short cases we could fi nd.
We call the section
Management Live to capture the spirit of those illustrations,
which is expressly
to enliven the text and bring to life the concepts in ways
meaningful and memo-
rable to learners.
Learning theorists have begun using the term “stickiness” to
describe learn-
ing stimuli that ultimately stay with learners, and that very
much captures the
spirit of this feature of the book. Our experience is that our
students often recall
specifi c cases and examples long after they have forgotten
lectures and text. So
our goal was to infuse each chapter with Management Live
examples that catch
attention, strike the imagination, and really do “stick” with
students as examples
and guides.
Manager’s Tool Kits
An irrefutable aspect of applying skills is to have a good set of
tools. In our exec-
utive education work, we have been struck by how much
participants appreci-
ate “takeaways” like self-assessments, good forms, quick

checklists, and so on.
Although we have never been particularly focused on such
takeaways for our
degree students, it occurred to us that such tools would be
useful for anyone
“Example is not the main thing in
influencing others. It is the only
thing.”
— Albert Schweitzer
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Confi rming Pages
PREFACExii
trying to improve his or her management skills. Indeed, a
fundamental supposi-
tion of the evidence-based management movement is that once
evidence is well
established, it should be codifi ed into practice through the use
of checklists or
other decision supports. In this spirit, we therefore embed
several Manager’s Tool
Kits into each chapter. For example, the performance
management chapter has
Manager’s Tool Kits for choosing the right performance
evaluation method, ana-
lyzing a performance problem, and terminating or reassigning
an employee. The
motivation chapter has a quick guide to rewarding effectively,

the confl ict chapter
includes a checklist for effective mediation, and so on. The
Manager’s Tool Kits
are presented in a way that students can copy and actually make
use of them now
or in the future. Taken collectively, the Manager’s Tool Kits
comprise something of
a management skills manual. We …

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