...Management 317: Organizational Behavior Spring Semester, 2012: 12:40-2:00 p.m. Tuesday & Thursday Professor: Dr. Kathi Lovelace Office/Email: Florence Moore 310A, kathi.lovelace@menlo.edu, (650) 543-3848 Office Hours: Tuesdays & Thursdays: 10:45-12:45 p.m., and by appointment. From March 1 to April 19: Thursdays 5:00-5:50 p.m. Required Texts/Materials: 1. Robbins, S. & Judge, T. (2012). Essentials of Organizational Behavior (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. 3. MyManagementLab: This is an additional online resource that goes with our textbook. More information will be provided the first week of class (e.g., how to register, how we will use it). 2. Readings, case studies and other class materials will be posted on our Moodle http://menlo.mrooms3.net and Menlo Library http://apps.menlo.edu/library/courses/reserves.php sites. Please log-in the first week of class to ensure you can access our sites. Course Description and Approach: Organizational Behavior (OB) “is a field of study that investigates the impact that individuals, groups and structure have on behavior in organizations” (Robbins & Judge, 2012; pg.2). Topics include perceptions, personality, team dynamics, problem-solving, communication and collaboration, conflict management, and motivation. Building positive organizational cultures, understanding power and influence and leading and managing change effectively and ethically are also key topics covered...
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...Plan Self Assessments are quizzes that help evaluate employees on their skills, interests, personality, and values. “As ethical problems have increased in organizations, integrity tests have gained popularity. These paper-and-pencil tests measure factors such as dependability, carefulness, responsibility, and honesty; they have proven to be powerful predictors of supervisory ratings of job performance and of theft, discipline problems, and excessive absenteeism” (Robbins & Judge, 2011, pg. 1). As a manager for Riordan Manufacturing, three employees took a series of self-assessment tests for my organization. The analysis and interpretation scores of all three are positive and all three would make a great contribution to the organization. Positive people cognitively process more efficiently and are more productive. Job Satisfaction and Engaged High job satisfaction was above the range that determines lower levels of absenteeism, and their general attitude toward work is positive. Their engaged scores were also high, which defines these employees are in a positive state of motivation and fulfillment. “Individuals who score high in this category are loyal, dedicated, willing to devote considerable time to work, feel inspired by and proud of their work, and become immersed and absorbed while performing their work” (Stephen P. Robbins/University of Phoenix, 2005-2009). My employees are content coming to work and will possess good work ethics and values. They are self motivated...
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...Communication Program Assessment Report Narrative: The communication faculty at Georgia Perimeter College (GPC) is committed to the mission of the college which includes strengthening student success, fostering a culture of teamwork, and enhancing the economic, social, and cultural vitality of the communities the college serves. Faculty commitment to the mission includes assessing the Communication Program of Study and individual communication courses. The Communication Program of Study includes a survey course in human communication (COMM 1100), a public speaking course (COMM 1201), a business and professional communication course (COMM 2300), an interpersonal communication course (COMM 2105) and an intercultural communication course (COMM 2900). To expand access and enrollment capacity, the communication courses are offered in a variety of course formats, i.e., face-to-face, online, and as a hybrid course. They are also designed for Honors students, learning communities, and with service learning components. All of the communication course offerings at Georgia Perimeter College, regardless of focus and format, are designed to meet the requirements for an Associate of Arts Degree with a concentration in Communication, and for transfer into baccalaureate programs in Speech Communication. Communication Program Goals I. Students will produce well organized communication that exhibits logical thinking and organization, use appropriate style for audience, and meet conventional standards...
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...Using Student Self-Reflections to Improve Student Study Habits in the Mathematics Classroom A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics Nancy Daly Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2011 ii This capstone project was submitted by Nancy Daly Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Cheryl Nilsen Dr. Rebecca Anhorn Dean of Graduate School Dr. Linda Cresap Date of defense: Month day, year iii Abstract Type the abstract here. Do not indent. It should be one block paragraph. The abstract is a summary of your paper. iv Acknowledgements Type your acknowledgements here. Indent each paragraph 0.5 inch. You can thank whomever you choose. v Table of Contents Page Abstract .................................................................................................................. iii Acknowledgements ................................................................................................ iv List of Tables ....................................................................................................... viii List of Figures ........................................................................................................ ix Chapter One: Introduction ................................................................
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...1055-1072. This journal covers the important stages of the Learning needs assessment and how it impacts every educational process that is aimed to inform changes in practice and policy for continuing professional development. Professional opportunities have been widely used as a basis for the development of learning needs assessment. This article reports on the development of a learning needs assessment questionnaire for Community Health Nurses (CHNs). Exploratory and confirmatory factor analyses were conducted to examine the consistency of factors underpinning the Canadian Community Health Nursing (CCHN) Standards. Also, validity and reliability of the questionnaire were evaluated using appropriate techniques. This process resulted in a valid and reliable CHN learning needs assessment questionnaire to measure learning needs of large groups of practitioners, where other forms of measurement cannot be feasibly conducted. Aydin, A.K., & Karadaq, A. (September-October 2010). Assessment of nurses knowledge and practice in prevention and management of deep tissue injury and stage 1 pressure ulcer. Journal of Wound, Ostomy, and Continence Nursing, 37(5), 487-494. This is a good overview from a well-known nursing journal that focuses on a descriptive study on how to determine a nurses knowledge and usual practice and prevention of deep tissue injuries. It gives an in depth explanation on the methods and assessment tools used for nursing education and testing of knowledge learned during...
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...is expected in college work and in today’s changing and evolving workplace. Metacognition and motivation by the students for new study skills are important to me as a teacher. I want to enable students to succeed beyond high school by teaching them skills that will transfer to college and to the workplace. My hope is that the students will take on the responsibility for their own learning – that they would realize they have control over their actions. I decided to try to change the students’ concepts of learning and responsibility by implementing a strategy of Knowledge Folder assessments. Literature Review Simpson, Hynd, Nwast, and Burrell (1997), promoted learning study skills in the classroom as part of the daily curriculum, and not as a separate lesson from learning about the content. The study skill of “free writing” involved gathering details about the concepts that would be part of the assessment. Writing-to-learn was the “idea that one can write as a way of learning” which was applicable to any content, including science. “If writing does, indeed, increase understanding, then students who better understand content concepts as a result of writing may experience increases in their...
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...The purpose of this paper is to conduct a formal needs assessment to determine the learning needs of a group of certified registered nurse anesthetist (CRNA) preceptors at a large teaching institution in Baltimore, Maryland. The mission of this institution and the department is “…to improve the health of the community and the world by setting the standard of excellence in medical education, research and clinical care. Diverse and inclusive, {the institution} educates medical students, scientists, health care professionals and the public; conducts biomedical research; and provides patient-centered medicine to prevent, diagnose and treat human illness”(Johns Hopkins Medicine, ND). The group of learners that was identified-CRNA preceptors-is...
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...MEMORANDUM To: Headmaster, Acting Board of directors and Members Of the Audit Committee From: Ronald Anson, Athletic Director Date: 3/15/2015 ------------------------------------------------- Subject: Self-Audit of Title IX in Athletic Program Broadwater Academy PURPOSE AND AUTHORITY The Headmaster and Board of Directors want to be proactive, they would like the athletic department to conduct a Title IX audit. This audit is to ensure the Broadwater Academy is in compliance with all Title IX criteria for athletics. SCOPE AND METHODOLGY To help understand why this audit is being conducted, it is necessary to have some history: “The original legislation, Title IX of the Educational Amendments of 1972, 20 U.S.C 1681 et seq., is a Federal statute that was signed into law by President Richard Nixon on June 23, 1972.” (NIAAA, 2011) “Title IX regulations provide that: No person shall on the basis of sex, be excluded from participation in, be denied the benefits of, be treated differently from another person, or otherwise be discriminated against in any interscholastic, intercollegiate, club or intramural athletics offered by a recipient, and no recipient shall provide such athletics separately on such basis.” (Justice) Justice, T. U. (n.d.). http://www.justice.gov/crt/about/cor/coord/ixlegal.php. Retrieved from Title IX Legal manual: http://www.justice.gov/crt/about/cor/coord/ixlegal.php NIAAA. (2011). Leadership Training LTC 506 Legal Issues II;...
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...PERSONAL ASSESSMENT OF MANAGEMENT SKILLS (PAMS) Self-Assessment Exercise and Assignment 1. In Google or your browser enter: Personal Assessment of Management Skills (PAMS) and open. 2. Personal Assessment of Management Skills (PAMS) will appear in a black box. You will see “Developing Management Skills” 5/e, Surveys, David A Whetten, Kim S Cameron, Introduction. 3. Take the 77 item survey as instructed. Pay attention to your answers and select the alternative that describes you as truthfully as possible. Press “Score It.” You will get a total score 4. DO NOT USE THE COMPARISON NUMBERS THAT APPEAR. Those numbers have been updated in later editions of the book. Use the comparison numbers below which are from the 11th edition. • Maximum Score: 468 5. Now compare the ratings you gave yourself with a norm group of 1500 business school students: • 380 or above You are in the top quartile • 353-379 You are in the second quartile • 327-352 You are in the third quartile • 326 or below You are in the bottom quartile 6. Now look at the nine management skills below and identify the three which are the lowest for you compared to the points available for that item (6 points X items under that skill area). These are the three management skills that you need to work on the most. Skill Area Items • Developing Self Awareness 1 - 5 • Managing Stress 6 - 11 • Solving Problems Creatively 12 - 23 • Communicating Supportively 24 - 32 ...
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...Module Assessment “Reflections on my approach to management and leadership, now and for the future” Interpretation of results: The McPhee Andrewartha Influence Dimensions (ID) survey results would suggest I belong to the CREATOR style group. This would infer I am a dynamic, charismatic and enthusiastic team leader, who seeks to bring a fresh approach, harnesses new ideas and adapts to change easily. All of the above aspects are those which I identify well with at work. However the CREATOR style also states that creators are rather spontaneous and somewhat erratic at home, or outside of work, which is not a characteristic I relate well to. All of my scores are in the ID results are very close together ranging between 92 and 95 (mean= 93.25 and a standard deviation of 1.299038 refer Appendix 1). This may explain my tendency to relate to various aspects of all four styles; and not relate to others. The BELBIN Team Roles Profile identifies me as a primary DRIVER style, followed by an equal COORDINATOR and RESOURCE INVESTIGATOR second and third preference (refer Appendix 2). I relate well to the majority of the style indicators of the DRIVER style including providing leadership by directing and controlling team members, holding strong influence on team operations and objectives and enjoying goal setting. However, once again the primary DRIVER style includes characteristics which I do not relate to, or consider present in my leadership style. For example; I consider myself to...
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...instructors at FSS and the needs that were assessed and evaluated by the Director. What? The lesson is composed of different segments that the instructors will become familiar with and in due course become subject matter experts. The lesson will cover 1. Creating pre and post assessments utilizing Survey Monkey 2. Analyzing and tracking assessment results using an excel spreadsheet 3. Skills on how to manage a classroom Where? The lesson will be held in the classrooms at FSS. All courses will take a two week break to ensure that all instructors are available to attend the training. Why? The director of FSS determined that there was a need for training through various assessments and evaluations of the instructors when they are teaching. These elements are imperative to the context of which learning will take place. It is important to be able to assess the needs of the audience before delivering the training to the intended audience. The purpose of the training is to ensure that the instructors understand and are able to proper perform their job functions. The potential impact that this lesson will have on the instructors at FSS is they will be charged with becoming more self-sufficient at the tasks and with the second training they will be able to attend the training with more experience and a better understand of the skill then they had the first training. The strategies that will be used to guarantee that they are able to perform the tasks before the...
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...Practice Examination: Systematic approach Student: Student Number: Overall Mark: Systematic Approach to Patient Assessment Examiner : 2nd officer: Concept Area and description of performance criteria Approach to scene The student should describe to the examiner the use of PPE, standard precautions and safety equipment. Focus points Explains the use of standard or additional precautions Describes the use of the following gloves; glasses; clothing helmet reflective vest Explains the type of information being sought in the following areas and provides professional inferences on patient condition number of patients exact location time of day weather time to scene / time to hospital partner & qualifications back-up (level & time away) access and egress enquires about nearest appropriate hospital TO TAL /6 Pre brief The student should describe to the examiner the concepts of a systematic pre brief. /10 Concept Area and description of performance criteria Primary survey The student should discuss and demonstrate the primary survey with the examiner and explain their actions. Focus points Explains the type of information being sought in the following areas and provides professional inferences on Danger Verbalise (Assessment of hazards to self; partner patient; bystander and other emergency services) Introduce self and partner Takes time to observe and comment on patient’s overall presentation ( including obvious haemorrhage; patient...
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...Agency Name Project Name Risk Assessment and Management Process (RAMP) Version: (n) Date: (mm/dd/yyyy) Document History and Distribution 1. Revision History |Revision # |Revision Date |Description of Change |Author | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 2. Distribution |Recipient Name |Recipient Organization |Distribution Method | | | | | | | | ...
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... The authors also mentioned that students who were emotionally and cognitively involved in their studies seem to perform better than students who reported being emotionally more exhausted (Kotze & Kleynhans, 2013). This study will focus on whether and to what extent social supports, cognitive assessments, and coping skills affects the management of stress and academic performance of college students. In other to determine the effects of the above issues, the involvements of the students in stressful circumstances must be understood. For this study a survey design will be use to get a cross-section of the particular involvements of all students in stressful situations and to find out to what degree their stress management skills is affected by coping skills, cognitive assessments, and social supports. Samples from the college individuals will provide precise and particular experiences of this population and it will show how their use of coping skills, cognitive assessments and social supports affect their management of stress and their academic performances. Purpose Statement The purpose statement of this study will be to find out whether and what degree cognitive assessments, copping skills, and social supports affect college students stress management and their academic performance. With stress being prevalent in the lives of individuals, finding the effects of cognitive...
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...Quality Management Contents Introduction 1 1… 1 2…. 1 3…. 1 4… 1 5… 1 Conclusion: 1 Reference: 2 Introduction The term Quality management in business determines the quality of products or goods that produced in any business organization for the customers and that is why it is vital for any kind of business or service organization. Quality management emphasis on the ways those are used in improving and controlling quality. Quality control management intended to identify and prevent products those contains faults from reaching customers. Since the foundation of Toyota, it has been successfully carried out its quality control activities in a steadfast manner and it results in the top ratings from their customers. Toyota uses some key principles to maintain their quality control management system and those principles are such as, 'Customer First', 'Quality First' Go & see at the scene', and these principles were established and imposed when the Toyota company was founded. TASK 1 Concepts of quality of Toyota Automobile Company and discussion over ‘what drives Toyota to meet their customer requirements and quality.’ The improvement of products and work quality in the production and distribution by listening to "Voice of the customer" is the core concept behind Toyota's quality control activities. When there was a merger between the ‘Toyota Motor Co., Ltd’ and ‘Toyota Motor Sales Co...
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