COMM 329: Organizational Behaviour & Management

Course Outline
COURSE INFORMATION
Course title: Organizational Behaviour and Management
Course code: COMM 329 Credits: 3
Session and term: 2021W2 Class location: HA 039
Section: 202 Class times: Tue/Th 3:30 to 5pm
Course duration: January 11th, 2022 – April 7th, 2022 Division: OBHR

CONTACT INFORMATION
Instructor: Dr. Min Kay Office: HA 349
Email: [email protected] Office hours: By appointment
TA 1: Faheem Saeed TA 2: Tirth Choksey

ORGANIZATIONAL BEHAVIOUR

This course is about people in work organizations. Research shows that effectively understanding and managing
the human side of organizations improves organizational achievement and the well-being of its workforce. COMM
329 introduces you to the concepts of leading yourself, leading others and leading organizations effectively, with
the goal of making both companies and work lives more effective, healthy and functional.

This course is designed to improve your understanding of how people and groups think, feel and behave within
work organizations. You will learn how things such as values, attitudes, motivation, organizational context, culture
and leadership styles shape individuals, teams, and organizations themselves. As such, the content of this course
will help you with your own career, enable you to be a more effective manager, and be of great value to the
organizations you work for.

COURSE GOALS & LEARNING OBJECTIVES

By the end of this course, students should be able to:

• Explain the fundamentals of leading, managing, and collaborating with others in the workplace.
• Create a strong, healthy organizational culture that will enable a company to achieve its strategy and
purpose, where employees can thrive, and feel a sense of belonging, responsibility, and commitment.
• Describe concepts from the social sciences pertaining to the self (e.g. perceptual errors), groups (e.g. behaviour
in teams), and the system (e.g. managing change) that are useful for understanding workplace situations, and
apply these frameworks to solve problems or design solutions.
• Improve interpersonal, team and leadership skills, and recognize that such expertise can dramatically impact
the achievements of a workplace.
• Promote evidence-based management, recognizing that it is through effective human decision-making that
organizations do well.
• Develop suitable sources of power, and enhance motivation, in order to get the best out of people.

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 COMM 329: Organizational Behaviour & Management
Course Outline

COURSE FORMAT – PLAN FOR: IN-PERSON, IN THE CLASSROOM

This is a seminar-style course, with a lot of group activities and interaction.

COURSE MATERIALS & REQUIREMENTS

Required: Organizational Behaviour: Improving Performance and Commitment in the Workplace. Colquitt,
Lepine, Wesson & Gellatly (preferably 3rd or 4th Canadian Edition, new or used).
This is where you will find the social science research, concepts and theories upon which OB is based. It is sold in
the UBC bookstore and online, and you are not obligated to purchase the most recent edition.
You DO NOT need the “lab” component of the new textbook version.

ASSESSMENT SUMMARY

Individual
Professionalism 20%
In-Class Quizzes (x 2) 15%
Research Paper 30%

Group
Team Report 20%
Team Presentation 15%

ASSESSMENT DETAILS

Active Learning (20%)= Attendance (5%) + Participation (5%) + In-class Group Exercises (5%) + Group forms (5%)

Attendance: Every student is expected to attend every class in full and attendance will be monitored through
iClicker/Zoom login report. If you are absent due to illness or emergency, it is your responsibility to inform your
instructor and TA in advance of the class, and to learn from a teammate what you missed.)

Participation: In order to achieve top marks for in-class participation, a student must: (i) attend every class, (ii)
participate in the class discussions by asking questions or making meaningful comments (quality over quantity),
and (iii) contribute positively to the learning environment and be respectful of other students. Attendance alone
DOES NOT guarantee full participation marks. You must be in class to complete and receive credit for the
activities.

In-Class Group exercises: Starting Week 2 or 3, students will be doing in-class group exercises and submitting
completed worksheets which will be graded and account for 5% of the total grade.

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Group forms: Lastly, the remaining 5% of the Active Learning will be based on two forms that you submit as a
group: 1) Group charter, and 2) Group presentation feedback.

** No make-up classes, activities or assignments will be offered for any missed work (e.g. assignments, quizzes).

In-Class Academic Quizzes (15%)

There will be 2 in-class quizzes (each worth 7.5%) based on the content of my lecture. Format for quizzes:
multiple choice, fill-in-the-blank, short answer. Research shows that regular “retrieval” activities galvanize
learning (Pyc & Rawson 2010; Smith & Karpicke 2014). Missed quiz = zero (No make-up quiz or assignments)

Individual Research Paper (20%)

You will have an opportunity to explore an OB topic that interests you, and present it in a well-investigated,
properly cited and clearly written paper. A Sauder librarian will visit the classroom to show you how to find
academically sound resources in high-quality peer-reviewed journals. Please check Canvas for more details.

Team Project (35%): Presentation + Report

Project teams will be randomly assigned after the add/drop date. Your group will conduct research, submit a paper,
and deliver a presentation on an OB topic of your choice. NOTE: This is one assignment, with two deliverables.
Guidelines posted on Canvas. There are 3 different kinds of projects and teams can choose one: 1) A workshop on
an OB topic not covered in the course or 2) A TEDx type presentation that counters a common myth using research
from OB or 3) Identify a real life problem facing an organization: applying OB knowledge, analyze the problem and
propose solutions. Please check Canvas for more details.
Team Presentation (15%)
Your team will deliver a 20-minute presentation to the class in the last few weeks of the semester. This
presentation will give you the opportunity to more deeply learn about and communicate a particular topic of your
choice to further educate the rest of the class. Details and logistics will be provided in Canvas.

The presentation will be graded by the instructor, but classmates will also offer written feedback to your team for
developmental purposes (and you as audience member will be providing feedback to the teams you watch).
These peer assessments will not impact marks but they are designed to help you improve your skills.

Team Report (20%)

This written assignment is not a traditional paper, but rather a written version of your class presentation. Please
see guidelines on Canvas.

Group Structure and Marks

Every team member will receive the same score (for the paper and presentation), unless – after a formal process –
your group cannot solve its problems, and it is determined that certain members have not contributed sufficiently.

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It is the team's responsibility to work professionally with its members to ensure that they provide quality input so
everyone can share equally in the project grade. Please be a worthy team member so that all participants can earn
a share in the grade fairly.

Team members will be required to complete the peer evaluation at the end of the term and indicate the individual
contribution of each member out of 100 points. If one member receives a significantly lower score compare to the
average, then this person will receive a lower grade for team report and presentation.

Find detailed guidelines and rubrics for all assignments on our course website (Canvas).
Note: Late submissions will NOT be accepted and will receive a score of zero, so please plan ahead.

COPYRIGHT
All materials for this course (handouts, lecture slides, assessments, course readings, etc.) are the intellectual property of
the instructor or are licensed to be used in this course by the copyright owner. Redistribution of these materials by any
means without permission of the copyright holder(s) constitutes a breach of copyright and may lead to academic discipline
and could also be subject to legal action. Audio or video recording of classes is not permitted. No pre-recorded material
may be shared or used for any purposes outside of students’ own academic learning during the course.

Policy Regarding Re-Grading of Coursework

In the event you believe something was missed in the grading of your work, please write a brief summary of what
you think deserves additional marks and submit this written request with your original work. If you ask for re-
grading, your paper will be marked again from scratch and your score may go UP or DOWN. Each grade segment
(e.g. quiz, team project) is considered conclusive and final one week after being released, and will no longer be
open for re-grading or discussion. We (instructors and TAs/markers) do not accept personal lobbying efforts
regarding grades, nor do we “defend” a particular mark. Rubrics in this course are clear and easy to follow.
Therefore, you will need to be very specific regarding how and why you think you ought to receive a higher score.
We are happy to discuss your work with you for educational purposes, but keep in mind that once we consult on a
given paper or test, the grade is considered definite if you have not already had it formally re-assessed. These
guidelines are consistent with UBC appeal policies and other Sauder courses.

Centre for Accessibility Accommodations

If you are a student with a disability or ongoing medical condition, you must register with the Centre for Accessibility
(CfA). You should meet with a CfA advisor, providing relevant documentation, to determine any
accommodation/services for which you are eligible. Please inform Sauder of any support needed and provide your
instructor with the official letter issued by the CfA. Please arrange with the CfA at least three weeks prior to any

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 COMM 329: Organizational Behaviour & Management
Course Outline
quizzes/exams. You are responsible for finalizing and confirming any accommodations directly with the CfA. Copy
relevant emails to [email protected]. For full details and procedures, please visit the CfA office and/or the
following website: https://students.ubc.ca/about-student-services/centre-for-accessibility
Student Development & Services
Brock Hall, Room 1203
1874 East Mall
Vancouver, BC V6T 1Z1 Tel: 604.822.5844; TTY: 604.822.9049; Fax: 604.822.6655

UBC Policy:

UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that
sometimes crises arise. For such circumstances there are additional resources available, including those for
survivors of sexual violence. UBC values respect for the person and ideas of all members of the academic
community. Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC
provides appropriate accommodation for students with disabilities and for religious observances. UBC values
academic honesty, and students are expected to acknowledge the ideas generated by others and to uphold the
highest academic standards in all of their actions. Details of these policies and how to access support are available
on the UBC Senate website at: https://senate.ubc.ca/policies-resources-supportstudent-success.

POLICIES APPLICABLE TO UBC SAUDER UNDERGRADUATE COURSES

Respect in the classroom

Students are expected to be respectful at all times, toward faculty, staff and peers. This means being attentive and
conscious of words and actions and their impact on others, listening to people with an open mind, treating all UBC
community members equally, and honouring diversity. Students who act disrespectfully toward others will be asked
to leave the class and be marked as absent for the day. They may also be removed from a team, lose credit for in-
class assessments and activities, or be asked to complete a group assignment individually.

Respect for Equity, Diversity, and Inclusion

The UBC Sauder School of Business strives to promote an intellectual community that is enhanced by diversity along
various dimensions including status as a First Nation, Metis, Inuit, or Indigenous person, race, ethnicity, gender
identity, sexual orientation, religion, political beliefs, social class, and/or disability. It is critical that students from
diverse backgrounds and perspectives be valued in and well-served by their courses. Furthermore, the diversity
that students bring to the classroom should be viewed as a resource, benefit, and source of strength for your
learning experience. It is expected that all students and members of our community conduct themselves with
empathy and esteem for others.

Electronic Devices
We will follow a lids-down policy. During class, students are NOT permitted to use any electronic devices unless
instructed to do so. Please bring a notepad and pen. Research (plus feedback from students) indicates that use of
personal devices is the number one distraction from effective learning and participation in the classroom
environment. Thanks for understanding, and for embracing what will be a refreshing change from all that screen
time.

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Academic Integrity
The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students
are expected to know, understand, and follow university policies and codes of conduct regarding academic
integrity. At the most basic level, this means submitting only original work done by you and acknowledging all
sources of information or ideas and attributing them to others as required.
This also means you should not cheat, copy, or mislead others about what is your work; nor should you help
others to do the same. For example, it is prohibited to: share your past assignments and answers with other
students; use any of your own previous assignments, or portions of them, in different assignments or courses;
work with other students on an assignment when an instructor has not expressly given permission; or spread
information through word-of-mouth, social media, or other channels. This subverts the fair evaluation of class
exercises, tests, papers and all other forms of assessment. Violations of academic integrity (i.e., misconduct) lead
to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are
imposed when such misconduct is uncovered. For example, incidences of plagiarism or cheating may result in a
mark of zero on the assignment or exam, and more serious consequences may apply if the matter is referred to
the President’s Advisory Committee on Student Discipline. If you are suspected of committing academic
misconduct, plagiarism or fraud, your instructor and TA are obligated to report it. This will result in a vigilant
investigation, which may impact your reputation. Careful records are kept by the Dean’s Office in order to
monitor and prevent recurrences. The University of British Columbia's general policies on plagiarism can be found
in the UBC Calendar. Instructors are REQUIRED to report suspected academic misconduct.
It is the student’s responsibility to review and uphold applicable standards of academic honesty. Again, instances
of cheating, plagiarism, resubmitting the same assignment (or segments thereof), impersonating a candidate, or
falsifying documents, will be dealt with strongly according to UBC’s procedures for Academic Misconduct.
The UBC Sauder School of Business places a very high value on academic honesty. The integrity of academic work
underpins the value of your degree. To be clear, submitting material that is written or prepared by others as if it
were one’s own – regardless of where it is procured (e.g. directly from others, or from online sites such as Course
Hero) – is plagiarism, and is therefore unethical and illegal. Do your own work.

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Course Outline

Refer to this document and Canvas throughout the term

Subject to change

Session # + Readings and Heads up

Date of TOPIC and FORMAT of Class
class (pages are based on the 4th ed)
Session 1 Topic: INTRO TO OB
TEXT: CH 1
Jan 11th

1. Self-serving bias (Ch 9 pg 245)

Topic: PERCEPTION
2. Fundamental attribution error (Ch 9 pg 245)
Session 2
3. Google/Youtube: Contrast effect, Halo effect and
Jan 13th
Self-fulfilling prophecy

TEXT: CH 4 (Big 5 Personality Traits)

Topic: PERSONALITY & EMOTION
Google/Youtube:
Session 3
1. Dark traits (Machiavellianism, Narcissism,
Jan 18th
Psychopathy)
2. Emotional intelligence

Session 4 Topic: CULTURAL VALUES

TEXT: CH 4 (Hofstede’s Cultural values)
Jan 20th

Topic: MOTIVATION 1 TEXT: CH 7 (Expectancy/Goal setting/Equity theory)

Session 5 Google/Youtube:
Jan 25th
1. Job Characteristics Model
2. Maslow’s hierarchy

Topic: MOTIVATION 2 TEXT: CH 7 (Expectancy/Goal setting/Equity theory)

Session 6 Google/Youtube:
Jan 27th
1. Job Characteristics Model
2. Maslow’s hierarchy

TEAMS & TEAMWORK

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TEXT: CH 11 (Entire chapter – Good to know for your
Session 7 teamwork)
Feb 1st
Your project teams will be assigned.

Topic: TEAM DAY Please meet as a team at least once before this session, so
Session 8 (+ LIBRARIAN VISIT) that you arrive with some topics in mind.
Feb 3rd We will also be visited by a Sauder librarian who will help
you identify the best way to find resources for your projects.

TEXT: CH 8 (Ethics – pg 213)

Topic: ETHICAL VALUES
Google/Youtube:
1. Ethical dilemma (A. Truth vs Loyalty, B. Individual vs

Session 9 Community, C. Short-term vs Long-term, D. Justice vs

Feb 8th Mercy)
2. Ethical reasoning (Rule-based, Ends-based, Care-
based and Social-based)

Due (Feb 7th midnight): Group charter

Session 10 Topic: POWER & POLITICS

TEXT: CH 12 (pg 334- 342)
Feb 10th

Session 11 Topic: NEGOTIATION

Feb 15th TEXT: CH 12 (pg 347-349)

Topic: QUIZ + Professor Topic I

Quiz 1

Session 12 Quiz = 20 to 30 min, based on content of my lecture/assigned

reading, missed quiz = zero (no make-up)
Feb 17th
Rest of the class = lecture based on a topic of my choice
(no prep required).

Feb. 21 –
Reading Week!
Feb. 25

Session 13 Topic: LEADERSHIP TEXT: CH 13 (pg 367 to 371)

March 1st

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Giving feedback: This class is an opportunity for students to

assess how their team is functioning and the role of each
member. It’s also an opportunity to practice giving
constructive feedback.
Class prep: think about these two questions for each member
Session 14
Topic: TEAMS & TEAMWORK II of your team:
March 3rd
 What I like about the way you have worked in our
team so far is... (2 specific examples)
 What I wish you would have done differently in
preparing for these projects is ... (2 specific examples)

Session 15 Topic: DECISION MAKING 1

TEXT: CH 9 (pg 237-245)
March 8th

Topic: DECISION MAKING 2

Session 16
TEXT: CH 9 (pg 237-245)
March 10th

GOOGLE/YOUTUBE:
Topic: DECISION MAKING 3
1. Prospect theory
Session 17 2. Loss aversion
March 15th 3. Mental accounting
4. Endowment effect

Session 18 Topic: ORG CULTURE

TEXT: CH 15 (Cultural artifacts, strong vs weak culture)
March 17th

Session 19 Topic: ORG STRUCTURE TEXT: CH 14 (Elements of org structure)

March 22nd

QUIZ + Professor Topic II Quiz 2

Session 20
Quiz = 20 to 30 min, based on content of my lecture, missed
March 24th quiz = zero (no make-up)
Rest of the class = lecture based on a topic of my choice.

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Due (March 28th midnight):

Presentations (Teams 1, 2, 3) 1. BOTH presentation slides and team report
Session 21
• Tentative schedule 2. Peer evaluation (online)

March 29th • Depending on progress, Team 3

may be pushed to next class Due (end of class):
3. Group presentation feedback forms

Session 22 Due (end of class):

Presentations (Teams 4, 5, 6)
March 31st Group presentation feedback forms

Session 23 Due (end of class):

Presentations (Teams 7, 8, 9)
April 5th Group presentation feedback forms

Session 24 Last class Due (April 10th midnight):

April 7th Individual research paper

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