38:533:617:01 selected problems: organizational behavior · pdf file38:533:617:01 –...

38:533:617:01 – Selected Problems: Organizational Behavior

Course Syllabus

Rutgers University

School of Management and Labor Relations

Human Resources Management Department

2017

Contact Details

Hadi El Farr, PhD, MBA, PHR

Office: 215E Janice H. Levin

Telephone: (848) 445-9432

Email: [email protected]

Website: http://www.hadielfarr.com/

Office hours: Mondays and Thursdays

12:00 PM – 1:30 PM or by appointment

Class Details

Day: Wednesday

Time: 4:30PM-7:10PM

Location: Levin 004


Human Resources Management Department 2016

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Table of Contents 1. Course Description ................................................................................................................................ 3

2. Course Details ....................................................................................................................................... 3

3. Reading List .......................................................................................................................................... 5

4. Assessment ............................................................................................................................................ 5

5. Course Requirement and Instructor Expectations ................................................................................. 8

6. Academic Honesty and Code of Conduct ............................................................................................. 8

7. Special Needs and Accommodation ..................................................................................................... 9

8. Attendance Policy ................................................................................................................................. 9

9. Tentative Course Schedule.................................................................................................................... 9

Figure1-4 Model of this Book (Phillips and Gully, 2014, pp.28)



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1. Course Description

This course aims to familiarize students with major topics in organizational behavior (OB). OB is an

interdisciplinary field that strives to explain and predict how people and groups interpret events, react and

behave in organizations. Moreover, OB describes the role of organizational systems, structures and

processes in shaping behavior.

The field of OB is an applied social science that describes concepts driven from various behavioral

disciplines such as psychology, sociology, social psychology, anthropology and political science. OB

concepts are widely investigated under three levels: individual, group, and intergroup and organizational.

Understanding individual behaviors and group dynamics better equip employees, managers and leaders to

be effective at workplace.

2. Course Details

Instructor Hadi El Farr

Credits 3

Semesters Spring

Program of Study Graduate – Human Resources Management

Target Audience This course is an optimal learning experience for:

Current or future employees aiming to increase their effectiveness at work

Students and employees seeking knowledge of People Management

Managers seeking to improve their People Management skills

Employees aspiring managerial positions

Learning Objectives Students who complete this course will demonstrate an understanding of:

Individual behaviors, group dynamics and how organizations work

The best OB practices that match various organizational cultures and contexts

Your personal traits, behaviors and perspectives

Best people management practices that optimize your effectiveness as an

employee, manager or leader

SMLR Learning

Objectives

I) Written & Oral Communication – Communicate effectively at a level and in

modes appropriate to an entry level professional.

o Communicate complex ideas effectively, in standard written English

o Analyze and synthesize information and ideas from multiple sources to

generate new insights

o Produce quality research papers with proper convention of

attribution/citation

o Produce high quality executive summaries

o Make an argument using contemporary and/or historical evidence

o Present ideas and arguments in a logical and effective way

II) Quantitative, Qualitative and Analytical Skills – Apply appropriate quantitative

and qualitative methods for research workplace issues.

o Formulate, evaluate, and communicate conclusions and inferences from

quantitative information

o Apply quantitative methods to analyze data for HR decision making

including cost-benefit analyses, ROI, etc. (HRM)

o Apply qualitative methods appropriately, alone and in combination with

quantitative methods



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III) Research Skills – Demonstrate an ability to collect, analyze and synthesize

information to make logical and informed decisions impacting the workplace. Use

evidence to evaluate hypotheses, theories and approaches to workplace issues.

o Employ current technologies to access information, to conduct research, and

to communicate findings

o Analyze and synthesize information and ideas from multiple sources to

generate new insights

o Assess and critique relevant evidence and research findings

o Access high-quality historical, qualitative, and quantitative evidence or

research

o Use evidence-based analysis to appraise the validity of various hypotheses,

theories, and approaches to workplace issues

IV) Theoretical Perspectives - Demonstrate an understanding of relevant theories

and apply them given the background context of a particular work situation.

o Demonstrate an understanding of the practical perspectives, theories and

concepts in their field of study

o Evaluate and apply theories from social science disciplines to workplace

issues

V) Understanding Context - Evaluate the context of workplace issues, public

policies, and management decisions

o Analyze the degree to which forms of human difference shape a person’s

experience of, and perspectives on work

o Analyze a contemporary global issue in their field from a multi-disciplinary

perspective

o Analyze issues related to business strategies, organizational structures and

work systems

o Analyze issues of social justice related to work across local and global

contexts (LSER)

o Analyze issues related to the selection, motivation, and development of

talent in a global context (HRM)

VI) Application – Demonstrate an understanding of how to apply knowledge

necessary for effective work performance

o Apply concepts and substantive institutional knowledge, to understanding

contemporary developments related to work

o Understand the legal, regulatory and ethical issues related to their field

o Develop human resource management functional capabilities used to select,

motivate, and develop workers (HRM)

o Understand the internal and external alignment and measurement of human

resource practices (HRM)

VII) Professional Development – Demonstrate an ability to interact with and

influence others in a professional manner, and to effectively present ideas and

recommendations

o Develop effective presentation skills appropriate for different settings and

audiences

o Develop career management skills to navigate one’s career



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o Understand cultural differences and how to work in a multicultural

environment

o Work productively in teams, in social networks, and on an individual basis

o Develop cultural agility competencies

o Demonstrate lifelong personal & professional development skills

Topics The Organizational Behavior Context

Diversity

Demographics, Personality and Intelligence

Self-Concept, Learning Styles and Types of Fit

Attitudes, Values, Methods and Emotions

Social Perception, Attributions and Perceived Fairness

Motivating Behavior

Communicating

Making Decisions

Power, Influence and Politics

Managing Conflict and Negotiation

Group Behavior and Effective Teams

Leading

Organizational Structure and Design

Organizational Culture and Organizational Change

Career Management

3. Reading List

Readings for this course will be selected from the following textbook:

Phillips, J.M. & Gully, S.M. (2014). Organizational Behavior

(2nd Edition), Mason, OH: South-Western.

ISBN-10 1133953603

ISBN-13 9781133953609

Additional optional readings and useful links will be added as

needed. They will be available on the course’s Sakai website. ,

along with other course material. Please, make sure to check the

course website frequently, so you won’t miss any important

material (https://sakai.rutgers.edu).

Make sure to read all assigned readings before attending classes

in order to optimize your learning experience.

4. Assessment

The assessment criteria abide by the Graduate Grades and Records Policy:

http://catalogs.rutgers.edu/generated/nb-grad_current/pg69.html. Moreover, it is useful to read the New

Brunswick Graduate Catalog in order to know your rights and obligations at:

http://catalogs.rutgers.edu/generated/nb-grad_current/pg43.html. The following table lists the assessment

methods and their weights:



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Method Points

Attendance & Participation 10%

Exam I 20%

Exam II 20%

Exam III 20%

Report & Presentation 30%

Total 100%

The following table lists the Grading and Point System assigned by the university:

Percent Grade Description Grade Points

90-100% A Outstanding 4.0

87-89% B+ 3.5

80-86% B Good 3.0

77-79% C+ 2.5

70-76% C Satisfactory 2.0

≤ 69 F Failing 0.0

A. Attendance & Participation

Students are expected to attend and actively participate in class. In addition to earning up to 10 points,

students will have the opportunity to add their input, share experiences and learn from others. Points are

gained through providing insightful contributions. Points are lost for frequent absenteeism, being

unprepared and misconduct during class. Therefore, you are expected to be well prepared before class

sessions through reading the required readings and preparing yourself for discussions. Please refer to the

attendance policy to familiarize yourself with the recognized grounds for absences. Attendance will be

monitored through a sign sheet.

B. Exams

There are three noncumulative exams with equal weights. Exams will be in an essay format. Each exam

covers the subjects addressed before its conduction (approximately each covers one third of the material).

The material includes lectures, discussions, exercises and readings. The exams dates are fixed and noted in

the course schedule. If the examination session was cancelled, then the exam will be automatically

rescheduled for the next regular session.

Make-up policy

Again, the dates of each of the three exams are noted on the course agenda. An exam grade of zero (0) will

be assigned to any student who is absent without a legitimate excuse on the date of a regularly scheduled

test. Legitimate excuses include illness (verified with a note from a doctor), inclement weather (only when

the Rutgers Information Service, 732-932-INFO, indicates that Rutgers is closed), and others as assigned

by Rutgers Attendance Policy (please refer to the attendance policy section). An individual make-up exam

will be held at a time that is convenient for the instructor. Individual make up exams will be in essay and/or

short answers format.



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C. Report and Presentation

Project Description & Performance Guidelines

The course will cover most of the traditional and contemporary theories of OB; however, OB is best

understood in practice. OB is all about human behavior and action within a specific culture and context.

Therefore, this assignment is an optimal learning experience to assess OB theories and approaches in real

life. Students will have the opportunity to self-select each other and form teams. Those teams are expected

to focus on an organization of their choice. Based on primary or/and secondary data, critically assess one

of the course topics within the context of the selected firm. Relate your findings to the existing literature

and recommend improvements. The following is a sample grading rubric:

Description Percent

PowerPoint Slides 10%

Presentation 10%

Organization Overview & Description of Current Situation 5%

Analysis of the Current Situation & Problem Identification 5%

Assessing the Consequences and Benefits of Each Course of Action 5%

Recommending a Solution 5%

Suggesting Alternative Courses of Action 10%

Report 50%

Total 100%

Report guidelines

1. Discuss why you have chosen this specific organization.

2. Briefly, provide an overview of the organization including its vision, mission, history and operations.

3. Provide an explanation of the current situation and its shortcomings.

4. Identify the area that may be improved.

5. Identify and analyze potential solutions.

6. Recommend a specific solution based on assessing alternative courses of action.

7. Focus on relating theories to the case analysis

8. Briefly, describe what you have learned from the project and topic.

9. Include your sources and works cited.

10. The report is expected to be between 15 to 20 pages.

11. The team should send electronic and physical copies of the report.

Presentation guidelines

1. The presentation time should not exceed 20 minutes

2. The presentation should briefly provide some organizational background and focus mostly on the

problem identification, suggested solutions, and recommendations.

3. The presentation should utilize PowerPoint, in addition to any other mediums you choose.

4. The presentation assessment will focus on content and presentation style, thus try to make it interesting

to the audience.

5. All team members should present

6. The team should send electronic and physical copies of the presentation.



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5. Course Requirement and Instructor Expectations

Students are expected to read all the required readings before attending the class. This increases the

learning capacity throughout the sessions and elevates the interaction level among students and

between the attendees and the instructor.

Attendance and active participation in class discussions and activities fulfill the learning outcomes

of classes. Remember both are assessed and contribute to your final grade!

Students are asked to check Sakai frequently – at least every 48 hours. The course material,

additional readings, posts and announcements will be added regularly and will enhance your

learning experience.

Students are required to actively engage with their assigned groups. This will minimize conflicts

and will substantially add to the learning experience and quality of group work.

All required materials for the course are subject to formal assessment, even if they were not covered

in class. Remember that the instructor is merely a facilitator of your learning experience. Attaining

the utmost knowledge of the course subjects is highly dependent on individual effort and peer

involvement.

For each 3 credits of study, students should expect to commit at least 100 hours of their time for

course work, self-study and revision.

The instructor will continuously provide feedback and whenever a student requests help. Students

are encouraged to submit drafts of their work to get early feedback before they submit their final

assignments. Participation in the case studies also provides the opportunity for students to assess

their progress and receive feedback from their instructor. Also, students are encouraged to contact

their instructor for one-on-one sessions if needed. If any conflicts arise between group members, then they should be addressed as soon as possible.

If students fail to resolve the conflicts among group members, then they should seek the assistance

of the instructor ASAP. Reports should be submitted by due date. Late submissions are not accepted unless you provide a

legitimate excuse. Early submissions can be prearranged with your instructor. Students are expected to behave in a professional manner. Failing to do so will affect your

participation grade. The following are some guidelines:

o Students are expected to arrive on time in order to avoid distractions and to show respect

for the instructor and peers.

o Electronic devices should not be used during the session except for class requirements.

o Students are expected to behave ethically. Misconduct during the session will not be

tolerated.

6. Academic Honesty and Code of Conduct

Students are expected to abide by Rutgers’s Academic Integrity Policy and Code of Student Conduct. Acts

of cheating, plagiarism, forgery, fabrication or misrepresentation are not tolerated and will be dealt with

according to the university policies and procedures. If you have doubts concerning committing a potential

act of academic dishonesty, please contact the course instructor for advice. Moreover, you are advised to

check the websites of the Office of Academic Integrity at: http://academicintegrity.rutgers.edu/ and the

Office of Student Conduct at: http://studentconduct.rutgers.edu/. Alternatively, you can refer to the

undergraduate catalog section for academic integrity at: http://catalogs.rutgers.edu/generated/nb-

ug_current/pg1370.html and the section for code of conduct at: http://catalogs.rutgers.edu/generated/nb-

ug_current/pg1373.html.



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7. Special Needs and Accommodation

“Rutgers University welcomes students with disabilities into all of the University's educational programs.

In order to receive consideration for reasonable accommodations, a student with a disability must contact

the appropriate disability services office at the campus where you are officially enrolled, participate in an

intake interview, and provide documentation: https://ods.rutgers.edu/students/documentation-guidelines. If

the documentation supports your request for reasonable accommodations, your campus’s disability services

office will provide you with a Letter of Accommodations. Please share this letter with your instructors and

discuss the accommodations with them as early in your courses as possible. To begin this process, please

complete the Registration form on the ODS web site at: https://ods.rutgers.edu/students/registration-form”.

For additional information, please visit the website of the Office of Disability Services at:

https://ods.rutgers.edu/students.

8. Attendance Policy

Attendance at all scheduled classes shall be expected. Failure to attend classes with no authentic excuse

will negatively affect your grade – as attendance and participation are accounted for in the course

assessment. Rutgers University Attendance Policy has assigned the following recognized grounds for

absences:

1. Illness requiring medical attention (written proof is needed).

2. Curricular or extracurricular activities approved by the faculty.

3. Personal obligations claimed by the student and recognized as valid (pre-approved by the

instructor unless it is a family emergency).

4. Recognized religious holidays (please refer to the links at the end of this section).

5. Severe inclement weather causing dangerous traveling conditions (Rutgers University usually

cancels classes when the weather conditions are not safe for commute).

As a general guideline, students have to attain the instructor’s approval before their day of absence unless

it is an emergency. At least two weeks’ notice is required before any examination date. If the cause of

absenteeism is legitimate, then the instructor will work with the student to make-up required exercises and

examinations. The following links further clarify the attendance policy:

Rutgers’ Attendance Policy: http://policies.rutgers.edu/sites/policies/files/10.2.7%20-%20current.pdf

Rutgers’ Religious Holiday Policy: https://scheduling.rutgers.edu/scheduling/religious-holiday-policy

Interfaith Calendar: http://www.interfaithcalendar.org/index.htm

NJ Department of Education Religious Holiday List: http://www.state.nj.us/education/genfo/holidays.htm

9. Tentative Course Schedule

The course will be delivered through 15 sessions. The course content will be covered based on the sequence

specified in the next page. Please note that the dates are tentative and subject to change. Sessions will

include the following delivery methods and activities:

Lectures covering the main course topics: concepts, theories and practices.

Case studies that contextualize the course topics with real business examples and enhance

knowledge-sharing and interaction among the session attendees – including the instructor. In

addition, they aim to refine your analytical and communication skills.

Group meetings to coordinate and catch up on group work.

Presenting group work to other classmates, thus enhancing knowledge-sharing and strengthening

your presentation skills.

Formal assessments of students’ knowledge attained throughout the course delivery.

Week Date Topic Learning Outcomes Required

Readings

In-class

Activities

Outside of class

responsibilities

1 Wednesday

01/18/2016

Introduction

Introduction to OB

Outline and discuss the course syllabus

Define OB

Understanding the role of OB in improving employees’, managers’ and

organizational effectiveness

Discussing the role of OB in organizational ethics

Highlighting the knowledge sources of OB

Ch.1 Lecture, case

studies &

exercises

Group formation

Read Ch.1,2 &3

Group Formation

2 Wednesday

01/25/2016

Diversity

Individual Differences

I

Describe the difference between surface-level and deep-level diversity.

Describe how diversity can benefit organizations.

Describe how diversity can have negative effects in organizations.

Explain various barriers to creating inclusive organizations.

Give examples of several diversity assessment methods.

Explain how societal culture affects how people interpret others and how

others interpret them.

Describe the role of cultural competence in organizations.

Explain why demographic characteristics should not be used to make

organizational decisions.

Describe two different personality traits and discuss how they influence

work behaviors.

List the “Big Five” personality traits and discuss how they are important to

organizations.

Describe how personality can help us better understand bullying at work.

List and describe Gardner’s seven different types of intelligence.

Describe emotional intelligence and discuss how it can help managers be

more effective.

Ch.2

Ch.3

Lecture, case

studies &

exercises

Read Ch.4&5

Networking to gain

access to an

organization

3 Wednesday

02/01/2016

Individual Differences

II

Attitudes, Values,

Moods and Emotions

Define self-concept and describe what managers can do to enhance its

effects in the workplace.

Explain the difference between a learning orientation and a performance

orientation.

Explain how learning styles differ.

Describe the four different types of fit.

Describe psychological contracts and the role they play in organizations.

Explain how realistic job previews can be used to support psychological

contracts.

Describe three types of value conflicts.

Explain how attitudes affect behavior and describe the three attitudes that

are most important for organizational outcomes.

Discuss the three types of organizational commitment.

Explain why emotions are important to organizations.

Ch.4

Ch.5

Lecture, case

studies &

exercises

Read Ch.6

Prepare for the

exam

Networking to gain

access to an

organization



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Discuss the difference between positive and negative affect.

Describe emotional labor and discuss its possible positive and negative

outcomes.

Describe how emotions are related to stress and how some stress can be

beneficial.

4 Wednesday

02/08/2016

Social Perception,

Attributions and

Perceived Fairness

Exam Revision

Describe how we use various perceptual shortcuts to process information.

Explain how we decide how to classify other people.

Describe self-fulfilling prophecies and discuss how managers can

effectively use them.

Provide examples of internal and external attributions.

Explain how managers can use attributions to improve subordinates’ effort.

Describe the four dimensions of fairness.

Explain the role of perceived fairness in creating trust.

Ch.6 Lecture, case

studies &

exercises

Read Ch.7&8

Prepare for the

exam

Develop data

collection strategy

and tools

5 Wednesday

02/15/2016

Exam I (Ch1 to 6)

Group work

N/A N/A Examination Read Ch.7&8

Data collection

6 Wednesday

02/22/2016

Motivating Behavior

Communicating

Describe what affects motivation.

Explain why different people are motivated by different things.

Discuss the challenges of motivating people from different cultures.

Describe how the motivational effects of goal setting can be maximized.

Discuss ethical issues in goal setting.

Give examples of when you would use different motivational techniques.

Describe the communication process.

Give three examples of noise that can interfere with effective

communication.

Explain the difference between one-way and two-way communication.

Describe and explain four communication barriers.

Explain how the way we communicate can be more important to a

message’s meaning than the words we actually say.

Explain how different communication media vary in richness and discuss

why this is important.

Ch.7

Ch.8

Lecture, case

studies &

exercises

Read Ch.10&11

Data collection

7 Wednesday

03/01/2016

Power, Influence and

Politics

Managing Conflicts

and Negotiation

Explain the difference between position and personal power.

Explain which types of power are most effective.

Describe what you can do to increase your power in an organization.

Explain how involvement and empowerment differ.

Describe how organizational subunits gain power.

Describe which influence tactics are the most and least effective.

List the six primary upward influence tactics.

Describe which upward influence style is the most and least effective.

Ch.10

Ch.11

Lecture, case

studies &

exercises

Read Ch.9

Prepare for the

exam

Data collection



12

Describe some of the factors that influence political behavior in

organizations.

Explain why impression management is relevant to power, influence, and

politics.

Describe the difference between dysfunctional and constructive conflict.

Explain what causes conflict.

Describe the conflict escalation process.

Describe how conflict can be de-escalated.

List the five interpersonal conflict management strategies.

Explain why culture is important to conflict resolution.

Describe some of the best and worst conflict resolution behaviors.

Describe the difference between distributive and integrative negotiation.

List the three types of alternative dispute resolution.

8 Wednesday

03/08/2016

Making Decisions

Exam Revision

Describe the difference between programmed and non-programmed,

strategic versus operational, and top-down versus decentralized decisions.

Describe the steps in the rational decision-making process and why they are

difficult to follow.

Explain the role of emotion in decision making.

Discuss the effects of culture on decision making.

Describe some of the challenges faced by decision-making groups.

Describe the five types of ethical standards.

Describe how managers can enhance decision-making creativity

Ch.9 Lecture, case

studies &

exercises

Read Ch.12&13

Prepare for the

exam

Data collection

9 Wednesday

03/15/2016

No Class Spring Recess N/A N/A Read Ch.12&13

Prepare for the

exam

Data collection

10 Wednesday

03/22/2016

Exam II (Ch.7to11)

Group Work

N/A N/A Examination Read Ch.12&13

Data Analysis

11 Wednesday

03/29/2016

Group Behavior and

Effective Teams

Leading

Describe how groups are different from teams.

Describe the stages of team development.

Describe the three components of team effectiveness.

Explain the difference between process gain and process loss.

Describe cohesiveness and discuss whether it is always good for a team to

be cohesive.

Describe groupthink and discuss how can it be avoided.

Explain why emotional intelligence is important in teams.

Describe some of the challenges to managing virtual teams.

Ch.12

Ch.13

Lecture, case

studies &

exercises

Read Ch.14&15

Data Analysis



13

List four mechanisms for cross-team integration.

Explain how diversity can both help and hinder team performance.

Describe how leadership differs from management.

Discuss the role of traits and skills in leadership emergence and

effectiveness.

Explain what determines the effectiveness of a leader.

Describe the core activities done by all leaders.

Describe ethical leadership.

Describe e-leadership and how technology influences what effective leaders

do.

Describe how technology can help new leaders become effective more

quickly.

12 Wednesday

04/05/2016

Organization Structure

Organizational Culture

and Organizational

Change

Describe the difference between organizational design, organizational

structure, and organizational charts.

List and define the four characteristics of organizational structure.

Explain why delegation is important in any organizational structure.

Explain what influences an organization’s structure.

Describe the difference between pre-bureaucratic and bureaucratic

structures.

Explain when network organizations are appropriate.

Describe how mechanistic and organic structures differ.

Explain what communities of practice are and why they are important.

Explain why culture matters to organizations.

Describe how leaders create and maintain culture.

Explain why inclusive cultures are important to diversity and to

organizational performance.

Describe why it is harder to acclimate remote employees to an

organization’s culture.

Describe the difference between incremental and transformative change.

List and explain the four stages of change.

Describe some of the most common barriers to change.

Describe after action reviews and how they can be best used.

Ch.14

Ch.15

Lecture, case

studies &

exercises

Read Ch.16

Prepare for the

exam

Preparing for the

presentation and

writing the report

13 Wednesday

04/12/2016

Managing Your

Career

Exam Revision

Explain different definitions of career success.

Define career anchors and explain their role in career paths.

Describe the four different career patterns.

Explain what a personal brand is and why it is helpful.

Describe the three phases in the socialization process.

Describe social styles and explain how they are useful in relating to others.

Describe why work/life balance is important to employees and to their

companies.

Ch.16 Lecture, case

studies &

exercises

Prepare for the

exam

Preparing for the

presentation and

writing the report



14

14 Wednesday

04/19/2016

Final Exam

Flexible Session

Group Work

N/A N/A Examination Preparing for the

presentation and

writing the report

15 Wednesday

01/26/2016

Team Presentations

Report Submission

N/A N/A Presentations N/A

Academic Integrity Contract

(To be signed and turned in at the first class)

All members of the Rutgers University community are expected to behave in an ethical and moral fashion,

respecting the human dignity of all members of the community and resisting behavior that may cause danger

or harm to others through violence, theft, or bigotry. All members of the Rutgers University community are

expected to adhere to the civil and criminal laws of the local community, state, and nation, and to regulations

promulgated by the University. All members of the Rutgers University community are expected to observe

established standards of scholarship and academic freedom by respecting the intellectual property of others

and by honoring the right of all students to pursue their education in an environment free from harassment

and intimidation. Please see http://policies.rutgers.edu/PDF/Section10/10.2.11-current.pdf for details

regarding the Student Code of Conduct. Please see

http://academicintegrity.rutgers.edu/files/documents/AI_Policy_9_01_2011.pdf for details regarding the

Academic Integrity Policy.

Similarly, all students and faculty members of the academic community at the School of Management and

Labor Relations should uphold high standards for personal conduct, ethical behavior, and professional

integrity. In the area of academic integrity, students are expected to refrain from cheating, fabricating

information, plagiarizing, inappropriately denying others access to material, and facilitating others in

academic dishonesty. Please see http://policies.rutgers.edu/PDF/Section10/10.2.11-current.pdf (pp. 24-28)

for detailed descriptions of each type of action.

Any of the following acts, when committed by a student, is an act of academic dishonesty and decreases

the genuine achievements of other students and scholars. Academic dishonesty includes, but is not limited

to, any of the following:

Plagiarism/False Representation of Work

Quoting directly or paraphrasing portions of someone else’s work without acknowledging the source.

Submitting the same work, or major portions thereof, including presentations, to satisfy the

requirements of more than one course without permission from the instructor.

Using data or interpretative material for a report or presentation without acknowledging the sources or

the collaborators.

Failing to acknowledge assistance from others, such as help with research, statistical analysis, or field

data collection, in a paper, examination, or project report.

Submitting purchased materials such as a term paper as your own work.

Copying or presenting material verbatim from any source without using quotation marks.

Copying from any source and altering a few words to avoid exact quotation, without the appropriate

documentation or by using improper documentation of the source.

Rewording the major concept found in a source but then omitting documentation or improperly citing

the source.

Submitting as one’s own any work created by someone else (e.g., paper, project, speech, video,

exercise, etc.) without crediting them. Large duplication of someone else’s work should be avoided

unless you obtain express permission from both the instructor and originator of the work.

Fabricating or misrepresenting data or information 8

Forging signatures

Cheating

Copying work on examinations.

Acting to facilitate copying during an exam.



2

Sharing answers through technology or in written or verbal form when such interactions are prohibited

Using prohibited materials, such as books, notes, phones, or calculators during an examination.

Working with another student on an assignment when such collaboration is prohibited.

Stealing or having in one’s possession without permission any materials, or property belonging to or

having been generated by faculty, staff, or another student for the course.

Willfully offering to do another student’s work so they may represent it as their own

Assisting another student in cheating or plagiarizing

Doing another student’s work, excluding collaborative learning assignments or joint assignments

approved by the instructor.

Engaging in any of the above behaviors can result in an F on the examination or project, an F in the course,

denial of access to internships, suspension for one or more semesters, or permanent expulsion from the

School of Management and Labor Relations at Rutgers University.

I, ___________________________________________ understand the Policies on Academic Integrity and

the Student Code of Conduct at Rutgers University and the School of Management and Labor Relations.

Furthermore, I understand the consequences of unethical behavior. We all share a responsibility in creating

an ethical environment. I resolve to uphold and support high standards for ethics and integrity at Rutgers

University. If I see, hear, or observe violations of ethics and integrity I will report them to my instructor,

Department Chair, or Dean.

Student Signature: _________________________________ Date: _________________

Student Name (Please Print): _______________________________________________

Rutgers University ID: ____________________________________________________

38:533:617:01 selected problems: organizational behavior · pdf file38:533:617:01 –...

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