Q BMGT 2200 - FINAL PROJECT & PRESENTATION FORMAT and REQUIREMENTS Final Presentation Goal: To analyze the use of management and organizational behavior concepts within an organization and evaluate their impact on organizational success. Each Learning Unit concept/topic will be submitted throughout the semester (see course calendar for due dates) as well as a presentation and summary for the final presentation. Who: You will complete this project with approximately 2-4 other classmates. Steps: 1. Choose a medium to large for-profit organization. If you have questions about your choice, please see your instructor. You MAY NOT CHOOSE the following companies: • Apple • Microsoft • Nike • Wal-Mart • Amazon • Google/Alphabet • Facebook 2. Conduct primary and/or secondary research on the organization. • Check out the CSCC Library Research page for source suggestions. 3. Determine minimum of four course content areas each from a different learning unit where your team has enough information to apply course concepts and terminology to company examples. • See topic suggestions below by learning unit. ? Note: Some information is difficult to access from secondary research. It may help if your team interviews a company employee, if possible, or if a student on your team is employed by the organization. 4. Each of the learning unit topics/content areas will be submitted periodically throughout the semester (see course calendar for due dates) and summarized in the final project PowerPoint presentation. Each member of the team must present during the presentation, if this is a WEB section, each member must do a voiceover in presenting their slides. Based on your research you will create a presentation covering the four content areas, tying in course terminology and drawing conclusions regarding the organization’s success. See GRADING RUBRIC below 5. This is a group project, and the entire project must be completed! It does not matter if you lose team members, or team members do not participate. It is the Team members’ responsibility to communicate with their team and work out any issues. If a member does not engage in communication nor participation with the team and it can’t be worked out, then contact me with the details. This was an individual project, therefore if you lose a team member, the entire project must still be completed. Project Format and Requirements: • NOT an information giving presentation – in each Learning Unit submission you must: • Draw inferences and analyze based on your research. • Every learning unit and slide should apply course terminology and concepts addressing the question: Does this organization use these concepts effectively? Why or why not? Use examples. • DO NOT re-teach course concepts. Apply the course concepts to the company situation, so you are not just restating these concepts. • Will be presented “live” online, or a recorded presentation if a Web class. • Participation: All members must present a portion of the presentation. ? For in-class presentations, if a student is absent for his/her teams’ presentation, it is a two (2) letter grade deduction. If a student is absent from any other teams’ presentation, it is a one letter grade deduction. ? If a student does not present during the in-person presentation or the voiceover PowerPoint (WEB only) there will be up to a two (2) letter grade deduction. • DO NOT read speaker’s notes, these are a reference during your presentation. • Each member must insert their script in the notes section of each slide. The script must include appropriate in-text citations in proper APA format. • The last slide of your presentation must include the Reference page(s) in proper APA format. • Length of Presentation: Approximately 12-18 minutes Suggested Topic Areas: Below are only suggestions! Pick any 4 topic areas but remember each should be from a different learning unit of the course and include specific concepts. Once you choose the topic area, be sure to include a minimum of one or two of the specific course concepts in your submission and presentation, (e.g. Organizational Culture is not specific enough, identifying the company culture as an Adhocracy is the specificity required). Provide examples to support your use of this concept in your analysis. (To consider other options, use the course Test Study Guides.) Learning Unit #1 Individual Differences (Chapters 2, 3, 4) • Examine the company values and their impact on employee behavior and thinking. (Chapter 2) o CONCEPTS: Apply Schwartz Value Theory or Ajzen’s Theory of Planned Behavior. • Examine an ethical challenge facing the company and its managers. (Chapter 3) o CONCEPTS: Apply Cognitive Dissonance Theory • Examine a decision(s) by the CEO or managers and determine how internal and external factors impacted their choices. (Chapter 4) o CONCEPTS: Evaluate using Kelley’s Model of Attribution examining Consensus, Distinctiveness and/or Consistency. • Examine company issues of diversity by finding an article, conduct a survey of employees or use first-hand accounts regarding demographics and examine how this impacts the organization. (Chapter 4) o CONCEPTS: Diversity, Generational Differences, LGBTQ, Gender Issues, or Disabilities. Learning Unit #2 Motivation & Engagement (Chapters 5,6) • Identify company practices that specifically fulfill a motivation theory. Be sure to explain which theory and how the practices fulfill it. (Chapter 5) o CONCEPTS: ? Intrinsic and Extrinsic Motivators ? Fulfillment Need Theories – Maslow’s, Hertzberg, or McClelland ? Goal Setting – Examples of goals & how they are determined. Are they SMART? ? Expectancy Theory – Are choices & motivators offered to enhance effort and outcomes? • Evaluate the company’s pay practices for starting wages or increases by conducting a survey and/or researching pay practices for similar industries and jobs and comparing them. (Chapter 5) o CONCEPTS: Equity Theory, Elements of Justice Theory – Distributive, Procedural, & Organizational. • Evaluate a job/position using the Job Characteristics Model and provide suggestions on how to change the job to fulfill all components of the model. (Chapter 5) o CONCEPTS: Job Characteristics Model examples of Skill Variety, Task Identity, Task Significance, Autonomy, and Feedback. • Characterize what the company does to influence behavior and habits by linking consequences. (Chapter 6) o CONCEPTS: Positive Reinforcement, Negative Reinforcement, Punishment, Extinction and/or use of reinforcement schedules. • Evaluate pay-for-performance programs and their effectiveness for the company. (Chapter 6) Learning Unit #3 Groups and Teams (Chapter 8) • Illustrate at least three types of work teams used within the company and evaluate their effectiveness. o CONCEPTS: Work Teams, Project Teams, Cross Functional Teams, SelfManaged Teams, Virtual Teams • Evaluate the external conditions of a specific group or team within the organization and how this might hinder or help its effectiveness. o CONCEPTS: Size, structure, member resources, member roles, group norms, status, personalities and their impact on groupthink, conformity, and social loafing. • Characterize a group or team process that you or an employee observed or participated with. o CONCEPTS: Provide examples of each stage of Tuck’s Five Stage Model or the Punctuated Equilibrium Model. Learning Unit #4 Decision-Making (Chapter 11) • Evaluate a decision the company/management made and characterize what approach was used or should have been used. o CONCEPTS: Rational, Bounded, Intuition, Nonrational, and Evidence Based. • Characterize a past company decision that demonstrates one of the decisionmaking bias or errors. Be able to explain why. o CONCEPTS: Confirmation, Overconfidence, Availability, Representative, Anchoring, Hindsight, Framing or Escalation of Commitment Bias. Learning Unit #5 Leadership (Chapter 13) • Examine a key leader of the company (read their bio, interview or first-hand observations) and identify their leadership style using at least one leadership theory. Be sure to provide specific evidence to support the theory application. o CONCEPTS: Traits, Task Oriented, Relationship Oriented, Transactional, Empowering, Servant Leadership, Laissez-Faire, Transformational, or Inspirational. • Examine how a company leader directed a project or organizational goal and apply related theories. o CONCEPTS: House Path-Goal Theory or Fiedler Contingency Model • Examine how a manager/leader interacts with their team and explain differences. o CONCEPTS: Leader-Member Exchange Model Learning Unit #6 Organizational Culture (Chapter 14) • Delineate the organization’s socialization process for new employees and its effectiveness on integrating new employees into the organization’s culture. o CONCEPTS: Examples/evidence of the phases – Anticipatory Socialization, Encounter & Change and Acquisition, Onboarding process, Realistic Job Previews, Socialization Tactics (Table 14.2), Mentoring & its four phases. • Identify the company’s culture from common culture types, how it’s transmitted or tangible and intangible evidence of its existence, and how it provides organizational advantages or disadvantages. o CONCEPTS: Examples of Observable Artifacts, Clan Culture, Adhocracy Culture, Market Culture, Hierarchy Culture, Subcultures. • Discuss how the organization’s is trying to change its culture & the effectiveness of this process. o CONCEPTS: Identify any of the 12 Mechanisms for Cultural Change Learning Unit #7 Organizational Structure & Design (Chapter 15) • Present a company organizational chart and evaluate major organizational design terms, the type of structure, and how the design supports the organization’s strategy. o CONCEPTS: Unity of Command, Hierarchy of Authority, Division of Labor, Span of Control, Staff vs. Line Employees, Learning Organization, Functional, Divisional, Matrix, Horizontal, Hallow, or Modular Structures • Present the company’s approach to innovation and analyze a recent innovation. o CONCEPTS: Product Innovation, Process Innovation, Innovation System, Crowdsourcing Learning Unit #8 Planning Change & Innovation (Chapter 16) • Identify a recent company change and evaluate how it was implemented using one of the approaches. o CONCEPTS: Apply Kotter’s 8 Stage Organizational Change Process or Lewin’s Change Model. • Identify an impending force for change on this company and evaluate what they should do. o CONCEPTS: External (Demographic, Technological, Market, Social, Political & Regulatory) or Internal Force (Human Resources, Management), Change agent, Adaptive, Innovative or Radically Innovative Change, and/or using the components of the Systems Model for Change. Learning Unit#9, 10 Human Resources Management (Principles of Management, (Chapters 1, 3, 11, 12) • Evaluate the company’s primary recruiting needs based on what type of positions are open, how they recruit applicants, and the overall selection process. Evaluate the effectiveness of this process and provide suggestions for improvement. o CONCEPTS: External or Internal Recruitment, BFOQ’s listed, Interview Formats – Behavioral, Situational, Open Ended, Other Selection Tools used such as Personality Tests, etc. • Research any recent litigation or claims made against the company. Discuss the law(s) involved, the case outcomes (when available) and suggestions for how the company could prevent such issues in the future. o CONCEPTS: Identify specifically which labor law is being addressed – Title VII Civil Rights Act, Age Discrimination, Labor Unions, etc. • Elaborate on the company’s performance management practices such as types of appraisals used, frequency of delivery, and any impact on employee retention. Provide suggestions for changes where applicable. o CONCEPTS: 360 Degree Feedback, Balanced Scorecard, BARS, or Open-ended