Organizational Theory/Behavior in Health Care

MHSA 6100 Organizational Theory/Behavior in Health Care Fall 2016

Instructor: Dr. Lesley Clack Office Hours: Monday: 2:00 – 5:00 pm Wednesday: 2:00 – 5:00 pm Or By Appointment

Meeting Time & Place: University Hall, Room 150; Wednesdays, 5:30 – 8:00 pm

Contact Information: Email: [email protected] Phone: (912) 344- 3604 Office: University Hall, 154 Q

Course Description This course provides an introduction to the fields of organizational theory and organizational behavior, and their application to the management of health services organizations. Topics covered include organizational governance, design and structure, organizational ethics, the role of management as a professional within the health services organization, management interfaces with other health professionals, intra- organizational coordination and communication, the effective use of groups and teams, negotiation and conflict management, organizational power and politics, and initiation and management of organizational change.

Course Learning Objectives Learning Objective MHSA Program Competencies Assessment Understand, explain, and 2.B. Leadership- Leading Others Class interpret the principles of Discussion, effective management in 4.E. Healthcare Environment- Exams, organizations, including Socio-Cultural Environment Group Project, communication, motivation, Case Studies personality, leading teams, 5.A. Business Knowledge & Skills- conflict management and Critical Thinking/Decision Making negotiation, and organizational culture, and prepare a plan to 5.D. Business Knowledge & Skills- apply them in an organizational Organizational Design and Behavior setting. Communicate and collaborate 1.E. Communication & Relationship Group Project with clinical professionals and Management- Collaboration with maintain medical staff Clinical Professionals relationships. 3.A. Professionalism- Professional Ethics

4.C. Healthcare Environment- Healthcare Workforce Environment Collaborate within and lead 1.C. Communication & Relationship Class groups of peers, and Management- Team Participation & Discussions, demonstrate effective Leadership Case Study interpersonal relations. Presentation, Group Project Demonstrate the ability to 1.A. Communication & Relationship Group Project evaluate performance and Management- Interpersonal provide constructive feedback Communication to others. Demonstrate the ability to 1.B. Communication & Relationship Exams, Group develop and deliver information Management- Presentation Skills Project, Case via written and oral means and Studies present results of 1.D. Communication & Relationship organizational analyses in a Management- Technical professional manner. Communication Evaluate and interpret positive 2.A. Leadership- Personal Exams, Case employee management Leadership Style Studies strategies and explain their associated benefits. 2.C. Leadership- Systems-Based Thinking

5.D. Business Knowledge & Skills- Organizational Design & Behavior Compare and contrast harmful 2.A. Leadership- Personal Exams, Case management practices and Leadership Style Studies their impact on people and organizations. 2.C. Leadership- Systems-Based Thinking

5.D. Business Knowledge & Skills- Organizational Design & Behavior

Required Textbook

Borkowski, N. (2016) Organizational Behavior, Theory, & Design in Health Care, 2nd Edition. Jones & Bartlett. ISBN-13: 9781284050882

Additional Materials: Any other assigned readings, cases, websites, videos, etc. will be available on the course D2L page. Grading Distribution

Assignment % Points Total Points

Assessments (4 x 25 ea) 10% 100 100

Case Study 20% 100 200

Exam 1 25% 100 250

Exam 2 25% 100 250

Group Project 20% 100 200

1000 points total

Letter Grade Total Points

A 900 - 1000

B 800 - 899

C 700 - 799

D 600 - 699

F 599 or below

Self-Assessments An integral part of this course is developing awareness of your own traits and leadership style through the use of assessment tools. Four assessments will be completed as listed on the lecture schedule. There are no right or wrong answers- these exercises are only for your self-assessment. Keep in mind that short questionnaires/tests can be unreliable in certain situations; they are designed to stimulate thinking about yourself. For each assessment, submit a minimum 1 to 2 page paper detailing your results, your thoughts about the validity of the assessment, and what you learned from it. Assessment papers must be submitted via the Dropbox in D2L by 11:59 pm the Sunday before that topic will be discussed in class, as listed on the lecture schedule.

Case Study We will review case studies each week that are relevant to the topics covered in the course. Each case study will be assigned to a particular student to present, but every student is responsible for reading the assigned case studies each week and should be prepared to discuss in class. Case studies are in the textbook as noted on the lecture schedule. Students will prepare a minimum 3 page paper that should include an analysis of the case study and detailed responses for all questions provided with the case. Each student will give a 15 to 20 minute PowerPoint presentation (Prezi or other such presentation tools are acceptable as well) that includes a brief summary of the case, their analysis and findings, and two questions related to the concepts in the case that can be used as the basis for classroom discussion. Papers and presentation slides are due at 5:30 pm on the day of the presentation via the Dropbox in D2L.

Group Project During Week 2, we will form groups of 3 to 4 students. Each student team will complete a profile of a health services organization, to be chosen by the team and approved by the instructor. Each group will provide a detailed description of the organizational culture, to include the following: 1) What are the stated values in mission statements and the organizational media products? 2) How does organizational structure interface with and reveal organizational culture? 3) How does the organization approach: a. Team-based work b. Strategies for managing stress, conflict, and negotiation c. Organizational change, including managing resistance 4) How does organizational culture interface with: a. Workplace ethics b. Individual motivation c. Personal growth d. Workplace creativity 5) Consequences: How does organizational culture affect: a. Leadership b. Decision-making c. Communication structures and interaction d. Human resources issues such as hiring and promoting e. Planning and change processes f. Work processes 6) Analysis a. Your analysis of the strengths and weaknesses of the organization b. Your recommendation of what the organization could do to capitalize on their strengths and improve on their weaknesses

Each student team must submit to the instructor the name of the organization they wish to profile, along with the name, email address, and phone number of the primary contact person at that organization by September 14, 2016. You may not select an organization with which any member of your team has a current or previous working relationship, or with which any immediate family members of your team have a working relationship, unless approved by instructor.

When contacting the organization, you should offer to sign a confidentiality agreement, and, if necessary, to disguise the name of the organization for the purposes of the written report and class presentation. However, the instructor must be given the name of the organization and contact person- I will sign a confidentiality agreement as well, if needed.

Groups may use a combination of personal interviews, phone interviews, email correspondence, and the organization’s website to gather information. However, each group must conduct at least one face to face interview on site with an individual in a leadership position with the organization. It is highly recommended that groups interview multiple representatives from the organization for a thorough analysis. Groups are not allowed to record video or audio of interviews.

Each team must prepare a minimum 10 page report to submit to the instructor in class on November 30, 2016 at 5:30 pm and a 20 minute PowerPoint presentation to be given in class that day. An electronic copy of the paper and slides must also be submitted through the Dropbox in D2L by deadline. Each member of the team must participate in the presentation. The specific format and structure of the report and presentation are to be determined by the team, but should be appropriate to be presented in a business setting (i.e. to a group of executives from that organization), including an executive summary for the report and relevant handouts for the presentation. Each team must be prepared for questions and comments from the class during and after the presentation.

Grades for the Group Project will consist of 80% from the Report and 20% from the Presentation (10% from instructor and 10% from peer feedback). Group grades are based on group effort, not individual effort. The grade for the report will be the same for all students in the group. Presentation grades will be individualized based on individual effort and peer feedback. Instructor may provide additional guidelines as needed prior to due date. Grading rubric with specific component requirements will be provided in D2L.

Exams There will be two exams given during the course as listed on the lecture schedule. Exams will consist of a combination of multiple choice questions, discussion questions, and case studies over the designated chapters/readings. Make-up exams will only be given in emergency situations when written documentation is provided and instructor is notified no later than 48 hours after the exam. If a student is granted a make-up exam, it will be the same format but will consist of different questions than the class exam.

Extra Credit Extra Credit assignments may be given during the semester at the discretion of the instructor. Extra credit is not guaranteed.

Class Policies Attendance Classroom attendance is required. Much of your learning will derive from discussions and activities in class, in addition to the lecture. As a result, absence or tardiness can make the difference between an A and a B. If you must miss a class, please inform me in advance, if possible, and obtain information about the missed class from another student. My expectations for students are that you:  Come prepared and open to learning.  Meet course requirements on time.  Participate meaningfully in each class.  Respect the rights, opinions, preferences, & feelings of others.

Course materials such as the syllabus, PowerPoint slides, and supplementary material can be found on the course D2L page. PowerPoint slides will be used to facilitate instruction; however, they are not a substitute for class lectures or textbook readings.

Written Assignments All assignments must be typed and spell/grammar checked. Note: while this is not a writing class, failure to proofread submissions for spelling and grammar will result in a significantly lower grade being assigned. Papers are to be well written with a logical flow of thought. Submit your papers double-spaced with 1” margins and prepared in the APA format found in the Publication Manual of the American Psychological Association (APA). All sources must be cited in accordance with APA style and included in a reference page. Please contact the Writing Center for additional information about APA format and/or go to http://www.apastyle.or g on the internet to get additional information.

Deadlines One of the things you will learn in this class is the effect of timeliness on the success or failure in the workplace. Accepting assignments late reinforces bad time management and procrastination. Therefore, any assignment turned in after the deadline will result in an automatic 10 point deduction if received from one minute to 48 hours after the deadline. Assignments not turned in within 48 hours after the deadline will not be accepted and will receive a grade of zero. Extensions for assignment completion are granted only in cases of emergency when verified by written documentation within 48 hours of the deadline.

Policy on Reuse of Papers All materials submitted must be original materials developed solely for use in this course and must conform to Armstrong’s academic policies. Submission of reused materials will be handled in accordance with the “Code of Student Integrity Policy.”

Students with Disabilities Students with disabilities who need accommodations in class should present an Advocacy Letter to the professor from the Armstrong Office of Disability Services. Accommodations can be arranged by contacting the Director of Disability Services for an intake appointment and providing documentation of your disability. For further information, visit their website at: www.sa.armstrong.edu/Disability

Policy on Changes in Syllabus I reserve the right to modify this syllabus at any time. Such changes will be announced in class and on D2L. You are responsible for ensuring that your syllabus is current.

Policies of the Health Sciences Department E-mail Policy The Health Sciences Department often communicates with its students via e-mail about policies, program changes, events, educational opportunities, and advisement, and other important issues. Because of privacy concerns and regulations, all e-mails will be sent to your official ASU e-mail address. It is imperative, and your responsibility, to check and maintain this account.

If you correspond with the Health Sciences Department or any of its faculty and staff using an e-mail account other than your assigned ASU account, the Department and its faculty are under no obligation to respond and accept no responsibility for information sent therein.

Behavioral Standards In addition to the academic requirements for your degree program, there are core performance standards required for its completion. These standards are deemed necessary for success in academic programs and employment in the degree fields:

1. It is essential the student behave in a professional manner. The student must not, in any fashion, cause distraction to the department, faculty, fellow students, or clients. Furthermore, the student must have the ability to: behave in an ethical manner; demonstrate good judgment, maturity (profanity in professional or academic settings will not be tolerated), sensitivity, and emotional stability; and establish effective harmonious relationships with faculty, fellow students, and clients.

2. It is essential that the student have the sensitivity, interpersonal, and professional skills sufficient to interact with individuals, families, and groups. Students will be evaluated using tools such as classroom performance and experiential evaluations, utilized by faculty and site supervisors, on the basis of their ability to appropriately adapt their manner of interaction with clients from a variety of social, emotional, cultural, and intellectual backgrounds. 3. It is essential that the student have communication abilities sufficient for interaction with others in verbal and written form. Students must be able to appropriately adjust presentation/communication styles to a level that is compatible with the communication abilities of the client(s).

Policy on Distractions Distractions of any kind negatively affect the fellow students and the professor, impeding the learning process. Any distraction will be viewed a significant disruption of the class, and the student will be asked to leave the classroom immediately. Distractions may include:  Students using the text or voice functions on a cell phone;  A beeper, cell phone, or any other noise-making device ringing or vibrating;  Students leaving the classroom repeatedly, or leaving the classroom to make or answer a phone call or text message;  Students having private conversations in the classroom; and  Students doing any other work than that which is related to the material being presented in class at that time.  Students behaving in a manner that substantially interferes with the ability of students and faculty to teach and learn.

Particular attention should be given to cell phones as they are especially distracting. The professor has the right to count the student as absent when the student violates the distraction policy.

Code of Student Integrity Policy This policy applies to all students enrolled in a course taught by Health Sciences faculty.

Students who are found to have violated the Department of Health Science’s Behavioral Standards, Policy on Distractions or ASU’s Code of Student Integrity (by plagiarism, cheating, fabrication, or facilitation academic dishonesty, including coursework copyright infringement) will be immediately referred to the Armstrong Office of Student Integrity for adjudication. It is the student’s responsibility to know and understand what constitutes cheating, plagiarism, fabrication, etc.

Specific information on the Code of Student Integrity can be found at: https://www.armstrong.edu/departments/student-affairs-honor-code Tentative Lecture Schedule *Additional Readings may be assigned during the course, as appropriate.

Week 1: August 17, 2016 Introduction and Course Overview  Introductions  Review of course syllabus and objectives  Discussion of assignments and expectations  Assignment of case studies  Administration of personality assessments

Week 2: August 24, 2016 History of Organizational Theory & Behavior  Assessment 1: Complete the X-Y Theory Questionnaire on page 13 – 14 in the textbook. Paper due 8/21/16 by 11:59 pm.  Readings: o Chapter 1: Overview and History of Organizational Behavior o Chapter 20: Overview and History of Organizational Theory o Goffee, R. and Jones, G. (2013). Creating the Best Workplace on Earth. Harvard Business Review.  Assignment of group teams

Week 3: August 31, 2016 Work Environment, Diversity, & Cultural Competency  Case Study 4-3: Communication Flows (p. 99 – 100)  Readings: o Chapter 2: Diversity in Healthcare o Chapter 4: Workplace Communication o Hoyt, C.L. & Murphy, S.E. (20160. Managing to Clear the Air: Stereotype Threat, Women, & Leadership. The Leadership Quarterly, 27(3): 387 – 399.

Week 4: September 7, 2016 Personality, Behavior, & Motivation  Case Study 5-8: We Only Wanted to “Scare” Management into Making Changes! (p. 137 – 138)  Readings: o Chapter 3: Attitudes & Perceptions o Chapter 5: Content Theories of Motivation o Thompson, K.R., Lemmon, G., & Walter, T.J. (2015). Employee Engagement & Positive Psychological Capital. Organizational Dynamics, 44(3): 185 – 195.  Video: The Power of Introverts in a World that Can’t Stop Talking

Week 5: September 14, 2016 Theories of Motivation  Assessment 2: Attribution Style Self-Assessment on page 176 – 178 in the textbook. Paper due 9/11/16 by 11:59 pm  Group Project: Contact Information for Organization Due  Case Study 6-7: All in a Day’s Work (p. 159 – 160)  Case Study 7-1: Managing Employee’s Attributions (p. 174 – 175)  Readings: o Chapter 6: Process Theories of Motivation o Chapter 7: Attribution Theory and Motivation o Kistruck, G.M., et al. (2016). Cooperation vs. Competition: Alternative Goal Structures for Motivating Groups in a Resource Scarce Environment. Academy of Management Journal, 59(4): 1174 – 1198.  Video: The Puzzle of Motivation

Week 6: September 21, 2016 Leadership, Power, & Influence  Assessment 3: Leadership Questionnaire on page 204 – 206 in the textbook. Paper due 9/18/16 by 11:59 pm  Case Study 8-2: Scott’s Dilemma (p. 191)  Case Study 9-1: Leadership Style (p. 203)  Readings: o Chapter 8: Power and Influence o Chapter 9: Trait and Behavioral Theories of Leadership o Kaplan, R. E. and Kaiser, R.B. (2003). Developing Versatile Leadership. MIT Sloan Management Review.

Week 7: September 28, 2016 Theories of Managing People  Assessment 4: Leadership Style Survey on page 224 – 226 in the textbook. Paper due 9/25/16 by 11:59 pm  Case Study 10-1: The New Chief Safety and Compliance Officer Position (p. 213)  Readings: o Chapter 10: Contingency Theories of Leadership o Chapter 11: Contemporary Leadership Theories o Watkins, M.D. (2012). How Managers Become Leaders. Harvard Business Review. o Ibarra, H. (2015). The Authenticity Paradox. Harvard Business Review. Week 8: October 5, 2016 Exam  Exam 1 (Chapters 1 – 11, & 20)

Week 9: October 12, 2016 Group Project Work  No Class Meeting- Work on Group Project

Week 10: October 19, 2016 Managing Stress & Decision Making; Conflict & Negotiation  Case Study 14-1: Who’s the Boss? (p. 308 – 309)  Case Study 14-5: Musical Operating Rooms (p. 322 – 323)  Readings: o Chapter 12: Stress in the Workplace and Stress Management o Chapter 13: Decision Making o Chapter 14: Conflict Management and Negotiation Skills o Liang, et al. (2016). Why Are Abusive Supervisors Abusive? A Dual-system Self-control Model. Academy of Management Journal, 59(4): 1385 – 1406.

Week 11: October 26, 2016 Group & Team Dynamics  Readings: o Chapter 15: Overview of Group Dynamics o Chapter 16: Groups o Chapter 17: Teams & Team Building o Alliger, G.M., et al. (2015). Team Resilience: How Teams Flourish under Pressure. Organizational Dynamics, 44(3): 17 – 184.

Week 12: November 2, 2016 Managing Organizational Change  Disruptive Behavior Management Plan Due  Case Study 18-4: Gateway Hospital (p. 400)  Case Study 19-1: Operational and Cultural Change for Providing Safe Patient Care (p. 414 – 416)  Readings: o Chapter 18: Organizational Development o Chapter 19: Resistance to Change and Change Management o Basford, T. & Schaninger, B. (2016). The Four Building Blocks of Change. McKinsey Quarterly.

Week 13: November 9, 2016 Organizational Theory & Design  Readings: o Chapter 21: Strategy & Structure o Chapter 22: Organizational Structures: Contextual Dimension o Chapter 23: Organizational Design Parameters: Internal Characteristics o Bunderson, et al. (2016) Different Views of Hierarchy and Why They Matter: Hierarchy as Inequality or as Cascading Influence. Academy of Management Journal, 59(4): 1265 – 1289.

Week 14: November 16, 2016 Exam  Exam 2 (Chapters 12 – 19, & 21 – 23)

Week 15: November 23, 2016 Thanksgiving Break

Week 16: November 30, 2016 Presentations  Group Project Report Due @ 5:30 pm via the Dropbox  Group Presentations