This course is a research-oriented seminar that delves into a branch of social science focused on analyzing the processes of organizational change and development within business organizations

I am in need of a four (4) page research proposal and a ten (10) page final paper on the topic of Conflict Resolution in Strategic Management Teams. This is for my MNGT 725 Seminar in Organizational Change class.

I have attached the class syllabus. On page (3) three under the Research Paper section you will find the criteria for the first research proposal and the research presentation & revised final paper.

Requirements:

FALL 2023 Seminar in Organizational Change (MNGT 725) Instructor: Dr. Young Won Rhee ([email protected]; COB Room 379) CLASS: LOCATION: Tuesdays 6:00 pm – 8:50 pm College of Business, Room 243 WEBSITE: https://jsums.instructure.com/courses/2314276 OFFICE HOURS: Tuesdays and Thursdays from 10:00 am to 12:00 pm; also available by appointment via email COURSE DESCRIPTION This course is a research-oriented seminar that delves into a branch of social science focused on analyzing the processes of organizational change and development within business organizations. In particular, this seminar will direct its attention towards critical topics encompassing organizational change and development, namely: (a) creativity involving the generation of novel and useful ideas, (b) innovation encompassing the execution of these creative ideas, and (c) fostering positive organizational change, which includes ethical considerations, sustainability, and diversity, equity, and inclusion (DEI) practices. The fundamental aim of this seminar is to offer students a comprehensive overview of recent theories and research concerning diverse facets of organizational change and development. The central emphasis of the course is to grasp the intricacies of theories and research pertinent to these subjects and to cultivate the ability to formulate research propositions grounded in theory. Students will engage in reading and dissecting research papers hailing from various disciplines, encompassing both micro and macro perspectives of organizational dynamics. COURSE OBJECTIVES This course is designed to advance your understanding of research pertaining to organizational change across multiple levels of analysis and to enhance your ability to generate innovative ideas in the field of organizational behavior, as well as to compose high-quality research articles. In pursuit of these overarching objectives, there are specific supporting goals at a more detailed level that I have established for this course: 1. Expose you to exemplary research to facilitate the acquisition of effective research skills. 2. Foster the development of critical evaluation skills, enabling you to identify weaknesses within various research works. 3. Cultivate your practical research evaluation abilities, empowering you to recognize the trade-offs and compromises inherent in diverse research designs. (Avoid becoming overly critical; no study is flawless, yet imperfect studies still hold value, and recognizing that value is a crucial skill.) 4. Broaden your conceptual scope of theories, subjects, and research methodologies relevant to organizational behavior research. This expansion aims to stimulate creativity in your personal research endeavors.

EVALUATION AND RESPONSIBILITIES Individual Class Participation 20% Weekly Reaction Papers 30% Final Research Paper 30 or 50% (Optional) Final Exam 0 or 20% Your final grade in this course will be determined by my evaluation of your class participation, weekly reaction papers, final research paper, and your final exam. Individual Participation – Discussion Facilitation and Contribution to Class Discussion (20%): 1) One or two leading discussants will be identified for each week’s topic. The leading discussant(s) are expected to summarize the assigned readings and to raise questions about the research discussed in the articles (a sample will be uploaded on the course Canvas). In particular: For empirical articles, (1) he/she summarizes the article that include (a) the main theories involved, (b) the main hypotheses proposed, (c) the research paradigm adopted/or developed, and (d) the main findings. (2) he/she reflects on the article as what the most interesting part was and why, what were the strongest and the weakest parts of the article and why, whether there existed different ways of addressing the theoretical problem, testing the hypotheses, and explaining the results, etc. and (3) he/she asks questions that are related to his/her reflection and lead discussions. For theoretical articles, the leading discussant should outline the core components of the theory, assess the logical connections between propositions, and then formulate inquiries about potential methods of testing these propositions. Also, the facilitator is expected to review seminar members’ reaction papers and prepare discussion items based on their papers. 2) Read all of the required articles prior to coming to class, think about the main issues addressed in these articles, and bring your questions and ideas into class (this applies to every participant, not just to the leading discussant). Actively participate in class discussion. Feel free to interrupt, argue with one another (including myself). Your participation is a big part of the value of this class. Weekly Research Proposals (30%): By 7:00 pm on the day preceding each class session (i.e., by Monday at 7:00 pm), you are expected to draft and upload a one-page weekly reaction paper on the course Canvas. For Session 2, you will be required to select a paper that appeals to you, provide a brief explanation of the paper’s main hypotheses, and “sell” why you find the paper cool and interesting. Starting from Session 3 (i.e., individual creativity), you should draft and submit a one-page research proposal (letter-sized, single-spaced, and one-sided) based on the readings assigned for that particular week. In these proposals, students should utilize the opportunity to cultivate captivating research ideas, drawing inspiration from the Session 2 readings (Davis, 1971). The assignment should briefly summarize the theoretical context/need for the research, the relationships to be considered, and the contribution. A sample proposal will be provided on the course Canvas for reference.

Research Paper (30 or 50%): 1) First Research Proposal: Toward the middle of the semester, you should submit a short paper of about 4-6 pages (using 12-point font/Times New Roman, 1-inch margins on each side, double spacing, excluding references, tables, and figures). This paper should outline your initial thoughts or plans for your research proposal in this course. The purpose of this assignment is to provide each student with an opportunity to contemplate how an interesting and significant facet of organizational change could be conceptualized and examined. Proposals will be assessed based on qualities such as clarity, scholarly merit, and creativity. Additionally, I anticipate that your proposal will expand upon the current perspectives of the topic by incorporating your own ideas. Following the submission of this preliminary draft of your proposal or review, you will receive written feedback from your peers and the instructor within a week to aid you in enhancing your work. 2) Research Presentation & Revised Final Paper: In Session 13 (i.e., 11/14), each of you will have an opportunity to share your ideas for your research proposal and receive feedback and suggestions (at this point in time, you don’t need to submit your final paper). Based on comments about your ideas, you should expand and revise your research proposal and submit it by the deadline (i.e., 11/28). The final paper should resemble a journal article as closely as possible. Whether conceptual or empirical, the paper should encompass a review of pertinent research and theory, formulate potentially testable ideas concerning existing problems or unanswered questions, and discuss methods for conducting future research. In the case of a conceptual paper, it should define concepts and present interconnected, intriguing propositions that surpass the literature we have covered. For an empirical paper, it should outline research questions and hypotheses deserving of testing, propose suitable research approaches (e.g., research design, sample, survey items, etc.), and suggest data analysis methods (actual data are not required). The anticipated paper formatting is the same as your initial research proposal (i.e., 12-point font/Times New Roman, 1-inch margins on each side, and double spacing). I expect the length to be around 10-12 pages, not exceeding 15 pages (excluding references, tables, figures, and appendices). (Optional) Final Exam (0 or 20%): A take-home final exam, resembling the format of the major area exam (i.e., comprehensive exam), will be distributed in the final week of class. As implied by the title, this exam is optional, and you have the choice to skip it in favor of submitting a final research paper as the primary criterion for your final evaluation. Opting out of this final exam will not result in any penalties. However, I strongly recommend that you choose to take this exam if you are a management major and will be obligated to complete a comprehensive exam as part of your program requirements.

Schedule of Topics & Readings ** The order and content of sessions are subject to change. Session Date Topic Due 1 8/22 Overview of the course 2 8/29 That’s interesting – The science of science 3 9/5 Individual Creativity 4 9/12 Team Creativity 5 9/19 Organizational Innovation 6 9/26 Innovation Implementation 7 10/3 Leadership and Innovation 8 10/10 Reflection Week 9 10/17 Positive Organizational Change First Research Proposal 10 10/24 Business Ethics I Peer Comments 11 10/31 Business Ethics II 12 11/7 Diversity, Equality, and Inclusion 13 11/14 Student Presentation 14 11/21 Thanksgiving/Fall Break 15 11/28 Topics not easily pigeonholed Revised Final Paper 16 12/5 Final Exam Session 1: Overview of the course – No readings Session 2: That’s interesting – The science of science – Facilitator: Davis, M. S. (1971). That’s interesting! Towards a phenomenology of sociology and a sociology of phenomenology. Philosophy of Social Sciences, 1, 309-344. Grant, A. M, & Pollock, T. G. 2011. Publishing in AMJ – Part 3: Setting the hook. Academy of Management Journal, 54: 873-879. Kilduff, M., Mehra, A. & Dunn, M.B. 2011. From blue sky research to problem solving: a philosophy of science theory of new knowledge. Academy of Management Review, 36: 297-312. Podsakoff, P. M., Podsakoff, N. P., Mishra, P., & Escue, C. (2018). Can early-career scholars conduct impactful research? Playing “small ball” versus “swinging for the fences”. Academy of Management Learning & Education, 17(4), 496-531. *For this session, as a weekly reaction paper, you will be required to select a paper that appeals to you, provide a brief explanation of the paper’s main hypotheses, and “sell” why you find the paper cool and interesting.

Session 3: Individual Creativity – Facilitator: Zhou, J., & Hoever, I. J. (2023). Understanding the dynamic interplay between actor and context for creativity: progress and desirable directions. Annual Review of Organizational Psychology and Organizational Behavior, 10, 109-135. Zhou, J., Wang, X. M., Song, L. J., & Wu, J. (2017). Is it new? Personal and contextual influences on perceptions of novelty and creativity. Journal of Applied Psychology, 102(2), 180-202. Lu, J. G., Hafenbrack, A. C., Eastwick, P. W., Wang, D. J., Maddux, W. W., & Galinsky, A. D. (2017). “Going out” of the box: Close intercultural friendships and romantic relationships spark creativity, workplace innovation, and entrepreneurship. Journal of Applied Psychology, 102(7), 1091-1108. Heng, Y. T., Barnes, C. M., & Yam, K. C. (2022). Cannabis use does not increase actual creativity but biases evaluations of creativity. Journal of Applied Psychology. Session 4: Team Creativity – Facilitator: Lee, H. W., Choi, J. N., Kim, S. (2018). Does gender diversity help teams constructively manage status conflict? An evolutionary perspective of status conflict, team psychological safety, and team creativity. Organizational Behavior and Human Decision Processes, 144, 187-199. Baer, M., Leenders, R. T. A., Oldham, G. R., & Vadera, A. K. (2010). Win or lose the battle for creativity: The power and perils of intergroup competition. Academy of Management Journal, 53(4), 827-845. Chua, R. Y., Morris, M. W., & Mor, S. (2012). Collaborating across cultures: Cultural metacognition and affect-based trust in creative collaboration. Organizational behavior and human decision processes, 118(2), 116-131. Farh, J. L., Lee, C., & Farh, C. I. (2010). Task conflict and team creativity: a question of how much and when. The Journal of Applied Psychology, 95(6), 1173-1180. Session 5: Organizational Innovation – Facilitator: Zhou, J., Wang, X. M., Bavato, D., Tasselli, S., & Wu, J. (2019). Understanding the Receiving Side of Creativity: A Multidisciplinary Review and Implications for Management Research. Journal of Management, 45(6), 2570-2595. Song, Y., Gnyawali, D. R., Srivastava, M. K., & Asgari, E. (2018). In Search of Precision in Absorptive Capacity Research: A Synthesis of the Literature and Consolidation of Findings. Journal of Management, 44(6), 2343-2374.

Sung, S. Y., & Choi, J. N. (2018). Building knowledge stock and facilitating knowledge flow through human resource management practices toward firm innovation. Human Resource Management, 57, 1429-1442. Ko, Y. J., & Choi, J. N. (in press). Collective Turnover and Firm Innovation: Knowledge-Sharing System as a Contingency. Journal of Product Innovation Management. Session 6: Innovation Implementation – Facilitator: Beaudry, A., & Pinsonneault, A. (2005). Understanding User Responses to Information Technology: A Coping Model of User Adaptation. MIS Quarterly, 29, 493-524. Sung, S. Y. & Choi, J. N. (2014). The role of individual differences and innovation properties in multiple forms of innovation implementation. Social Behavior and Personality, 42, 1211-1230. Lichtenthaler, P. W., & Fischbach, A. (2019). A meta–analysis on promotion– and prevention–focused job crafting. European Journal of Work and Organizational Psychology, 28, 30–50. Kim, H. H., & Choi, J. N. (2023). How to Translate Creative Ideas into Innovation? Differential Resources for Proactive and Responsive Team Idea Generation. Creativity Research Journal, 35, 82-98. Session 7: Leadership and Innovation – Facilitator: Lee, A., Legood, A., Hughes, D. J., Tian, A. W., Newman, A., & Knight, C. (2019). Leadership, creativity and innovation: a meta-analytic review. European Journal of Work and Organizational Psychology 29, 1‒35. Parke, M. R., Tangirala, S., & Hussain, I. (2021). Creating organizational citizens: How and when supervisor-versus peer-led role interventions change organizational citizenship behavior. Journal of Applied Psychology, 106(11), 1714-1733. Jiang, Y., & Chen, C. C. (2018). Integrating knowledge activities for team innovation: Effects of transformational leadership. Journal of Management, 44(5), 1819-1847. Tu, Y., Lu, X., Choi, J. N., & Guo, W. (2019). Ethical leadership and team-level creativity: mediation of psychological safety climate and moderation of supervisor support for creativity. Journal of Business Ethics, 159(2), 551-565. Session 8: Reflection For this week, please review and reflect upon the articles that have been discussed so far. Additionally, focus on developing your preliminary ideas and crafting your first research proposal.

Session 9: Positive Organizational Change – Facilitator: Stephan, U., Patterson, M., Kelly, C., & Mair, J. (2016). Organizations driving positive social change: A review and an integrative framework of change processes. Journal of management, 42(5), 1250-1281. Schabram, K., & Heng, Y. T. (2022). How other-and self-compassion reduce burnout through resource replenishment. Academy of Management Journal, 65(2), 453-478. Barnes, C. M., Wagner, D. T., Schabram, K., & Boncoeur, D. (2023). Human Sustainability and Work: A Meta-Synthesis and New Theoretical Framework. Journal of Management, 49(6), 1965-1996. Fehr, R., Fulmer, A., Awtrey, E., & Miller, J. A. (2017). The grateful workplace: A multilevel model of gratitude in organizations. Academy of Management Review, 42(2), 361-381. Session 10: Behavioral Ethics I – Facilitator: Kish-Gephart, J. J., Harrison, D. A, and Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work. Journal of Applied Psychology, 95, 1-31. Aquino, K., & Reed, A., II. (2002). The self-importance of moral identity. Journal of Personality and Social Psychology, 83: 1423. Graham, J., Nosek, B. A., Haidt, J., Iyer, R., Koleva, S., & Ditto, P. H. (2011). Mapping the moral domain. Journal of Personality and Social Psychology, 101, 366-385. Detert, J. R., Treviño, L. K., & Sweitzer, V. L. (2008). Moral disengagement in ethical decision making: A study of antecedents and outcomes. Journal of Applied Psychology, 93, 374- 391. Session 11: Behavioral Ethics II – Facilitator: Barnes C. M., Schaubroeck J., Huth M. & Ghumman S. (2011). Lack of sleep and unethical conduct. Organizational Behavior and Human Decision Processes, 115, 169–80. Desai, S., & Kouchaki, M. (2017). Moral symbols: A necklace of garlic against unethical requests. Academy of Management Journal, 60, 7-28. Yam, K. C., Chen, X. P., & Reynolds, S. J. (2014). Ego depletion and its paradoxical effects on ethical decision making. Organizational Behavior and Human Decision Processes, 124, 204-214. Welsh, D. T., & Ordóñez, L. D. (2014). The dark side of consecutive high performance goals: Linking goal setting, depletion, and unethical behavior. Organizational Behavior & Human Decision Processes, 123, 79-89.

Session 12: Diversity, Equality, and Inclusion – Facilitator: Badura, K. L., Grijalva, E., Newman, D. A., Yan, T. T., & Jeon, G. (2018). Gender and leadership emergence: A meta‐analysis and explanatory model. Personnel Psychology, 71(3), 335-367. Hoever, I. J., Van Knippenberg, D., van Ginkel, W. P., & Barkema, H. G. (2012). Fostering team creativity: perspective taking as key to unlocking diversity’s potential. Journal of Applied Psychology, 97(5), 982-996. Nishii, L. H. (2013). The benefits of climate for inclusion for gender-diverse groups. Academy of Management journal, 56(6), 1754-1774. Paluch, R. M., & Shum, V. (2023). The non-White standard: Racial bias in perceptions of diversity, equity, and inclusion leaders. Journal of Applied Psychology. Session 13: Student Presentation Session 14: Thanksgiving/Fall Break Session 15: Not Easily Pigeonholed (Other cool and interesting research articles) – Facilitator: Gagné, M, Tian, A. W., Soo, C., Zhang, B., Ho, K. S. B., & Hosszu, K. (2019). Different motivations for knowledge sharing and hiding: The role of motivating work design. Journal of Organizational Behavior, 40, 783–799. Montani, F., Dagenais-Desmarais, V., Giorgi, G., & Grégoire, S. (2018). A conservation of resources perspective on negative affect and innovative work behaviour: The role of affect activation and mindfulness. Journal of Business and Psychology, 33(1), 123–139. Grosser, T. J., Venkataramani, V., & Labianca, G. J. (2017). An alter-centric perspective on employee innovation: The importance of alters’ creative self-efficacy and network structure. Journal of Applied Psychology, 102(9), 1360-1374. Mannucci, P. V., & Shalley, C. E. (2022). Embracing multicultural tensions: How team members’ multicultural paradox mindsets foster team information elaboration and creativity. Organizational Behavior and Human Decision Processes, 173, 104191. Session 16: Final Exam

COURSE POLICIES Grading Policies: Throughout the quarter, your assignments will be graded on a percentage scale. When calculating the final grade, I will convert the overall percentage earned to the corresponding grade-point equivalent according to the standard grading scale. Below is a summary of the grade conversion table: Letter Grade Percentage Scored A 90 – 100% B 80 – 89% C 70 – 79% D 60 – 69% F Below 60% Of course, this is a general guideline, and I reserve the rights to adjust the final grade for the class. You are welcome to request a re-grade for any assignment within one week of receiving the initial grade. This means that I will thoroughly review and reevaluate your assignment. Your grade may be subject to an increase, decrease, or it might remain unchanged. If you have inquiries regarding the grading process, feel free to discuss them with me. I encourage you to approach these conversations with attentiveness and, if you have concerns, present them logically and supported by evidence. Before you decide to request a re-grade, I encourage you to meticulously consider the reasons and evidence that support why you believe your graded performance should be different. Taking this step will help you evaluate the potential benefits against the risks of pursuing a regrade. Method of Course Evaluation The course evaluation will be based on the University’s end of semester Student Instructional Rating System (SIRS), and also on the instructor’s own periodic opinion survey of students. Academic Misconduct: The Jackson State University Honor Code and Student Collegiate Code of Conduct (please refer to the Student Handbook) stipulate that students are obliged to “Practice high standards of academic and professional honesty and integrity.” This implies that students should refrain from activities such as plagiarism, submitting the same work for credit to multiple classes, turning in assignments not authored by them, cheating during exams, or collaborating on individual assignments. In clear terms, any form of academic dishonesty WILL NOT BE TOLERATED. While discussing assignments outside of class is permissible, submitting identical assignments, copying from others during exams, referring to someone else’s exam, using past assignments or tests not designated for common use on Blackboard, or any other instance of academic dishonesty will result in a zero grade for the assignment and/or exam. Furthermore, such actions could lead to more severe consequences as outlined by University policy. To put it succinctly: complete your own work. At Jackson State University, we aspire to cultivate an environment that promotes “better than compliance.” As a member of our learning community, you are expected to uphold the fundamental principles of honesty, respect, and integrity. It is your duty to exemplify these qualities and inspire others to do the same. To support these objectives, we have formulated a code of conduct to guide you in making difficult decisions and doing what is right.

Code of Conduct: I will uphold the fundamental standards of honesty, respect, and integrity and I accept the responsibility to encourage others to adhere to these standards. HONESTY: I will be truthful with myself and others. RESPECT: I will show consideration for others and their ideas and work. INTEGRITY: I will be a leader of character. I will be fair in all relations with others. OTHER INFORMATION Sexual Misconduct, Required Reporting, and Title IX: Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. As a result, you should know that University faculty and staff members are required to report any instances of sexual misconduct, including harassment, sexual violence, dating/domestic violence, stalking and gender discrimination to the University’s Title IX office so that the victim may be provided appropriate resources and support options. As the instructor for this course, I have a mandatory duty to report to the university any information I receive about possible sexual misconduct. This includes information shared in class discussions or assignments, as well as information shared in conversations outside class. The purpose of reporting is to allow JSU to take steps to ensure a safe learning environment for all. The university also has confidential resources available, who can provide assistance to those who have experienced sexual misconduct without triggering a mandatory reporting duty. More information about confidential resources is available at http://www.jsums.edu/titleix/ If you are the victim of sexual misconduct, Jackson State encourages you to reach out to these resources: ¥ Title IX Office: 601-979-1315 or [email protected] ¥ Department of Public Safety – 601-979-2580 Americans with Disabilities Act of 1990 Statement: Jackson State University is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning in this course, please feel welcome to discuss your concerns with me. If you have a disability, or think you may have a disability, you may also want to make an appointment to meet with Disability Services staff to begin this conversation or request an official accommodation. They may be contacted by phone at 601.979.3704 or via email at [email protected]. You can find more information about the Office of Disability Services by visiting https://www.jsums.edu/disability/. If you have already been approved for accommodations through Disability Services, please meet with me so we can develop an implementation plan together. JSU Email Policy: Jackson State University provides e-mail resources to support its work and its mission. Student account names have the following format: [email protected]. Students are required to activate their JSU email accounts and use them for all University-related correspondences. All correspondence for this course must take place using JSU email accounts. The University provides support for technical issues on email accounts provided by the University. If you experience difficulty with your email, please contact Email Support: [email protected] or (601) 979-0838. COVID-19 Related Absences: Continuous engagement with this course is essential to learning the material. Students are expected to attend class and routinely engage with assignments and discussion prompts for every scheduled meeting. Students who need to miss class or who are not able to participate due to COVID-19 illness, exposure to COVID-19, care for family members exposed to COVID-19 or other reasons are expected to contact the

instructor as soon as possible to arrange for accommodation. Students in special situations or those requiring specific, long-term or other accommodation should seek support from appropriate university offices such as The Office of Disability Services ([email protected]; 601-979-3704) and the JSU Health Services Center ([email protected]; 601-979-2260). Diversity Statement: Jackson State University is committed to creating a community that affirms and welcomes persons from diverse backgrounds and experiences and supports the realization of their human potential. We recognize that there are differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. All persons are encouraged to respect the individual differences of others. College of Business Mission Statement: The College of Business provides an undergraduate and graduate management education to a student body that is growing in diversity, by serving students from the southern region, expanding our national presence, and with growing emphasis serving international students. We focus on students and families who value the HBCU educational experience and on educating those from historically disadvantaged backgrounds. Our faculty, serving at the only major urban university in the state of Mississippi, actively engage in research and value excellence in the classroom as they prepare our students to provide creative business-centered solutions that promote economic and social advancement in local and national economies. The College produces ethical, technologically advanced, and globally aware business leaders. College of Business Vision: The College of Business seeks to be recognized for having a positive impact on the lives of our students, successful career progression of our faculty, and contributions to the prosperity of the local community, Metro Jackson, and the State of Mississippi. We will achieve our vision through offering unique educational opportunities and rigorous academic standards in the classroom, providing a supportive environment for faculty to excel in teaching and service, promoting relevant, high quality and highly impactful scholarship, and contributing to the economic development of the region and the state through national and global partnerships with educators and business owners.

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