1. UGBA105 Sections 102, 104, 106 Week 1: Welcome & Intro

2. Overview 1. Introductions The people The people The course The course 2. Section expectations 3. Preparing a case 4. Next steps and Q&A

3. 1. Introductions

4. About me Education Education –Ph.D. Candidate, Organizational Behavior Research: Social networks and innovation Research: Social networks and innovation Currently conducting field work in the Silicon Valley Currently conducting field work in the Silicon Valley –BA, The Evergreen State College (Olympia, WA) Organizational Studies & Mathematics Organizational Studies & Mathematics Prior work experience Prior work experience –Product management: Excite.com –Operations management: Throw.com –Non-profit consulting and training

5. About you Front Name (First, Last) Name (First, Last) Preferred email address Preferred email address Year at Berkeley Year at Berkeley What’s your dream job? What’s your dream job?Back What do you want out of this course? What do you want out of this course? What do you expect from me as your GSI? What do you expect from me as your GSI? Anything else you’d like me to know? Anything else you’d like me to know?

6. About Org Behavior Organizational Behavior Applied social science Applied social science Multidisciplinary, drawing on learning from Multidisciplinary, drawing on learning from Psychology Sociology Anthropology PoliSci Economics People Teams Organizations Industries

7. Course Structure Organization Level Group Level Individual Level

8. Why should you care? Toolkit for analyzing and understanding organizations Toolkit for analyzing and understanding organizations Greater understanding of yourself and others Greater understanding of yourself and others Skills as an employee/volunteer, manager, team member Skills as an employee/volunteer, manager, team member

9. 2. Section expectations

10. Overview: Requirements Class Participation: 15% Contributions in section, lecture Contributions in section, lecture Attendance Attendance Team work - presentation and team ratings Team work - presentation and team ratings Exams: 50% Mid-term and Final both will have take- home essay questions and an in-class exam Mid-term and Final both will have take- home essay questions and an in-class exam

11. Requirements (cont.) Team Project: 30% As a group find and study a “real” organization As a group find and study a “real” organization 12-15 page paper and class presentation 12-15 page paper and class presentation Participation in Research Experiments: 5%

12. Guidelines for class How do you want this to operate? How do you want this to operate?

13. Expectations: From GSI Preparation Preparation Engagement Engagement Respect Respect –Errr …. cellphones off please!

14. Expectations: Of Each Other What should the “ground rules” be in order that all students get what they need from these discussion sections?

15. Plagiarism: What is it? Plagiarism: use of intellectual material produced by another person without acknowledging its source, for example: Plagiarism: use of intellectual material produced by another person without acknowledging its source, for example: –Wholesale copying of passages from works of others without acknowledgment. –Use of the views, opinions, or insights of another without acknowledgment. –Paraphrasing of another person’s characteristic or original phraseology, metaphor, or other literary device without acknowledgment. (http://students.berkeley.edu/osl/sja.asp?id=983&rcol=1202)

16. Original Text The joker in the European pack was Italy. For a time hopes were entertained of her as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. France and Great Britain, as great powers, Mediterranean powers, and African colonial power, were bound to take the lead against Italy at the league. But they did so feebly and half-heartedly because they did not want to alienate a possible ally against Germany. The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all. J.M. Roberts, History of the World (New York: Knopf, 1976), p. 845.

17. Example 1 (or A) Much has been written about German rearmament and militarism in the period 1933-1939. But Germany's dominance in Europe was by no means a forgone conclusion. The fact is that the balance of power might have been tipped against Hitler if one or two things had turned out differently. Take Italy's gravitation toward an alliance with Germany, for example. That alliance seemed so very far from inevitable that Britain and France actually muted their criticism of the Ethiopian invasion in the hope of remaining friends with Italy. They opposed the Italians in the League of Nations, as J.M. Roberts observed, "feebly and half-heartedly because they did not want to alienate a possible ally against Germany.“(1) Suppose Italy, France, and Britain had retained a certain common interest. Would Hitler have been able to get away with his remarkable bluffing and bullying in the later thirties? (1) J.M. Roberts, History of the World (New York: Knopf, 1976), p. 845

18. Example B Italy was the joker in the European deck. Under Mussolini in 1935, she make a belated attempt to participate in the scramble for Africa by invading Ethiopia. As J.M. Roberts points out, this violated the covenant of the League of Nations.(1) But France and Britain, not wanting to alienate a possible ally against Germany, put up only feeble and half- hearted opposition to the Ethiopian adventure. The outcome, as Roberts observes, was "the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all.“ (2) (1) J.M. Roberts, History of the World (New York: Knopf, 1976), p. 845. (2) Roberts, p. 845.

19. Example 2 Italy, one might say, was the joker in the European deck. When she invaded Ethiopia, it was clearly a breach of the covenant of the League of Nations; yet the efforts of England and France to take the lead against her were feeble and half-hearted. It appears that those great powers had no wish to alienate a possible ally against Hitler's rearmed Germany.

20. Important distinctions Common knowledge Common knowledge –If you don’t have to look it up (and neither do your friends) then you don’t have to cite it Ex: There are 50 states in the U.S. Sacramento is the capitol of California Ex: There are 50 states in the U.S. Sacramento is the capitol of California Quotations Quotations Paraphrasing Paraphrasing –Using someone else’s ideas, but putting them in your own words

21. Avoiding plagiarism It starts with note-taking It starts with note-taking –Check your paraphrases against the original text to make sure you haven’t just rearranged a couple words –Use quotation marks in your notes when you write things down verbatim When in doubt, cite! When in doubt, cite! –It’s okay if your paper is covered in citations

22. 3. Preparing a case

23. Cases Written about “real-world” examples Written about “real-world” examples Experiential learning without actually being in the situation Experiential learning without actually being in the situation Benefit from opinions and experience of your colleagues Benefit from opinions and experience of your colleagues

24. Discussion and Section Questions or clarifications of material Questions or clarifications of material Case analysis Case analysis Other activities to reinforce and expand your understanding of organizational behavior Other activities to reinforce and expand your understanding of organizational behavior  e.g. debates, role playing, self  e.g. debates, role playing, self evaluation metrics

25. Cases: What to do Skim the case - 10 minutes max. Skim the case - 10 minutes max. Read the discussion questions. Read the discussion questions. Re-read the case - 20 minutes or more. Re-read the case - 20 minutes or more. While reading, take notes: While reading, take notes: –Assumptions, Problems, Time-line

26. Cases: What to do Develop possible courses of action - 10 to 15 minutes Develop possible courses of action - 10 to 15 minutes –Identify the limitations of each Choose the best course of action - 10 minutes Choose the best course of action - 10 minutes –Be able to defend why this is the best choice –How might you mitigate potential negative outcomes?

27. 4. Logistics & next steps

28. FAQ Q: Can I get into this class? A: Sadly, I don’t know. For all registration questions, see: http://www.haas.berkeley.edu/Undergrad/enrollment.html http://www.haas.berkeley.edu/Undergrad/enrollment.html Q: Can I switch sections? A: Sorry – same story. Please see the above URL. Q: I’m on the waitlist. How do I get the readings? A: Temporary access is available through Study.net. Log in through Catalyst for details. Q: How are grades determined? A: Please see the syllabus.

29. FAQ (cont.) Q: I lost my copy of the syllabus. Can I get another? A: Sure. You may download it from the website: http://courses.haas.berkeley.edu/fall2006/ugba105/ http://courses.haas.berkeley.edu/fall2006/ugba105/ Q: Where’s the section info? A: It’s on the main course website. Just click on the link that says “Jennifer’s sections,” or go to: http://courses.haas.berkeley.edu/fall2006/ugba105/Jennifer.h tml http://courses.haas.berkeley.edu/fall2006/ugba105/Jennifer.h tml http://courses.haas.berkeley.edu/fall2006/ugba105/Jennifer.h tml

30. How to find me My contact info: My contact info: –Email: kurkoski@haas.berkeley.edu (best way to contact me, outside of office hours) kurkoski@haas.berkeley.edu –Office: F422 –Office hours: Tuesdays, 10:00-11:00 AM, or by appointment if that time doesn’t work I want you to enjoy this class and I’m here to help! I want you to enjoy this class and I’m here to help! –Please feel free to talk with me about BA105, grad school, careers, or research! And now, the syllabus …

31. NEXT CLASS Email me a photo of yourself Email me a photo of yourself Name tent (see the website for directions) Name tent (see the website for directions) Read case analysis memo (I will put the reading on the website) Read case analysis memo (I will put the reading on the website) Prepare the Allentown case (I will email you case questions) Prepare the Allentown case (I will email you case questions)

32. Original Text The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam- powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of commerce and trade. From page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce Williams et al.

33. Example 1 The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam- driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.

34. Example 2 Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers "transformed farm hands into industrial laborers," and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these hubs "which became the centers of production as well as of commerce and trade" (Williams 1).

35. Example 3 Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams 1).