Department of
Management
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SECTION |
DAYS |
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CLASSROOM |
INSTRUCTOR |
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MGT 301-04 |
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BU-101 |
Makamson |
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MGT 301-06 |
MWF |
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HH -165 (TBA) |
Makamson |
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PROFESSOR |
OFFICES |
OFFICE HOURS |
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Dr. Lee Makamson |
Buckman 211 |
Office Tel. 727-2153 |
MWF - |
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Home Office Tel: 838-1597 |
Residence Tel.: 827-4738 |
MWF -12:00-1:00am |
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E-mail: emakamson@cox.net |
MWF -2:00- |
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REQUIRED TEXT AND MATERIALS:
Management: Leading and Collaborating in a Competitive World (7th Ed.). Bateman and Snell. ISBN13-978-0-07-292330-8. [The e-book edition is available at a reduction from www.mhhe.com/bateman7e. If you have purchased a new book register at the publisher’s website for additional course materials.]
Other: Students are expected to use the Internet to access and read materials.
CATALOG DESCRIPTION:
A survey and foundation course in management that typically covers the development of management as a discipline and current theories and practices of leading, organizing, decision-making, communications, and controlling applicable to the business enterprise.
PREREQUISITES: None
COMPENTENCIES AND ASSESSMENT:
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Below are the Management Competencies addressed by this course. To the right are descriptions of how these learned competencies are assessed in this course. |
How Assessed |
5 Objective Tests |
3-Case Analyses |
2-Experential Assignments |
In-class Interaction |
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Student Competencies Developed by this Course: |
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Course
Weight for each Assessment: |
50% |
30% |
20% |
10% |
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Management Theories, Concepts and Practice: Understand the discipline including major
theories and concepts that define the field |
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Management Theories, Concepts and Practice: Know the essential components of areas of
Management including Human Resource Management, Operations Management, Policy
and Strategy, International Business and Business Law. |
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Management Theories, Concepts and Practice: Effectively practice management skills |
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Problem-Solving Skills: Demonstrate critical thinking skills by
evaluating and analyzing business problems |
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Leadership/Teamwork/Diversity: Understand and use the concepts of
leadership to include group dynamics and individual contributions. |
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Leadership/Teamwork/Diversity: Understand and
appreciate cultural diversity, conflict management and negotiating skills in
the workplace |
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Accountability and Ethics: Appreciate how ethical values influence
organizational behavior and individual actions |
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Adaptability:
Understand business from a global perspective |
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Adaptability:
Understand the changing political, legal, social, technological,
demographic and physical environment |
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Research:
Complete a research project to test hypotheses that includes
appropriate methodology, data analysis and references using a standard
format. |
Research in this course is applied, not
experimental. |
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Communication:
Effectively communicate orally including presentations, interpersonal
skills and conflict resolution. |
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Communication:
Effectively communicate in writing through essays, papers and research
reports. |
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Communication:
Organize information, draw and support conclusions |
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Use of Technology: Use the computer and business-related
software for spreadsheets, word processing and presentations. |
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Use of Technology: Use the computer to accomplish research
using the Internet. |
PC/Internet intensive |
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Professional Development: Prepare for entry into diverse management
careers and advanced graduate study. |
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Below are the key learning objectives for this course and to their right is their linkage to Management department competencies, above. |
Theories, Concepts and
Practice: Understand |
Theories, Concepts and
Practice: Knowledge |
Theories, Concepts and
Practice: Practice |
Problem-Solving Skills |
Leadership/Teamwork/ |
Diversity: Understanding |
Leadership/Teamwork/ |
Diversity: Practices |
Accountability and
Ethics: |
Adaptability: Global Perspective |
Adaptability:
Environment change |
Mathematical
Skills: statistical measures |
Communication: oral |
Communication: writing |
Communication: Organization |
Use of
Technology: applications |
Use of
Technology: research |
Professional
Development: |
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Articulate what “management”
is as a business discipline, organizational role, and career. and demonstrate
foundation knowledge of a wide range of management theory and concepts. |
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Understand the value
creation role of business, its role in society, and conflictive views of
social responsibilities. |
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Demonstrate basic
proficiency in management theory and concepts through testing and
through analysis and decision-making
using cases and assignments. |
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Make well-reasoned
managerial judgments integrating critical thinking and personal values as
demonstrated in case analysis, experiential activities, and classroom
discussions. |
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Improve communication skills
for discussion, argumentation, business writing, and the Internet. |
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COURSE REQUIREMENTS/ASSESSMENTS:
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Requirement |
Value to Course
Grade |
Explanation of
the Requirement and How it is Graded |
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Participation |
10 |
This is simply a
percentage of the times that you were in class on time. It is calculated by
summing attendance and dividing by the number of times I document class
meetings. If you are late to class, see me immediately after class to assess
half credit. If you are a student athlete or out of class on University
business you are responsible to submit to me documentation for evaluation of
an excuse. I typically will not provide “excused” absences, but see me if
there are concerns. |
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Test 1 |
5 |
Weeks 1- 3. |
There are 5
tests in the course. Except for the final exam each test measures mastery of
currently covered materials. The format may vary, but given the large number
of students I rely mainly on multiple-choice, Scantron type items. At my
option the test may also use short
answer/essay items. Tests likely may
not consume the entire class and may be timed at 30 minutes, so anticipate a
need for quick recall of information. Expect that the Midterm and Final tests
will be “comprehensive” – including prior tested material. and material that
is new. Do not ask for a “make-up” if
you miss a test unless you have a very sound excuse – limit is one make-up
test. |
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Test 2 |
10 |
Weeks 4 – 6 + repeat 1-3 |
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Test 3 |
5 |
Weeks 7 – 9. |
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Test 4 |
5 |
Weeks 10- 12 |
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Test 5 |
10 |
Comprehensive |
The final exam
is weighted more because it will test knowledge for Weeks 12 through 13 (5
points) and will contain items from prior tests to measure retention and
course mastery (10 points) - review
prior tests. |
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Group
Assignments: The following must be
completed in groups not to exceed 4 members: |
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Experiential
Papers |
40 |
There 10
experiential assignments. You are required to complete 4 – either
individually or as a group. Each is graded on a 10 point scale. These are
assigned in the syllabus and are due as scheduled in this syllabus. |
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Case Analysis |
15 |
There are 2
cases. Your group needs to select 1 case, download the case from mgmtguru,
and complete the assignment. The case paper is graded on a 15 point scale. Submit only one case for a grade. |
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TOTAL |
100 |
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GRADING SCALE:
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A+ |
98-100% |
An
“A” level grade indicates that the student has demonstrated exceptional
mastery of the material as evidenced by test grades; has completed all
assignments in a timely fashion and followed instructions, performing each
assignment thoughtfully; and, has attended nearly all classes. A high work
ethic is demonstrated by not only meeting deadlines, but also by achieving a
consistently high level of performance. Students in the A-range have
demonstrated management competencies and are well prepared for advanced
studies in business. |
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A |
94-97
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A- |
90-93% |
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B+ |
88-89% |
A
“B” level grade indicates mastery of the course and good work ethic
demonstrated by ability to meet deadlines and attend class. Typically, test grades are not consistently
high, indicating that the student has not maintained a consistently high
level of preparation, or failed to properly self-assess deficiencies and seek
clarifications. However, overall the student is academically prepared.
Occasionally, a B-range student may have failed to submit an assignment, but
this is not a recurring problem, and this is offset by higher performance on
completed assignments. The B-range
student has demonstrated strengths in most of the course objectives and has
sustained a higher than average academic performance across assigned work.
The student is prepared for advanced studies in business. |
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B |
84-87% |
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B- |
80-83% |
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C+ |
78-79% |
Students
in the C+/C range typically have lower test grades indicating lack of
preparation, poor self-assessment, failure to seek clarifications, and
inability to commit to individual study. Assignments may be missed and/or
attendance is poor. The C+/C student
should self-assess identified deficiencies and progress to advanced studies
with the intent of remedying these.
The C+/C student has demonstrated an acceptable level of achievement
on most of the course objectives. |
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C |
74-77% |
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C- |
70-73% |
For
Business majors a C- is a failing grade. Students who earn less than C- tend
to have low attendance and poor performance either on tests or assignments,
and likely have failed to complete course requirements. Failing the course is
never attributable to intellectual capacity of the student, but may indicate
a lack of maturity or seriousness for business studies. Because of missed
assignments, lower test grades, poor class attendance, and poor mastery of
foundation material, the student is not prepared for advanced studies in
business, should reassess readiness for college-level work, and should
continue studies after resolving those issues that have detracted from the
kind of performance for which the Hampton University Student is capable. |
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An
“Incomplete” is typically not available as a grade in this course. An “I" converts to “F” unless
completed within one year. See the
professor immediately if you anticipate problems in completing the course. |
BIBLIOGRAPHY: This course is developed from a diverse source of works. See my website for recommended additional reading.
IMPORTANT DATES:
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The are the course assignments and due dates. See end of syllabus for instructions on each type of assignment. |
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Experiential Exercises – 4 Required |
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Complete 2 of these before Mid-Term |
Complete 2 of these after Mid-Term |
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Feb 1 |
1. External Environmental Analysis, 73-4 |
Feb 29 |
6. Understanding Multinational Organizations |
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Feb 8 |
2. Decision Making |
Mar 14 |
7. The |
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Feb 15 |
3. HU Code of Conduct |
Mar 21 |
8. Core competencies of |
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Feb 15 |
4. Business ethics |
Mar 28 |
9. The Pay Raise |
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Feb 22 |
5. SWOT |
Apr 18 |
10. Groups and Teams |
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Cases – 1
Required |
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Apr 4 |
Case 1: “No, Sir Sergeant” |
Apr 11 |
Case 2: “Perfect Pizzeria” |
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Test
and Examination Dates: |
Test 5: Final Examination
Schedule- Final Exam is Required |
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Feb 4 |
Test
1: Covers materials Weeks 1- 3. |
Grads, Section 4 |
Apr
25, 8-9:00, H-H Gym |
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Feb 25 |
Test
2: Comprehensive + Weeks 4 - 6. |
Grads, Section 6 |
Apr
26, 8-9:00, H-H Gym |
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Mar 21 |
Test
3: Cover materials Week 7 - 9. |
Others, Section 4 |
May
2, 8-9:00, BU-101 |
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Apr 18 |
Test 4: Cover materials Weeks 10-13 |
Others, Section 6 |
May
3, 8-9:00, HH -165 (TBA) |
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TEACHING & LEARNING STRATEGIES:
This is a survey course in Management that
is structured around topics defining the managerial perspective in business.
The course supports a student’s acquisition of important management
competencies at the foundation level about the history of management as a
discipline and career, decision-making, leadership, group dynamics,
organization theory, operations, and strategy.
In the classroom the student can anticipate
predominately a formal lecture format using PowerPoint presentations. I do not
care for this and prefer an interactive (socratic) style which I often lapse
into. The more formal, structured approach has developed through observation of
and discussion with students who express a preference for the higher level of
organization that this provides. As my
classes have grown larger I also find the formal approach simply easier. But,
since I prefer interaction, please engage me on any issue or to ask for
clarification during the presentation. Expect
that I may call on you and engage you in a dialog about the material at some
time during this course. Many of my questions may not have a “right-wrong”
answer; the skill that I attempt to develop is simply your ability to make a
thoughtful, well defended position – a skill needed in business. Class attendance
is expected and monitored. It is also recorded for part of the course grade.
I am a case teacher. Cases are stories that
have an embedded problem. They are used to engage students in learning how to
solve problems by applying what has been learned in class. You will be required to engage 3 cases in the
textbook for a grade. Most weeks I conclude the material with an in-class
discussion of the assigned case. This activity exposes the student to a number
of real business models and the kinds of problems confronted. My emphasis on
exposing the student to practical business issues is also apparent in the 2 experiential
exercises. These vary on content but
require application of learned skills to problem-solving. As business is a collaboration, cases and
exercises must be completed a group effort. In the group you are expected to
participate, organize and execute these requirements. A group may expel a member for
non-performance in which case the member will need to associate with another
group. Membership cannot exceed 4 members unless I approve this.
Typically students who have failed my
course do so because they fail to do the assigned work on time. For students
accomplishing all requirements there is a strong likelihood of passing the
course. I expect that the difference between lower grade level students and
“A-level” students this semester will be preparation for the tests which
account for 50% of the course grade.
EXPECTATIONS OF STUDENTS:
I cannot “contract” and describe
every possible contingency in a syllabus. At my website and below I provide
answers to the most frequently asked questions about my course management, but
it is only informative guidance. What I really expect is that we both follow
the Code of Conduct and that we define our roles and relationship as
“Professor” and “student”. I have a
responsibility to teach, evaluate, and manage my class. The student has a
responsibility to study, learn, perform, and meet the expectations that, I
think, should be fully understood after a student’s career in education. If a
student is uncertain about what is permitted, one should ask.
Class Decorum: I will ensure class decorum by ejecting students from class who cannot meet this expectation. Students may not return without my permission. Expectations include: compliance with the “hats-off” and dress policies; remaining in the classroom for the duration of the class and asking for permission to depart prematurely; turning off your “IPod”, cell phone or other communicator.
Attendance: Students are asked to be in class on time and remain until our time is expired. If you must leave ask for permission before class or raise your hand for permission. A student departing the class, even momentarily, without permission will be penalized. I I document attendance through an oral roll call at the beginning of class for reporting a class “participation” grade. I may repeat attendance at the end of class to ensure accuracy in reporting attendance grades, as follows:
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Present at Roll Call |
Credit |
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Late (Not more than 15
minutes) |
Half Credit – student must
report at end of class |
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Absent or Late more than 15
minutes |
No Credit |
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Unexcused departure from
class |
-1 penalty |
My recording of attendance will be authoritative. If you have a reason for a prolonged absence, please communicate with me directly and bring confirmation of the rationale. If you claim an excuse for medical reasons, please have the Student Health Services validate your excuse. Students may attend my other section to “make-up” attendance for the same day but must identify self at Roll Call. Historically in my classes attendance highly correlates with course grade. If I ask you to leave, follow my instruction and discuss this with me in my office later.
Missed tests and assignments: If you anticipate a conflict with a test date, let me know before my test – this will make it much easier to permit a “make-up.” If a test is missed, do not ask for a “make-up” unless you have a confirmed excuse. A “make-up” requires me to construct a different test than the one I normally administer; and, I will not do this just for a student’s convenience or because you “overslept”. All assignments are due when scheduled in class. I will not accept any work after the date on which it is due. While “0”s for assignments not completed do not reflect your intelligence, they do reflect discipline and constitute an informative part of the grade as a measure of ability to meet schedules. All electronic devices are prohibited during tests. Once a test has started you may not leave the room until the test is completed. I accept NO assignments by e-mail – any work emailed will be deleted.
Grades: Grades measure a student’s acquisition of competencies on multiple tools – tests, participation, cases, and assignments. The criteria for grading your work rely either on facts that are available directly from the readings or class lecture, or on the judgment of the professor typically supported by a rubric. To contest a grade on an assignment, request an appointment as soon as practicable, and no later than two weeks after receiving the grade. Students who contest a grade need to demonstrate concrete reasoning and facts pertaining to the contested content – not academic standing, scholarship jeopardy, or personal problems. In the absence of content related reasoning, the grade will be penalized half a letter to discourage opportunistic grade negotiations- reflecting poor ethical conduct. Students need to monitor grades which I will post at my website. On conclusion of the last scheduled class meeting grades, except for the final test grade, are closed to permit me time to calculate course grades. Once the final test grade is posted students have 24 hours to contest the test grade. After that time, the course grade is reported to the Registrar and is deemed final, requiring petition for administrative review to contest the grade.
Academic Honesty: I believe that learning means making mistakes, but this is not the same as errors of character. I do not tolerate cheats. Students who plagiarize, cheat, or engage in any form of academic dishonesty, will be penalized to include dismissal from the university. You are responsible to ensure that any assignment that you have signed is, in fact, an honest academic effort. I may use a commercial application, such as Turnitin.com, to verify originality of submitted work.
Group Work: Students may organize and execute group assignments as members decide. Students are required to sign all group assignments. This attests that: (1) the student accepts the group grade and (2) the student has participated in the assignment and is aware of its content and originality. Students are to manage conflicts and participation. If the group dissolves or members are expelled, students need to resolve how assignments will be satisfied.
The
Joining the
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To respect himself or herself. |
To
practice personal, professional, and academic integrity, and |
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To respect the dignity, feelings, worth and values of
others. |
to discourage all forms of dishonesty,
plagiarism, deceit, and |
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To respect the rights and property of others and to
discourage |
disloyalty to the Code of Conduct. |
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vandalism
and theft. |
To
foster a personal and professional work ethic within the |
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To prohibit discrimination, while striving to learn
from |
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differences
in people, ideas and opinions. |
To
foster an open, fair, and caring environment. |
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To
be fully responsible for upholding the Hampton University Code. |
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Students are encouraged to participate in
all cultural events at |
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COURSE SCHEDULE
The following is the instructor’s plan for the course. Assignments and schedules may be changed by prior announcement.
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Week 1: Jan 14-18 |
Topics: Introduction/The
Historical Context of Management Reading Assignment: Syllabus; Course website; Teaching Notes for Week 1 (Management Guru). Learning Objectives: 1.
Know who the
course instructor is and how to communicate with him outside of class; 2.
Obtain a copy of
the syllabus and gain an overview of the course to include a general
understanding of the course content, required materials, assignments,
deadlines, grading, and policies; 3. Know how to navigate the website that supports this course, access course related materials, use the forms, access password protected areas, and download or view class materials; 4.
Have foundation
knowledge of the development of commerce and state economy from mercantilism
to capitalism; the contributions of Adam Smith and Max Weber to understanding
this historical development; 5.
Know the
historical and Constitutional basis for American capitalism and the role of
American large scale enterprise in laying the foundation of modern
management. Optional Assignment: An interactive practice test on this TN for
Week 1 is available at my website. |
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Jan 14-15 |
Late Registration |
Jan 18 |
End of ADD/DROP Period |
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Jan 21 Dr. Martin Luther King,
Jr., Birthday – No classes |
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By the second week students are required to have the course textbook. |
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Week 2: Jan 22-25 |
Topics: Historical and Current Perspectives Reading Assignment:
Appendix A pp. 35-42; then, read: Chapter 1, pp. 4-28. Learning Objectives: 1.
Explain the
emergence of the modern manager in the 2.
Know the
European influence of Weber and Fayol on organization theory in developing
administrative management. 3.
Know the
contribution of 4.
Be familiar with
perspectives for management’s roles at differing levels for a career and for
business competitive advantage. Fri., Jan 25: Have groups formed. Submit a list of 3 group members with each member’s e-mail
address. |
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Jan 27 |
Founder’s Day |
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Week 3: Jan 28-Feb 1 |
Topics: The Business Environment Reading Assignment: Chapter 2 Learning Objectives: 1.
Distinguish
between macro-environment and competitive (industry structure) environment 2.
Understand the
interaction between environmental forces and organizations; 3.
Know how to
analyze the competitive environment; 4.
Appreciate the problem
of organizational response to environmental uncertainty; and the role of
organizational culture in responding. Assignment 1: Use the External Environmental Worksheet on pp. 73-4 to analyze a firm (you need not use a music firm as the textbook requires). Answer “Discussion Questions” 1 and 2 on page 74 for the firm you analyze. Grading: 10 Environmental factors=.8 point each; 2 Questions= 1 point each. Your paper must be typed, signed, and submitted in class on Feb 1. |
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Week 4: Feb 4-8 |
Topic: Managerial
Decision-Making Reading Assignment: Chapter 3 Learning
Objectives: 1. Identify different types of decision-making 2. Know the rational decision model and its limitations 3. Understand group decision-making, its advantages and
problems 4. Know the process by which organizations make
decisions 5. Understand the limitations and necessity for
managerial judgment in lieu of rationality. Assignment 2: This 2-page paper cannot be constructed by 1 member. One member will defend his career choice using the rational decision model in 1 page. Other members will critique this career choice using concepts from the text/lectures. Grade: 5 points for rational defense; 5 points for critique. Due Feb 8th. Test 1: Monday, Feb 4. Covers materials Week 1- Week 3. |
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Week 5: Feb 11-15 |
Topics: Ethics and Social Responsibility of Business Reading Assignment: Chapter 5 Learning Objectives: 1. Know different ethical perspectives that guide
decision making 2. Develop a perspective on the social responsibility of
business 3. Have a basic understanding of some of the major,
contemporary social issues confronting business Assignment 3: Answer and explain in a 1 page typed paper
concerning the HU Code of Conduct:
Assignment 4: Select a notable business person or company
that has been in the news as an example of bad ethical judgment. In a typed
1-page paper explain the relevant facts, identify the ethical breech, and (if
known) describe the outcome of the incident. Due Feb. 15th. |
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Week 6: Feb 18-22 |
Topic: Entrepreneurship
and Business Strategy Reading Assignment: Chapters 7 and 4 Learning
Objectives: 1. Know general characteristics of an entrepreneur 2. Know how to assess Opportunities and Threats 3. Know common causes of success and failure. 4. Know basics of formal planning processes 5. Understand strategy formulation methods and
objectives at business and corporate levels
Assignment 5: Develop a
SWOT analysis for |
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Feb 25-29: Mid Semester
Evaluation |
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MIDTERM GRADE REPORT: Your midterm will be calculated using the following weights: 2 Tests = (20%+50%)= 70% Participation = 10% 2-Experential Assignments = 20% Total = 100% Cases
and assignments turned in after Feb 22 will not be graded for
Mid-Term. Because of weighting of items, the Mid-Term grade is based on work
that may not be representative of course performance. If you are not passing
at Mid-Term (or if your attendance is less than 75%) obtain an appointment
with Dr. Makamson to develop a strategy for successful course completion. |
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Week 7: |
Topics: International Management Reading Assignment: Chapter 6 Learning Objectives: 1. Understand the impact of global integration on
business 2. Know entry and business strategies for international
business 3. Understand key cultural differences across countries
that affect management. Assignment 6: Understanding Multinational Organizations, pp 219-20.
Type the worksheet questions and your researched answers (1-2 pages). Start your research at this website for
Fortune 500 firms: http://money.cnn.com/magazines/fortune/global500/2005/.
You will need to view Investor Relations at the firm’s own website and
examine the Annual Report. Due Feb 29. Test 2 (MidTerm): Monday, Feb 25. Covers materials Weeks 4-6, repeats items from Test 1. |
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Mar 1-9 |
Spring Vacation |
Mar 12-14 |
Black Family Conference |
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Week 8: Mar 10-14 |
Topics: Organizational Structure Reading Assignment: Chapter 8 Learning Objectives: 1. Know basic organizational design concepts; 2. Understand how authority operates in business through
the board of directors and CEO; 3. Identify common structural archetypes; 4. Know types of integrative mechanisms. Assignment 7: The
Business School Organization Chart From President downward. (If your major is
not business use the departments and school of your major.) Due Mar 14. |
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Mar 14 |
End of period to withdraw WP, WF |
Mar 15 |
Honors Day |
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Week 9: Mar 17-21 |
Topics: Organizational Agility Reading Assignment: Chapter 9 Learning Objectives: 1. Understand the
rationale and common means for improving organizational responsiveness; 2.
Know strategic and structural concepts e. 3.
The strategies and dynamic organizational concepts that
can be used to improve an organization’s responsiveness. 4.
Know technology typologies and impact on organization. Assignment 8: Identify 3
core competencies (strengths) of Test 3. Friday Mar 21. Covers materials in Week 7-9. |
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Mar 17-Apr 11 |
Early Registration for Fall semester |
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Week 10: Mar 24-28 |
Topics: Managing People: Human Resources and Diversity Reading Assignment: Chapters 10 and 11 Learning Objectives: 1. Appreciate human resource management as “strategic”; 2. Understand the processes of recruitment, selection,
socialization, and performance evaluation as part of a business HRM program; 3. Have a basic understanding of business reward systems
and the role of unions; 4.
Appreciate the legal
and competitive issues of diversity management. Assignment 9: “The Pay Raise,” p. 354. Allocate a pay raise to
workers. Explain your method and rationale for each person. Show that the
$30,000 has been allocated (do the math). Read the text first. Due Mar 28. |
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Week 11: Mar 31- Apr 4 |
Topics: Leadership Reading Assignment: Chapter 12 (Appendix E) Learning Objectives: 1. Understand the organizational role of leaders and
their sources of power; 2. Distinguish characteristics of trait, behavioral,
contingency, equity, expectancy, and transformational leadership theories; 3. Know how to apply one
theory of leadership. Case 1: “No,
Sir Sergeant” – Download this case as a pdf file at mgmtguru.com. Read
directions. Due Apr 4. |
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Apr 4 |
High School Day |
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Week 12: Apr 7-11 |
Topics: Motivating Reading Assignment: Chapter 13 Learning Objectives: 1. Know key factors and their
interrelationships important in
designing effective jobs; 2. Understand key theories in
motivation; 3. Know the use of behavior,
goal setting, fairness, and rewards in motivating people. Case 2: “Perfect Pizzeria” – Download this case as a pdf file at
mgmtguru.com. Read directions. Due Apr 11. |
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Apr 11 |
Early Registration Ends. |
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Week 13: Apr 14-18 |
Topics: Managing Teams and Group Conflict Reading Assignment: Chapter 14 Learning Objectives: 1. Understand how teams are
efficient organization; 2. Know how groups sometimes
fail and what to watch for; 3. Know How to build and
manage an effective team; 4. Understand the sources of
conflict and how to manage conflict. In class: Prisoner’s Dilemma (Time permitting) Assignment 10: Groups and Teams: Due Apr 18 [This is the last assignment]. 1. Explain a group activity that you were involved in here at HU. I need to know the task and size/composition of group and the situation, and any other relevant information. No names. 2. Was the group effective or
not? Why? Use concepts from the text to analyze the group's performance. 3. What would you now recommend to improve the group's performance? Explain why you think these improvements would work. Test 4. Apr 18. Covers materials Weeks 10-13. |
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Week 14: Apr 21-25 |
Topics: Control and Managing Technology Reading Assignment: Chapters 16 and 17 Learning Objectives: 1. Have a basic understanding
of control systems for HRM, budgets, and other operations; 2. Understand the role of
culture in control and innovation; 3. Know the strategic
importance of technological innovation and its life stage passage; 4. Know the key
characteristics of project development and management. |
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Apr 23 |
End of Classes for Candidates for Graduation |
Apr 24 |
Reading Day for Candidates |
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Week 15: Apr 28-29 |
Topics: Communications and Managing Change Reading Assignment: Chapters 15 and 18 Learning Objectives: 1. Understand the rationale
for and means to effective communications; 2. See communications differ
in horizontal and vertical flows; 3. Understand the mechanisms
for achieving organizational change. |
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Apr 29 |
End of Classes for Continuing Students |
Apr 30 |
Reading Day |
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Final examination is required
for ALL students. |
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Requirements for all student papers: Papers must be typed using
standard English. Unless a student has prior
approval otherwise, a “submission” means that the assignment is handed to the
professor in class on the date that it is due. Students should keep a
copy of all papers submitted. If there is a dispute as to a paper’s submission
the professor will ask for the copy (and maybe the file) to be presented within
an agreed timeframe. The professor will determine acceptance or penalty for any
paper not submitted on time. Group
papers must be signed by all members. Papers suspected of plagiarism may be
referred for academic discipline of student authors.
Experiential Assignments
There are 10 experiential exercises. These are assignments for groups of 3-4 students. The group is required to select any four to satisfy 40% of the course grade. Note that the first two assignments are due before MidTerm and the last exercise is due April 18th, so make sure your group completes all assignments prior to these dates – there is no extension of these due dates. The assignments should be clear, but ask for clarity in class if needed. To enforce the size requirement, any names over 4 will be deleted and these students will not receive a grade. If there is no apparent order to the names, I reserve the right to return the paper ungraded and the due date will have passed. Each member must sign the cover page signifying that (1) the work product has been read by you, (2) it incorporates your contribution, and (3) you accept the group grade and (if applicable) any judgment as to its originality.
The submitted paper should (1) satisfy the requirements of the assignment and (2) demonstrate understanding and application of the material assigned that week. The finished product will likely be no longer than 2 typed pages; it will have a cover sheet indicating the name of the assignment and it will be signed by the author(s) of the paper. If you use sources other than the textbook you must identify those sources within the paper. If the due date has passed as indicated in the syllabus, a paper will be returned un-graded. The paper is graded on a 10 point scale.
Case Analysis
In
There are 2 cases available at my website www.mgmtguru.com. The group will select one and only one case to download and analyze. The analysis will result in a paper of 2-3 typed pages to be submitted on the scheduled date. At the bottom of the downloaded case (in PDF format) the format of the paper to be submitted is explained – the format is required. The case is graded on a 15 point basis, as follows:
Problem
statement: 2 points
Does the student
correctly identify the underlying problem(s) in a coherent, intelligent manner
that: (1) leads the reader to an understanding the case and (2) provides a
framework/focus for analysis of the problem.
Analysis: 10 points
Does the student
see the relevant facts in the case? Are the facts interpreted correctly to
support the identified problem?
For each
problem, does the student examine alternative, feasible solutions?
In the narrative
does the student utilize relevant concepts and theories to interpret facts and
support remedies?
Is the analysis
written in a structured and logical way that develops the problems and
solutions?
Is there a
solution that is well defended and is plausible under these circumstances?
Solution: 2 points
Does the solution
“make sense” in that the student lays out a reasonable argument as to how it
might be implemented in the context of the business case?
Does the
solution respond to what was written in the “Problem Statement?”
Writing and
Presentation: 1 point
The paper is
well written with no serious grammatical or spelling flaws.