Course Syllabus – Fall 2002 MANAGEMENT 301

BUSINESS ORGANIZATION AND MANAGEMENT

Times and Locations for Course Sections taught by Dr. Makamson:

REQUIRED TEXT:

Management 02/03, Fred Maidment (Ed). (2002), (10^th Edition), Giliford, CN: Duskin/McGraw-Hill.

Business Fundamentals: Leadership for New Managers, Linda A. Hill, John J. Gabarrom John P. Kotter (HBS: 9180), Harvard Business School Publishing (2nd edition preferred).

Cases in Management and Organizational Behavior, Teri C. Tompkins. (2001), Saddle River, NJ: Prentice-Hall.

In addition to text materials the student will be required to access and read materials available at http://www.mgmtguru.com, the course’s web site. Students are also required to obtain an e-mail address. If you do not have e-mail, the instructor will demonstrate how to obtain a free e-mail account.

CATALOG DESCRIPTION:

Principles and practices used to effectively and efficiently organize and manage resources of all kinds of organizations -- from small units to large corporations, in private and public sectors, in for-profit and not-for-profit ventures. Coverage includes diversity in the workplace; behavioral theories; basic management functions of planning, organizing, leading/motivating and controlling; linking functions of decision-making and communicating; and, brief introductions to staffing and budgeting.   Emphasis is on personal abilities and motivation needed to be successful as a leader and manager.

PREREQUISITES:

None

COURSE OBJECTIVES:

The course’s objectives and mechanisms for achieving them are, as follows:

1.   Through directed class discussions of business articles and the professor’s materials, the student should be able to articulate what “management” is as a unique business discipline, offer a reasoned explanation as to what “managers” do, and have a basic understanding of selected, contemporary management issues. 

 2.   Through case analysis the student will engage classroom ideas in practical decision-making applications to see the linkage between theory and practice and the connections across often, seemingly competing and abstract management theories, and will learn to use the case method as an on-going learning aid in the student’s business education. 

3.   On completion of the course project the student will have explored a career choice to identify how personal traits and values fit into a chosen business career, to understand pathways to the career, and to develop a sense of the prospects for self-fulfillment in the career.

4.   As the course develops the foundations for critical thinking, illuminates the values the student brings to decision making, and exercises decision making through problem-solving exercises, such as case analysis, the student will have the skills to make well-reasoned managerial judgments.

5.   Business research skills are enhanced through the web-based teaching approach and focused research assignments.  The student will acquire the skills for basic business research using the Internet.  

6.   Through the requirements of working as a member of a team, assuming a leadership role in the group, and use of the HBS “Leadership for New Managers “ materials, the student will appreciate the difficulties and the value of collaborative work and gain practical knowledge to exercise effective leadership. 

7.   Student communication skills are enhanced by an on-going conversation between students and the professor in class, extensive requirements to use Internet technologies, group-interaction, and assignments that require well reasoned, well communicated ideas.   

About  the Course Grade:

1. The Course Requirements and How the  Course Grade Is Earned.

2. Course Grading System and What the Grade Means

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Requirement	How Much Is This Worth?	Explanation of the Requirement and How it is Graded
1. Individual Assignments	60%	Course work is divided into tasks that you must do by yourself and work that you must accomplish collaboratively in a group, reflecting the nature of modern business and current thinking as to how students learn. Individual tasks explain most of the variability of student grades, so working with especially bright students in groups will help but is not sufficient for high performance.
a. Participation	10%	Because the class format is dialectic  (question-response/ issue- discussion), participation is required and is graded by attendance. The roll is used for this purpose. The grade is simply a % of a student's attendance to total classes for which roll is taken, plus 3 "free" absences.
b. Course Project	25%	Students will conduct an analysis for career management, culminating in a career development plan. The rubric for grading the common course project is attached to the syllabus.
c. Team Leadership	5%	Students are required to assume team leadership to coordinate and manage one of the group assignments. Your team members will assess this grade.
d. Tests	15%	There are 3 tests that include a final test. Each is worth 5% of your grade. These tests help assess your mastery of the formal course content and are graded by the professor using a standard or rubric. Tests provide most of variation of student grades.
e. Self-Tests	5%	Self-Tests are two interactive quizzes at my website. Each contribute as much as 2.5% to the course grade. You complete a quiz and confirm this by e-mail, as explained at the end of each test. The quizzes provide the student feedback on level of mastery and help prepare for the tests.
2. Group Assignments	40%	Collaboration skills are developed through these six requirements.
a.  Group Work:     Case Analysis	20%	Groups will select 2 of the assigned cases as written case analyses. These are graded on a 100-point basis by the professor using a rubric. Each case analysis is 10% of the course grade.
b. Group Work:    Research          Assignments	20%	Group work consists of 3 research assignments and a presentation (debate). Research requires use of the Internet to investigate a business issue. Each assignment is 5% of the course grade.
3. Other	The student will be required to use computer, internet, and e-mail extensively throughout the course. I provide assistance through my website, but I do not provide instruction on these technologies. You must know them or learn them.

Final Examination Schedule for Continuing Students:

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To see class policies, go to FAQ.

I have observed that syllabi have tended to grow longer as professors attempt to “contract” and describe every possible contingency, and this invites a few students to engage the syllabus legalistically for opportunistic readings of what is permissible and what is not. 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”.  To me this means that 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 really does have ambiguity about what is permitted, one should ask.   

Class Decorum: The classroom is where we come to explore and learn. I hope for lively discussion that includes every student’s ideas. We advance the exchange of ideas through our mutual respect for each other. I will ensure class decorum by ejecting students from class who cannot meet this expectation. Students may not return without my permission. Expectations includes: 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 your cell phone or other communicator “off” – if you expect a communication decide if this is more important than class and act accordingly. 

Attendance:  Students are asked to be in class on time and remain until our time is expired. If a student has competing priorities, students are adults and are asked to make a mature decision as to where this time ought to be spent. I document attendance through an oral roll call at the beginning of class for purpose of reporting a class “participation” grade, as follows:

My recording of attendance will be authoritative. If a student departs the class, even momentarily, without permission I will remove students’ names from the roll. Students have 3 free absences, so I do not record “excused” absences and absences beyond 3 days will adversely affect the student’s grade. These “free” absences include: brief illnesses, job interviews, HU sanctioned events, and similar incidental absences. At my discretion, I may consider “excused” absences to permit a student to meet a scheduled individual (but not group) assignment. The participation grade is earned from the first through the last day of class. If you have a reason for a prolonged absence, please communicate with me directly and bring confirmation of the rationale. Students may attend my other section to “make-up” attendance for the same day but must identify self at Roll Call.

Tests, assignments and make-up work: This syllabus informs the student of the schedule for tests and assignments for this course; and, the course website makes it easy to keep abreast of what is due and when it is due. 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”. The assignments and case analyses are due when scheduled. I am not able to manage an individual student’s need to “make-up” work not turned in on time, therefore I will not accept any work after the date on which it is due. Since tests, assignments, and the cases constitute most of your course grade, an inability to perform required work on time will adversely affect your course grade. 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 the measure of a student’s ability to meet schedules. Tests may require students to have Casebook and calculator.

Grades: As a former business executive I know that the course emphasizes ideas and skills that are useful, but I also know that undergraduate grades, or even a business education, is not related to the success of your career. The course grade simply measures a student’s performance on this course’s 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 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 and will protect students who achieve their grade through honest effort. Students who plagiarize, cheat, or engage in any form of academic dishonesty, depending on my assessment of the gravity, will be offered a penalty to include dismissal from my class, or will be directly reported for administrative adjudication under the rules explained in the Student Handbook. You are responsible to ensure that any group assignment that you have signed is, in fact, an honest academic effort.           

The Hampton University Code of Conduct

1. To respect himself or herself.

2. To respect the dignity, feelings, worth and values of others.

3. To respect the rights and property of others and to discourage vandalism and theft.

4. To prohibit discrimination, while striving to learn from differences in people, ideas and opinions.

5. To practice personal, professional, and academic integrity, and to discourage all forms of dishonesty, plagiarism, deceit, and disloyalty to the Code of Conduct.

6. To foster a personal and professional work ethic within the Hampton University Family.

7. To foster an open, fair, and caring environment.

8. To be fully responsible for upholding the Hampton University Code.

 

This is a survey course in Management, and it is structured around topical subjects that define the managerial perspective in business. The course requires the student to read literature of business publications and to practice applications and decision-making skills in situations presented by cases.  Because much of the material may be new to the student, I will occasionally lecture to present or structure the material. However, I believe that we learn through discussion and by doing. Much of our class time is used to engage students in a discussion of the material, and the student can expect that materials will have to be read and assignments completed to prepare for class. Because the ability to develop a well reasoned position is arguably the most important managerial skill, students can expect to be called upon in class to share their mastery of materials and to defend a position.

There is a considerable amount of “doing” that must be accomplished outside of class. This includes an individual project and group assignments that require Internet research and case analysis. The individual project (for most students) will involve an assessment of your personality and your match with a business career. The project culminates in a career plan. Group work includes three research assignments that are applications intended to develop Internet research experience and three written case analyses. Case analysis is used extensively in the course and provides application of learned lessons and develops problem-solving skills.  Due dates are critical and students must learn to manage their time to meet these.

Individual competence is important in business; therefore, your course grade mostly is earned though mastery demonstrated in class participation, on tests, and by your individual project assignment. Your individual performance will not be sufficient for success in this class, however. I require group work because the ability to work with others is an important management skill. Group assignments are also opportunities for me to engage you in a leadership exercise. You will be required to organize and coordinate your team in the completion of one of the assignments. Student groups will have problems with members in doing assignments. As you are a student of management I want you to learn how to deal with collective performance and individual conflicts.

 

Students are encouraged to participate in all cultural events at Hampton University.

Business studies are applied disciplines, meaning the intent is that a student ought to be able to put into practice skills and knowledge learned. In Business School we use cases to link theory to practice and to engage the student in problem solving by applying what has been learned. In introductory courses, like MGT 301, the assigned case is typically constrained to a few issues directly related to the materials that you are currently studying. As you progress in your business studies, the cases become more complex. In upper level courses cases may require integration and use of information beyond the text materials and even the course you are taking, as the degree of problem solving increases to approximate the complexity of business.   (On ManagementGuru you may visit the materials for MGT499, Business Policy, to see the difference between the cases used in MGT 301 and a senior level course.)

How case studies are used in teaching ; how a case study is conducted ; and, indeed, what is a case study differ across universities, text book authors, courses, and professors. Typically, a case provides a set of facts that describe a situation, real or hypothetical. The student is required to diagnosis and "size up" the situation, rendering reasoned opinions as to which facts are relevant and what actions are recommended.  

There are eight cases assigned by the syllabus. Not all cases are in the textbook, so you will either download or printout cases, as indicated. Each case will be discussed in class, as scheduled. Of the eight assigned cases you are required to select two cases for submission as written analysis. I require that your written analyses be conducted with a group.

Class Discussion:

Each case is discussed in class. Student participation is expected. The manner in which students participate will vary. The instructor may assign issues to groups or directly call on individuals to respond to specific questions about the case. You will need to prepare for case discussion by reading and analyzing the case in advance. On the day of case discussion the class will form small “discussion” groups. About 10-15 minutes will be allotted for small group discussion of the case. The intent is that students learn by exchanging information with one another. The group need not come to a consensus about the case. Do not use the group to learn the case (especially if you did not prepare) - the time is too short and the case will be complex. After small group discussion, the class will be reconvened and the instructor will conduct the discussion by raising issues about the case and relating the case material to lessons.  

At the end of each case in the text are questions that will frame the class discussion. Study the questions and be prepared to answer them. The questions also will provide assistance in the written case analyses - but, as explained below, the written case assignment is not about answering the discussion questions. The questions simply orient the student to some of the key issues.

Written Case Analyses:

The student is required to conduct a written analysis of two cases in a group:

(1) A group ideally will have 4 members. A group may not exceed 5 students and cannot be fewer than 3 students.

(2) Only one paper is to be submitted by the group. This cuts down on paperwork.

(3) Each contributor must sign the paper prior to the paper’s submission. This precludes students from attempting to affix their name at some late date to papers in which they did not contribute. If you work with a group - it is your responsibility to ensure that the submitted paper is signed by you to earn credit.

(4) Each case analysis must have a group leader, and this member’s name must be identified as “Team Leader” on the cover page.

(5) Along with the typed analysis, the group will submit the Case Analysis Grade Sheet available for download at ManagementGuru.

In writing the case analysis, I require the following format and headings to be used:

Introduction. - DO NOT restate the case. The "Introductory" section is typically termed the "Problem Identification" section in many texts and this heading correctly states the content for an introductory section. What is the teaching/learning intent of the case -- the issue or problem to be analyzed and resolved. In this section, you are "framing" the case.

Analysis. - The Analysis section will be your longest section. This is where you demonstrate your ability to identify the relevant facts and data and reason through the information, showing how the data is important. DO NOT simply restate the case in this section. DO demonstrate your mastery over the theories or knowledge that applies by attempting to explain the case in the context of a theory or material from the text chapter currently studied. If there are alternative theories or perspectives that can apply, you may want to briefly explore the application of alternative perspectives, but try to develop one strong perspective that you believe best explains most of the case data. The purpose of a theory is that it ought to interpret facts and help construct a course of action or solution.

Recommendation. - Your concluding section is a resolution of the case. It ought to follow from your reasoning presented in the Analysis section, and it ought to resolve or, at least, address the problem(s) or issue(s) stated in the Introduction by presenting a desired course of action or conclusion to the problem stated in your Introduction section.

Grade Sheet. - This attachment is available at my website for download and printing. I use it for grading the assignment. There you will also find helpful ideas about constructing a strong case analysis.

The typed report is due on the date indicated in the Syllabus. Because cases are discussed in class, written analyses are ordinarily not accepted after the scheduled discussion. Because there are multiple cases of which you are required to do 3, there ought to be no reason for a late submission. I strongly recommend that your group complete this assignment early in the course so that you are not struggling to complete the course work in the final weeks of the semester.

There is no required length of a written case analysis, but the cases ought not exceed 3 single line typed pages. Do not buy a cover for this or any assignment in this course (or go to any expense or time for "pretty" display, such as color printing), but do staple the pages. Your name(s) must be typed on a cover page and you must sign the cover page.

Keep a Copy of Your Submitted Work. To preclude disputes between the Instructor and a student as to submission of written cases and all assignments turned in, students are required to keep a copy of all work submitted. This may be either a diskette or "hard copy', such as a second printed copy or Xerox copy. If an assignment is lost, the student will be responsible to submit a copy for grading. The instruction will assess the circumstances for purposes of any penalty.

Student Groups. I require case analysis (and research assignments) to be a collaborative product to expose students to the challenges of managing a task that must be performed collectively. While the assignment ought to develop interpersonal skills and lighten the workload, in practice many students will have trouble with group work - this is expected. When you or your group encounters conflicts or other work problems, I expect that you attempt to resolve your problems. Your group collectively may ask a non-performing member to leave and you may leave your original group. The student's obligation is to identify a group that she/he can work with, because case analyses must be done in a group. Individual students will earn the group grade, so ensure that your collaborators share your ambition for a grade.

Group Leadership. I require that each student manage one the group's assignments, and each of the case analyses must have a designated leader identified on the cover page. To ensure that each member has an opportunity to manage a group activity, the research assignments are alternative ways to satisfy the requirement. Team members will submit their ratings of the Team Leader individually.

Grading the Self-Career Fit Project.