ࡱ> #` {Fbjbj SU>%: : : : : : : N 9998::lN p*<*<"L<L<L<'='='=eeee?fx$$h{`H: >'='=>>H: : L<L<]BBB>: L<: L<eB>eBBRVX: : i] L<< ]9>0`0ۏAۏ<u]u]~ۏ: ]'="I=Ba=u='='='=HHBd'='='=>>>>N N N $+r5dN N N r5N N N : : : : : : ]  COURSE SYLLABUS MANAGEMENT OF ORGANIZATIONS CLASS: MGT 307 Spring 2008 Instructor: J. Andrew Morris Office Hours T/TH 8:30-10:10, TH 4-5 OFFICE: Sage Hall 2149 Phone: 805-437-2771 E-MAIL: john-andrew.morris@csuci.edu Texts: Management 9th edition by S. Robbins & Mary Coulter; Also Instructors Notes, located in your BlackBoard Accounts Course objectives: The purpose of the course is to enable you to think like a manager and to provide you with an introduction to the field of Management. You will learn about: the environment managers operate within, various management functions, and different tools managers use, along with a lot of vocabulary. By learning about what managers do, you will be better able to function in a management position and to decide whether or not you are interested in a career in Management. A second and equally important purpose of the class is to draw upon the liberal arts foundation of 91Ƶ to enhance your critical thinking ability and communication skills. In the finest tradition of the liberal arts, this course is structured in such a way as to encourage/require that you not only learn facts about management (important) but that you also further develop the ability to use & combine these new facts to see an overall bigger picture. Moreover, the class is designed to help you also better express your thoughts about the larger patterns you now understand. Simply put, rote memorization isnt the point. Rather the class is about using new information about managers and for-profit organizations to see and understand a more complex and interconnected world. Learning Objectives: Students who complete this course will be able to: 1. Describe the fundamental role of management within both domestic and global enterprises 2. Write analyses and verbally discuss cases related to management principles 3. Understand and develop management policies, plans, and procedures 4. Identify and develop solutions to organizational problems drawing upon enhanced management competencies to include: critical thinking, emotional intelligence, communication, and global awareness General Professionalism/Class Policies 1. Work is due when it is requested. Only with prior approval will late work be accepted but will always be graded at LEAST one letter grade lower than on time work. 2. While there is no mandatory class attendance policy you are expected to come to class on time. It shows respect for you, me, and 91Ƶ. Failure to attend/being late for class negatively impacts your grade. 3. Other than earning some extra credits points for volunteer activities there is no provision made for earning extra credit in this course. Consequently, it is important that you do your best work on each exam and assignment. 4. Turn off your cell phones and/or other electronic devices. If you are using a laptop DONT surf other sites---its annoying, unprofessional and disruptive. Truth, integrity, justice, and honesty are a given part of our class. There can be no exceptions - ever. For a full discussion of what this means and the consequences of failing to comply with this students are expected to have read 91Ƶs Honor Code/Policy on Academic Honesty. We exhibit appropriate demeanor, and never accept offensive, sarcastic, or belittling behavior of each other. GRADING: Exam 1 19% Exam 2 22% Final Exam 25% Quizzes 10% 2 cases 15% Exercises 9% Total 100% Final grades will be assigned as follows: >93.0= A90.0-92.99= A-87.00 -89.99 = B+83.086.99= B80.0-82.99 = B-77.00 -79.99 = C+73.076.99=C70.0-72.99 = C-67.00 -69.99 = D+63.0-66.99= D 60.0-62.99 = D- (<59.99= F) Exams Three written examinations, covering the text, lecture and class discussion will be given on the dates noted in the course outline. The first two exams will be approximately 70 minutes long, while the last exam will take appropriately 2 hours. The first 2 exams will consist of objective questions (i.e. multiple choice, fill-in-the-blanks approximately 2/3 of the exam), short answer and essay questions. The final exam will be partly cumulative, that is, several short answer and/or essay questions will come from earlier materials (there will be a few fill-in-the blank questions on the final but they will only come from materials covered since the last exam.) Students should (must) make every effort to attend the examination when scheduled. Should extreme circumstances prevent a student from taking an exam, a make-up exam may be taken, subject to the approval of the instructor. Under course documents in your blackboard account for this class you will find a partial copy of a previous exam. Notice the nature of the questions? It isnt about spitting back data (remember class objective #2) but about applying facts to generate creative solutions. Learning at its finest! Reading Quizzes 6 times over the semester, I will ask you a couple of questions about that days reading assignment. I simply want to ensure that you have read. Reading materials before we discuss them helps enhance learning and provides a foundation for application. Your ability to correctly answer the question leads to 2 point towards your final grade. I will drop the lowest grade thus the max credit for quizzes is 10% of your final grade. To make-up a missed quiz you must have: (1) informed me that you would be absence that day, and (2) Stop by my office to take the quiz before the next scheduled class meeting. NO OTHER EXCEPTIONS Case Write-ups & Exercises Case Write-ups: Over the course of the semester you will be required to analyze 2 Harvard Business Review cases. In your write-up I want you to identify as many ways as you can how the case connects /speaks to things we have talked about in class. The more explicit and direct the connection the better the grade on the case. Moreover, I also want you to provide a couple of detailed and supported ways in which the problem(s) noted in the case could be effectively solved. An example of an excellent case write-up is provided under assignments in your blackboard account and should serve as a model for your own approach to the case analyses. In general, your typewritten write-up should be between 2-3 pages (10 font, normal margins, double-spaced). Grading on the case is a function of covering the relevant points and developing well supported solutions. Each case is worth 7.5% of your final grade. Exercises: Four exercises are assigned and we will explore/discuss these in small group settings. Students are expected to turn in 1 typewritten pg. responses to the asked questions from any three of the four exercises. The exercises will be graded on check: minus/plus basis. Each exercise is worth 3 of your final grade. Exercise 1: Describe an occasion when you have been the other that is, the one who was culturally, demographically different. Try to make explicit connections back to at least one of Hofstedes cultural dimensions to explore/explain the differences you encountered. Describe how you dealt/reacted to this. Indicate two things that could have been done to enhance your belongingness. Exercise 2: Use the Ethical Dilemma Exercise on pg 147 of your text to answer the following 3 questions: (1) Draw from either of the two ethical models/theories presented in your book of notes to argue for or against (NOT BOTH) the following statement, Organizations have a moral duty to pursue environmentally friendly practices. (2) Drawing from Exhibit 5-7, what two core values does Lindblad Expeditions appear to emphasize? Why these two? (3) Of the three options presented on pg 147 which would you choose and why? Exercise 3: Describe a time/place when you have put into place the 3 step control process described in Chapter 18. Be explicit! Give details for each of the steps with particular emphasis on the corrective actions you took. What benefits did you gain from these actions? Did the events you describe pass the cost-benefits test? If so, why? If not, why not? Exercise 4: In no more than 1 typewritten page -- Describe and discuss the worst boss you have ever had (if you have not had a boss, then use a teacher in college). Indicate two traits and/or behaviors this bad boss displayed. Now describe and discuss the best boss you have ever had. Again, support that description by discussing two traits or behaviors she/he displayed. Finally, indicate two things that could have been done to help the bad boss become a better boss. Extra Credit: Volunteer hours 91Ƶs mission statement indicates that we should pursue an educational experience that utilizes service learning. It is my belief that service learning projects are not only an excellent way to develop the mind but also help us grow into more complete human beings. Recent research (see for example Post and Neimarks 2007 work: Why Good Things Happen to Good People) indicates that people who give of themselves experience everything from increased life-satisfaction to enhanced physical health. In other words, helping others has been shown to bring joy to not only the one who receives but also the one who gives. Indeed, as Samuel Johnson said long away, no one helps another without also helping themselves. As a consequence, students are provided the opportunity to engage in service work over the course of the semester. Any volunteer activity is acceptable as long as it meets these four qualifications: 1. It must be work for which you are not paid; 2. The activity must not be related to something you have a financial interest in 3. The primary beneficiary of your activity must not be you, your family, or personal friends although you will of course have benefit from it. In general, while student activities (yearbook, clubs, etc.) are often not for pay they can/do enhance your resume and thus may not pass the primary beneficiary test. 4. The activity should pass the mom test - that is, you would not be ashamed to tell someone whose opinion you value highly of the activity you performed. There are lots of options available to you (please check your blackboard account for a list of volunteer agencies). Moroever, our office of Service Learning has a list of agencies in need of volunteers. Students who engage in service projects can earn +.2 pts for each hour of service (10 hours max) up to a total of 2 pts TOWARDS YOUR FINAL GRADE IN THE CLASS potentially the difference between +/-. However, credit for the service work must also follow these requirements: (a) On 5/8/08, you will turn in evidence of having engaged in service learning. That evidence need only be: what you did, when you did it, total number of hours worked and a contact person with telephone number (if you have it). (b) A 1-3 page typewritten paper in which you answer the following questions: A. Why did you choose this(these) community service opportunity(ies)? After completing your work, what do you believe you gained or learned from this(these) experience(s)? In what ways (if any) did the activities you engaged in help enhance your understanding of business management. If none why none? Do you believe that universities should require community service? Explain? As a society, are we better off having organizations encourage community service from its workers? Are their any negative consequences of these requirements? Disabilities Statement: Students who have disabilities or special needs and require accommodations in order to have equal access to classrooms MUST register with the designated staff member in Student Affairs in order for 91Ƶ to better accommodate special needs. Students are required to provide documentation of a disability when accommodations are requested COURSE OUTLINE AND ASSIGNMENTS* DATETOPICASSISGMENT1/22Overview of class 1/24Management functions Chapter 11/29The importance of emotional intelligence Complete an on-line measure of EQ(www.queendom.com); Read poems attached to syllabi1/31Management History Chapter 22/5Overall EnvironmentChapters 32/7 & 12International Business Chapter 4; Read Cultural Problems article under Course Documents2-14Exercise 1; Review Practice Case 2-19Business Ethics Chapter 5 2-21Ethics; Review for ExamExercise 2 2-261st Exam covering Chapters 1-52-28Decision-Making Chapter 6 RETURN EXAM 13-4Creativity In class exercises 3-6PlanningChapter 7 3-11/13Strategic Planning Chapter 83-18/20SPRING BREAK3-251st Case Due: Welcome Aboard 3-27 & 4-1Organizing tools Chapter 104-3Control & TQM Chapter 184-8Review 2nd Exam EXERCISE 34-102nd Exam covering Chapters 6,7,8, 10,184-15Return 2nd Exam4-17Foundations of human behavior in organizationsChapter 14; 4-22 Employee Motivation Chapters 164-24HRMChapter 124-29Leadership Chapter 175-1CommunicationChapter 11; 2nd Case: Fat Chance 5-6Communication cont5-8Review & Wrap-Up5-15FINAL EXAM 10:30-12:30 this room Essay & short answer inclusive*This SYLLABUS IS SUBJECT TO CHANGE AS CIRCUMSTANCES AND FLEXIBILITY DICTATE. Introduction to Poetry Billy Collins I ask them to take a poem and hold it up to the light like a color slide or press an ear against its hive. I say drop a mouse into a poem and watch him probe his way out, 0r walk inside the poems room and feel the walls for a light switch I want them to water-ski across the surface of a poem waving at the authors name on the shore. But all they want to do is tie the poem to a chair with rope and torture a confession out of it. They begin beating it with a hose to find out what it really means. Carrot Colored Words For Kappa and Jay The dialogue goes something like this: I love you, I say, it being the end of our conversation. I love you, you sigh weakly after the long silence. I challenge your reply. Its the word, you say. Its been overused. We need to find a better one. I accept the task. For nights I search for carrot colored words, for words with tails and purple horns and long red sashes round their middles. I scream for green words with yellow spotted stomachs. My doctor friend tells me how patients miss medical terms. A woman in Georgia spoke of suffering from Smiling Mighty Jesus, meaning spinal meningitis. Another had Fireballs of the Eucharist, in reality fibroids of the uterus. If I could choose, Id take Jesus too. And those fireballs beat fibroids all to hell. Thats the kind of word I want. I fireball You. I smiling mighty Jesus you. Its cute and satisfies your need for something new but its not exactly what I mean to say. What I mean to say is if I was dying And I could choose one person in the world to sit and hold my hand and hear whatever words I had to say it would be you and I know no better term for that than love. If I find one, Ill let you know. Living Jason Shinder Just when it seemed my mother couldnt bear One more needle, one more insane orange pill, my sister, in silence, stood at the end of the bed and slowly rubbed her feet, which were scratchy with hard, yellow skin, and dirt cramped beneath the broken nails, which changed nothing in time except the way my mother was lost in it for a while as if with a kind of relief that doesnt relieve. And then, with her eyes closed, my mother said The one or two words the living have for gratefulness, which is a kind of forgetting, with a sense of what it means to be alive long enough to love someone. Thank you, she said. As for me, I didnt care how her voice suddenly seemed low and kind, or what failures and triumphs of the body and spirit brought her to that point just that it sounded like hope, stupid hope.     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