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SYLLABUS BUS 500E – Business Management

College of Business and Public Management Term: Spring 2015 | FRI 6P – 10P | CRN 1464

Landis Academic Center | Room 225

Term Dates: March 23 to May 31, 2015

Semester Holidays: None

Instructor: Thomas S. Paccioretti

Contact: Email tpaccioretti@laverne.edu or via text messaging at (310-710-5844)

THIS SYLLABUS MAY BE CHANGED AT ANY TIME AT THE PROFESSOR’S DISCRETION. THIS IS AN INTENSIVE COURSE THAT REQUIRES A SIGNIFICANT TIME COMMITMENT. IF YOU CANNOT COMMIT TO THE NECESSARY HOURS OF STUDY OUTSIDE OF THE CLASSROOM NEEDED TO UNDERSTAND AND MASTER THE COURSE CONCEPTS, THEN AN ALTERNATIVE COURSE SHOULD BE CONSIDERED.

COURSE DESCRIPTION This course will provide you with an understanding of the basic concepts of management theories, functions, and their applications within intercultural contexts. It includes historical perspectives of classical school, behavior approach, management science approach, contingency approach, and systems approach. It reviews primary management functions of planning, organizing, influencing, and controlling, and considers cultural variations in selection and implementation of approaches. Course content includes discussion of current topics, including learning organizations, transformational leadership, continuous quality improvement, and employee empowerment. Importance of consideration of ethics, social responsibility, and impact of cultural diversity on management practices and globalization of business are discussed throughout the course. Effective decision-making processes, importance of interpersonal skills, and ability to operate successfully in groups are stressed. This course is a foundation (prerequisite) course for the MBA program. ASSIGNED TEXT Griffin, R. (2013). Management, 11th Edition. Mason, OH: South-Western, Cengage Learning.

SUGGESTED SOURCES OF OTHER READINGS (JOURNALS AND PERIODICALS) You are encouraged to conduct research and deeper analysis by consulting the following journals and publications that can be accessed in the library: Academy of Business Journal, Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly, Advanced Management Journal, American Academy of Business, Cambridge, Business Horizons, Harvard Business Review, Journal of Applied Psychology, Sloan Management Review, Organizational Dynamics, Research in Organizational Behavior, Strategic Management Journal, Applied Business Review, Journal of

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Applied Business Research, The Wall Street Journal, Fortune, Business Week, Forbes, Inc. and Baron’s COURSE OBJECTIVES At the end of the course, you should be able to:

1. Understand the role of planning to guide organizations toward goals accomplishment.

2. Understand the role that organizing plays in creating mechanisms to put plans into action.

3. Understand the theories and tools that guide the activities of organizational members in the direction of organizational success.

4. Understand the need for continuously gathering and evaluation of information to improve organizational outcomes as needed.

5. Understand the role of social responsibility in managerial decision-making.

LEARNING OUTCOMES

1. Ability to differentiate between closed and open systems

2. Ability to identify information necessary for effective planning

3. Understand the impact of classical and contemporary organizational models in organizations

4. Ability to demonstrate the use of controls to gather information in a timely manner for corrective actions

5. Understand the range of organizational structures and functions including the nature of managerial roles

6. Understand the concept of organizational culture and the importance of managers as agents of change

7. Ability to describe the ethical and social responsibilities of organizations in creating sustainable organizations

8. Ability to use the key concepts of management to analyze organizations

9. Ability to use the key concepts and theories relating to the management of people, including motivation, group dynamic, perception, and the individual.

10. Develop a professional awareness of contemporary business affairs through newspapers, professional journals, and credible internet sources.

LEARNING MODALITIES This course may include readings, interactive class discussions, student presentations, videos, group assignments, guest speakers and activities in-class and outside-of-class. COURSE POLICIES AND PROCEDURES Your Responsibilities

Communicate with the professor and classmates. Use e-mail and other forms of communications recommended/provided by the university.

Regularly check your email. Respond promptly to messages related to the course. Attend class. Attendance is extremely important in establishing a working and interactive

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class relationship, in maintaining continuity and in contributing to the overall learning experience. You are required to attend all class sessions and to arrive on time at each session.

Take your class work seriously – get involved and participate. Read and understand all assigned texts. Doing so will enhance you class participation and mastery of the subject. Pay attention in class and work well with your team/group. Thorough understanding of training and development and its applications depends upon your active participation, openness and willingness to share fully in class activities. The degree of your involvement will have a significant impact upon the final grade. Again, you must demonstrate your mastery of the material and ability to apply it.

Be courteous to the professor and your classmates. Each student must demonstrate respect for individual differences. Keep an open mind and evaluate other points of view. Do not forget to turn off your cell phone(s) before entering class. In-class phone activities, not requested by the professor are prohibited.

Understand and follow university and class policies. Read and follow assignment instructions carefully, and turn-in your completed assignments on time. Strictly adhere to other policies as they apply to the university and this course.

Instructor’s Responsibilities You are entitled to a high expectation of me. In exchange for your tuition, attention, cooperation and hard work, you can expect me to do the following:

Be prompt, prepared and respectful of all points of view. Our goal is to be analytically critical and to bring evidence and logic to bear on important questions. There is a difference between analysis and personal or ideological mindset. By the end of the class you will have a finer sense of this difference. However, it is likely that we may, at times, introduce our ideological points of view in our discussion. That is acceptable as long as they do not prevent us from ultimately evaluating issues rationally.

Create an open and stimulating environment for the exchange of ideas and for questioning the underlying assumptions of ideas. I support and will promote a free exchange of ideas.

Be available to answer questions and provide guidance. Availability does not only mean physical presence. I support the use of technology (e-mail, text, Skype, phone, etc.) to remain connected.

I am available to privately discuss appropriate academic accommodations for students with disabilities. Please see me as soon as possible so that we can work out the necessary arrangements. Students with disabilities are also encouraged to meet with specialists in the Student Services Department for advice and to verify eligibility for appropriate accommodations. Contact Leo Barrera, Coordinator (909) 448-4938. Additional information is available at http://sites.laverne.edu/disabled-student-services/

COURSE ASSIGNMENTS Final grade for the course will be determined as follows:

1. Attendance and Participation – 250 points (25 points per class) This course is interactive and its success is partly dependent on your attendance and participation. Participation is graded based on quality, depth, insight and contribution to the overall learning process. Remember that good questions are as valuable as good answers. Effective participation involves quality responses not quantity participation and knowing when to speak and when to listen. In addition to in-class participation each student may be

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required to read and respond to discussion board topics.

2. Quizzes – (each quiz will be worth 50 pts) – 300 points There will be seven (7) quizzes through the semester that will test the student’s understanding of the key concepts of the assigned readings. You will be graded on your highest six (6) quizzes. Your lowest score will be eliminated. You will first take the 25 -minute test alone and then in assigned groups. The average of the two quiz scores will be your grade for that quiz. If your are absent you will earn no (0) points for that quiz. 3. Homework Assignments – (each assignment is worth 30 points) – 120 points You are required to complete four (4) individual homework assignments from course textbook. Each question must be thoughtfully and thoroughly answered in order to receive full credit. Please provide electronic copies via DropBox or Google Docs (to be determined) and keep one copy for your files.

4. Chapter Presentations - 130 points (65 points for each presentation) You will be assigned in groups of two (2) or three (3) (depending on class size) and will be assigned two (2) chapters within the assigned textbook to facilitate a mini-lecture (a maximum of 15 minutes). Group selections and chapter selections will be discussed during the first class. Any member of the group that is not prepared or not in attendance the day of the scheduled presentation will earn no points for this assignment. A copy of the presentation must be loaded in Blackboard before the presentation in order to receive full credit. With your approval these presentations can be videoed to provide visual and auditory feedback to provide a richer learning experience.

5. Team Project – Analyze a company – 200 points The class will be organized in student-selected teams of three (3) to four (4) you. Each team will analyze an existing organization of their choosing, and as approved by the professor. As a group you are to research your organization and write a paper, 12- 15 pages in length1. You must submit a one-page double-spaced outline/summary/Mindmap of your chosen organization and your approach to researching it. You may be asked to make a brief (5-minute) presentation on which organization your team selected and your preliminary ideas on researching it. Duplicate companies will not be approved. Approval will be on a first-come first-served basis. Your company choice must be submitted to me for approval before the end of the third class.

Contents and outcomes for the Team Project Your team project paper requires that you research a company using multiple sources. The following headings must be included in your paper: 1. Organizational Context

Include the history, size, locations, products, services, reputation, etc.

2. Environment in which the Organization Operates

Task Environment • customers • suppliers

1 The paper must be 12-15 type written pages, one-inch margins, 12 point font and double- spaced. Cover and

reference pages do not count as part of the 12-15 pages. The paper should include a minimum of six (6) references, using sources from the course text, scholarly journals, company web sites, and company documents. You must site your sources both in the body of the text as well as in the reference page.

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• competitors • regulatory group

General Environment • economic environment • social/cultural environment • political environment • legal environment • technological environment

3. Organization's Values, Vision, Mission and Goals

4. Organization's Strategy • its relationship with organizational values, vision, mission, and goals • its relationship with the environment in which organization exists • its commitment to social responsibility and ethical practices

5. Organizational Structure • appropriateness of structure to the environment, objectives, and strategy

6. Management Principles (select one of four principles) • select one of the four principles of management (Planning, Organizing,

Influencing, Controlling) and discuss how this company applies that principle.

7. Organizational Culture* or “Personality” of organization, which includes: • core values and beliefs • rules for behavior • language used • important rituals • important symbols and artifacts • relationship with employees • its appropriateness and relevance to organizational history and the culture

*This may be the most difficult analysis of your project. You will need to read and analyze many articles about the organization, consider their messages to various stakeholders (e.g., customers, stockholders, workers, etc.) and identify and interpret the symbols that are important to them. This will help you identify espoused values and basic assumptions of operation.

8. SWOT Analysis (Please see page 206-211 of course textbook).

9. Your Recommendations (Based on your SWOT Analysis findings).

You must present your team paper to the class. The presentation should be 15 to 20 minutes. The presentation should cover the content areas of your paper as shown in the outline above.

Points will be deducted for late papers and presentations. Paper must be saved to Blackboard for grading by the professor.

Please edit and proof your papers. The University of La Verne’s Writing Center is available to assist all you. They are quite helpful in assisting you with their term papers. You can learn more about the Writing Center by visiting http://sites.laverne.edu/graduate-success-center/tips/writing/ .

GRADING POLICIES

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The grading policy for graduate students is based on the assumption that the grade for acceptable and satisfactory performance in graduate study is at the B (3.0) level. This implies that you must perform at an above-average level, compared to undergraduate standards, in order to progress satisfactorily in the graduate program. It also states that the C- and D grades are unacceptable in graduate work; therefore, there are no C- or D final grades for graduate you. A/A- Demonstrates insightful mastery of the subject matter and exceptional

quality in written and oral communication.

B+/B/B- Exhibits professional competence in the subject matter and in all written and oral communication.

C+/C Completes course assignments and requirements with minimally acceptable proficiency in written and oral communication. (University of La Verne Catalog 2013-2014). http://laverne.edu/catalog

A 940-1000 B+ 870-899 C+ 770-799 A- 900-939 B 840-869

B- 800-839 C 740-769

RUBRIC FOR ATTENDANCE AND CLASS PARTICIPATION

Attendance and class participation are critical to your overall success in achieving the learning outcomes. You are required to attend every class session and to effectively participate. You will be evaluated on attendance, in-class participation, and group contributions. See Appendix for rubric details.

RUBRIC FOR WRITING

A comprehensive rubric outlining writing expectations and grading criteria can be viewed in the Appendix.

THE MISSION OF THE UNIVERSITY It is the mission of the University of La Verne to provide opportunities for you to achieve educational goals and become contributing citizens to the global community. This is accomplished by offering high quality degree programs to both traditional-aged and adult learners, providing liberal arts and professional programs from undergraduate to doctoral levels, and delivering programs to you at the central La Verne campus as well as regional campuses and satellite class locations throughout California. The university provides a student-centered, values-based, and diverse learning environment. It takes pride in offering small class sizes in a highly personalized setting. The University encourages effective teaching, research, scholarly contributions, and service to the greater community by sharing its academic, professional, and individual resources.

Values

The University of La Verne shares four core values that promote a positive and rewarding life for its students through fostering a genuine appreciation and respect for:

1. A Values Orientation. The University affirms a philosophy of life that actively supports peace with justice, the health of the planet and its people. Therefore, in light of this affirmation, it encourages you to become reflective about personal, professional, and societal values. It also encourages values-based ethical behavior.

2. Community and Diversity. The University promotes the goal of community within a

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context of diversity. Therefore, it encourages you to understand and appreciate the diversity of cultures that exists locally, nationally, and internationally. It also seeks to promote appreciation and preservation of biodiversity by helping you understand the impact/dependence of human beings on their environment.

3. Lifelong Learning. The University commits itself to promoting education that facilitates lifelong learning. Therefore, it teaches you how to learn, to think critically, to do constructive research, and to access and integrate information in order to prepare you for continued personal and career growth.

4. Community Service. The University believes that personal service is a primary goal of the educated person. Therefore, it encourages you to experience the responsibilities and rewards of serving the human and ecological community.

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APPENDIX

Appendix #1: CRITERIA FOR PARTICIPATION GRADING

Participation points are graded on individual and team/group contributions to class discussions and presentations.

Characteristics of effective class participation

1. Do your comments and contributions include relevant topics in terms of increasing everyone’s understanding?

2. Do your comments take into consideration the ideas offered by those that reflect excellent preparation, good listening, interpretive and integrative skills?

3. Do your comments show evidence of a thorough reading and analysis of the required readings/case studies?

4. Do your comments distinguish among different kinds of data, facts, opinions, assumptions and inferences?

5. Do your comments exhibit a willingness to test new ideas or are all comments cautious and safe?

6. Do your comments demonstrate a willingness to interact with other class members by asking questions or challenging conclusions?

Criteria for grading participation

1. Outstanding Contributor: Contributions in class reflect thorough preparation of reading material. Ideas offered are usually substantive, provide one or more major insights, as well

as, direction for the class. Arguments, when offered, are well substantiated and persuasively presented. If you were not a member of the class, the quality of the discussions would be

diminished significantly.

2. Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive; provide good insights and sometimes

direction for the class discussion. Arguments, when presented, are, generally, well substantiated and are often

persuasive. If you were not a member of the class, the quality of the discussion would be diminished considerably.

3. Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights,

but seldom offer a major new direction for the discussion. Arguments are sometimes presented, and are fairly well substantiated and

sometimes persuasive. If you were not a member of the class, the quality of the discussions would be diminished somewhat.

4. Non-participant: This person has said little or nothing in class. Contribution in class reflects inadequate or non-existent preparation.

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Ideas offered are seldom substantive; provide few, if any, insights; and rarely provide a constructive direction for the class discussion.

Integrative comments and effective arguments are completely absent.

Appendix #2: RUBRIC FOR WRITING

WRITING RUBRIC: ORGANIZATION AND MECHANICS/LANGUAGE

4 (Excellent)

Very well organized; main ideas are clear and vivid; effective smooth sequencing. Displays consistent facility with language; variety of sentence structures (simple and complex); sophisticated/precise/clever word choice; appropriate use of idioms; no detectable grammatical or mechanical errors.

3 (Good)

Organized; clearly stated main ideas with only minor problems in cohesiveness; ideas appropriately sequenced. Displays facility with language; competence with most sentence structures; good word choice; occasional minor errors in grammar, mechanics, idiom usage, but meaning is not obscured.

2 (Fair)

Not clearly organized; may wander or lack appropriate transitions, but thought can be followed. Displays competence with simple sentence structure, although may have problems with complex sentences; lacks variety of sentences; occasional errors in grammar, mechanics, word choice or idiom usage, that may occasionally confuse meaning.

1 (Poor)

Disorganized with confusing, disconnected ideas; very difficult to understand analysis. Meaning is seriously or frequently obscured or confused due to major or frequent problems in sentence construction, grammar, mechanics or word choice/idiom usage.

Appendix #3: FORMATTING GUIDE FOR APA 6TH EDITION

APA References Formatting Guide

Book Author Last, First Initial. (Year of Publication). Title of book: Capital letter also for subtitle.

Location: Publisher. Book: Two or more authors Author Last, First Initial., & Author Last, First Initial. (Year). Title of book. Location: Publisher.

Edited Book Author Last, First Initial., & Author Last, First Initial. (Eds.). (Year). Title of book. Location:

Publisher. Book: Electronic Author Last, First Initial. (Year). Title of book. Available from URL.

[Note: Use the phrase “Available from” to direct readers to a link to the book. If the URL will take readers directly to the full text of the electronic book, use the phrase “Retrieved from.”]

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Chapter in a Book Author Last, First Initial. (Year). Title of chapter. In Editor's First Initial. Last (Ed.), Title (pp.

inclusive page numbers). Location of Publisher: Publisher. [Note: Give the volume number of journals, magazines, and newsletters. If, and only if, each issue of a journal begins on page 1, give the issue number in parentheses immediately after the volume number. If a journal or newsletter does not use volume numbers, include the month, season, or other designation with the year, for example (1994, April).]

Journal Article Author Last, First Initial. (Year). Article title. Journal Title, volume number(issue number),

inclusive page numbers. Journal Article: Two or more authors Author Last, First Initial., & Author Last, First Initial. (Year). Article title. Journal Title, volume

number(issue number), inclusive page numbers. Journal Article from Electronic Source with DOI Author Last, First Initial. (Year). Article title. Journal Title, volume number(issue number),

inclusive page numbers. doi: alphanumeric string Journal Article from Electronic Source without DOI Author Last, First Initial. (Year). Article title. Journal Title, volume number(issue number),

inclusive page numbers. Retrieved from URL or name of database

Magazine Article

APA References Formatting Guide, continued

Author Last, First Initial. (Year, Month Day of Pub). Title. Magazine Name, volume number, inclusive page numbers.

Newspaper Article Author Last, First Initial. (Year, Month Day). Title of article. Newspaper Name, p. page number.

Newspaper Article Online Author Last, First Initial. (Year, Date of Publication). Article title.

Newspaper Name. Retrieved from URL Newspaper Article retrieved from full text database Author Last, First Initial. (Year, Date of Publication). Title of article.

Newspaper Name. Retrieved from name of database. Doctoral Dissertation from full text database Author Last, First Initial. (Year). Title. (Doctoral dissertation, Name of

University). Retrieved from name of database. (Ascension number if available).

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Date/Time COURSE SCHEDULE & ASSIGNMENTS Assignments Due

March 27

Class #1

Introductions

Review of Syllabus

Team Formation

Assign Chapters

Ch 1 – Managing and the Manager’s Job Ch 2 – Traditional and Contemporary Issues and Challenges Ch 3 –The Environment and Cultural Organizations

Discuss initial Google Survey results

TED Video: Susan Cain “The Power of Introverts” and complete

MBTI assessment.

Homework #1 – Under “Discussion Questions” Chapter 2 (pg 52) and complete #5 and #7

Respond to Weekly After Class Feedback Survey.

April 3

Class #2

Review Weekly Google Survey results – debrief Review summary of Chapters 1-3 Review Homework #1 Quiz #1 on Chapters 1-3 Ch 4 – The Ethical and Social Environment Ch 5 – The Global Environment Ch 6 – The Multicultural Environment Powerpoint and presentation skills, tips and recommendations Team Work – begin to develop one page submission for Team Project company

Homework # 1 DUE before class

Respond to Weekly After Class Feedback Survey.

April 10

Class #3

Review Weekly Google Survey results - debrief. Review summary of Chapters 4 - 6 Quiz #2 on Chapters 4-6

Chapter Presentations

Ch 7 – Basic Elements of Planning and Decision Making Ch 8 – Managing Strategy and Strategic Planning Ch 9 – Managing Decision Making and Problem Solving Discuss selection of Company, research methodology and timeline for team project.

Homework #2 - Read “Management at Work”, Chapter 8 (pg 233) and complete the Case Questions 1-4 (pg 234)

Scheduled presenters must submit a copy of their presentation via Blackboard under Assignment Link before the start of class.

Respond to Weekly After Class Feedback Survey.

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April 17

Class #4

Review Weekly Google Survey results - debrief. Review summary of Chapters 7-9 Review and discuss homework #2 Quiz #3 on Chapters 7-9

Chapter Presentations

Ch 10 – Managing New venture Formation and Entrepreneurship Ch 11 – Basic Elements of Organizing Ch 12 – Managing Organization Design Team Work

Homework # 2 DUE before the start of class.

Selected Company, research methodology and timeline for team project to be submitted and approved DUE.

Respond to Weekly After Class Feedback Survey.

April 24

Class #5

Review Weekly Google Survey results - debrief. Review Chapters 10 - 12 Quiz #4 on Chapters 10 - 12 Chapter Presentations

Ch 13 – Managing Organization Change and Innovation Ch 14 – Managing Human Resources in Organizations Ch 15 – Basic Elements of Individual Behavior In Organizations Team Work Homework #3 - Read “Building Effective Diagnostic Skills”, Chapter 13 (pg 375) and complete the Exercise Task questions 1-4 (pg 376)

First draft of team presentation DUE.

Respond to Weekly After Class Feedback Survey.

May 1

Class #6

Review Chapters 13 -15 Review and discuss homework #3 Quiz #5 on Chapters 13 - 15

Ch 16 – Managing Employee Motivation and Performance Ch 17 – Managing Leadership and Influence Processes Ch 18 – Managing Interpersonal Relations and Communications

Team Work

Homework # 3 DUE at before start of class

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May 8

Class #7

Review Chapters 16 -18 Quiz #6 on Chapters 16 - 18 Ch 19 – Managing Work Groups and Teams Ch 20 – Basic Elements of Control Homework #4 – “Building Effective Conceptual Skills”, Chapter 19 (pg 563) and complete Exercise Task questions 1-4. Team Work

Scheduled presenters must submit a copy of their presentation via Blackboard under Assignment Link before the start of class.

First Draft of Team Projects DUE

May 15

Class #8

Review summary of Chapters 19 - 20 Review and discuss homework #4 Quiz #7 on Chapters 19 - 20 Team Work

Homework # 4 DUE before the start of class

May 22

Class #9

Group Presentations

Hardcopy of Team Project Paper and Presentations DUE at the start of class.

May 29

Class #10

Group Presentations

Hardcopy of Team Project Paper and Presentations DUE at the start of class.