MANAGEMENT PRINCIPLES

BUAD 200L WA Summer 2013

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Dr. Robert Klonoski Email: rklonosk@mbc.edu Course description: The course provides an overview of the history management theory and introduces the student to contemporary studies of theory and practice. Students will consider multiple perspectives of management to understand how individuals relate to the firm and how the firm relates to the local and global communities. The course will address how management and managers have been viewed in the past and present and how organizational forms and structures have evolved over time. It will also address the critical functions of management: planning, organizing, leading and controlling, with a special emphasis on understanding individual and organizational behavior, motivation, leadership, communication and sustainability. This course meets Mary Baldwin College’s written communication (Learning Outcome - W) requirement. Two reflective papers and three discussion forum postings will be submitted, critiqued for writing competency, and returned for revisions and edits as may be needed. Course objectives: The student will develop skills enabling him or her: 1) To become familiar with the evolution of management theory and practice. 2) To understand the relationship of the individual to the firm and the firm to the community. 3) To understand the planning, organizing, leading and controlling functions in relation to the firm. 4) To apply management theory to practical business problems. 5) To demonstrate an ability to write clearly and effectively. Textbooks and other resources:

Texts: Management, 10th Edition Richard L. Daft Textbook ISBN-10: 0-538-47953-1 Textbook ISBN-13: 978-0-538-47953-0

Plagiarism: http://www.web-miner.com/plagiarism#students Style:

http://owl.english.purdue.edu/owl/resource/557/01/ Please follow the section on General Academic Writing (APA, 6th edition).

Other Materials:

All other materials needed for this class will be available freely from the web, the Grafton online Library, or distributed to students in class. (Note: If you have any difficulty in finding an assigned reading in the Grafton online library, please advise the professor at least one week prior to its assignment date).

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Course Sequence

Part 1: Introduction: Foundational concepts in ethics and the role of business in society May 28 – May 31

Session 1: Introduction: The role of management Management Text (pp. 2 – 59) Chapter 1: Innovative Management for a Changing World Chapter 2: The Evolution of Management Thinking

Post an introduction in the discussion board.

Part 2: The Environment of Management Jun 1 - Jun 7

Session 2: Foundations: Management and Culture Management Text (pp. 60- 87) Chapter 3: The Environment and Corporate Culture

Select your theme for Paper 1

Jun 8 - Jun 14

Session 3: The Global Environment Management Text (pp. 88 – 119) Chapter 4: Managing in a Global Environment

Discussion Board 1: How does culture affect attitude towards work?

Jun 15 - Jun 21

Session 4: Ethics; The Small Business Management Text (pp. 120 – 175) Chapter 5: Managing Ethics and Social Responsibility, and Chapter 6: Managing Small Business Start-Ups

Draft of Paper 1 due

Part 3: Planning Jun 22 - Jun 28

Session 5: Planning and Goal Setting Management Text (pp. 176 – 199) Chapter 7: Managerial Planning and Goal Setting

Jun 29 - Jul 5

Session 6: Strategy Management Text (pp. 200 – 259) Chapter 8: Strategy Formulation and Execution Chapter 9: Managerial Decision Making

Discussion Board 2: Discuss the comparative global strategies. What type of business would match best with each?

Part 4: Organizing Jul 6 - Jul 12

Session 7: Adaptation and Growth Management Text (pp. 260 – 321) Chapter 10: Designing Adaptive Organizations Chapter 11: Managing Change and Innovation

Final Copy of Paper 1 due

Jul 13 - Jul 19

Session 8: Human Resources Management Text: (pp. 322 – 385) Chapter 12: Managing Human Resources Chapter 13: Managing Diversity

Select your theme for Paper 2

Part 5: Leading Jul 20 - Jul 26

Session 9: Individual Behavior Management Text: (pp. 386 – 419) Chapter 14: Understanding Individual Behavior

Draft of Paper 2 due

Jul 27 - Aug 2

Session 10: Leadership and Motivation Management Text: (pp. 429 – 479) Chapter 15: Leadership Chapter 16: Motivating Employees

Discussion Board 3: Answer Chapter 16 - question (9) on page 476.

Aug 3 - Aug 9

Session 11: Communication and Teamwork Management Text: (pp. 480 – 539) Chapter 17: Managing Communication Chapter 18: Leading Teams

Part 6: Controlling Aug 10 - Aug 17

Session 12: Performance Management Text (pp. 540 – 569) Chapter 19: Managing Quality and Performance

Final Copy of Paper 2 due

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Graded Elements: Value Discussion board participation: Participation in the classes will be evaluated for the degree to which the student raised significant issues, analyzed the cases, problems or concepts discussed, and generally contributed to the academic discussions in the class. There are three scheduled postings for the semester. The initial post is intended for you to develop your position on the topic presented. The initial post is due by Wednesday of the week in which it is assigned. Each student should respond to at least two of his or her colleagues between Thursday and Sunday of that week. The response should be collegial in tone, but ask probative questions of the posting student’s point of view, or add additional outside material in support of or in critique of that position. Each discussion board session is worth 10% of the total grade for the semester. A grading rubric for Discussion Board participation is shown below.

30%

Reflective Papers: Two papers will be written during the semester with the following sequence: (1) The student will prepare and submit a first draft of a paper on one of the topics listed below. (2) The draft will be returned with suggestions for edits, corrections, or other suggestions for improvement. The paper will be graded on the basis of the quality of its writing, the depth of its research, and the critical analysis of the research findings. The paper will be structured to include an introduction, a review of no less than five but no more than ten publications on the topic, a synthesis of the literature reviewed, and conclude with the student’s own thoughts about the topic.

Two papers, each with the

following:

First Draft: 10%

Final Copy:

25%

Reflective Paper Topics: Paper topics: Select one of the sub-topics for each of the reflective papers. The categories relate to the six

themes of the course: Paper 1 themes:

1. Innovation 2. Corporate culture 3. Differences and similarities across cultures 4. Corporate social responsibility

Paper 2 themes:

1. Strategic human resources 2. Followership 3. Formal and informal communications 4. Managing effective teams

Note: If you would like to propose a topic, please feel free to do so. Email your suggested topic to me a rklonosk@mbc.edu.

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Grading: Discussion Board Participation All discussion board participation must be made in the week in which the posting is due. Retroactive postings will not be graded. Students are expected to discuss issues respectfully and to honor differing points of view.

Discussion Board Participation – Grading Rubric Grade Expectations

Grade: A

Exceptional for collegiate-level

work

Remarks are well written and argued effectively, above the level normally expected of college students. The student will research and introduce a scholarly article on the assigned topic or relevant to the assigned case and interpret the question or case with respect to the theory discussed in the article. The student visits the discussion board 3 – 4 times per week, reads the discussion posts and responds to the postings of his or her fellow students. The student engages collaboratively with others, interacting intelligently and thoughtfully, supplementing existing posts with additional new and relevant material (properly cited). The student may challenge existing posts and ask probing questions. Personal experiences, if used, are concise and on topic and are used only to make a significant contribution to the course and the material covered in the session.

Grade: B

Above average for collegiate-level

work

Remarks are at or above the collegiate level in writing and argument. The student will research and introduce a scholarly article on the assigned topic or relevant to the assigned case and interpret the question or case with respect to the theory discussed in the article. The student visits the discussion board 2 – 3 times per week, reads the discussion posts and responds to the postings of his or her fellow students. Most interactions are collaborative and advance the conversation; they are thought provoking and motivate responses from others. Responses to existing posts are well-articulated and demonstrate an understanding of course concepts. Personal experiences, if used, are generally relevant and make a contribution to the class understanding of the course material.

Grade: C

Average participation for collegiate-level

work

Remarks, in general, are at the collegiate level in writing and argument. The student visits the discussion board at least once per week and contributes to the dialogue. Interactions with others, however, are generally one-way and do not lead to probing thought; they seldom advance a conversation. Personal experiences, if used, are only marginally relevant and make little contribution to the class understanding of the course material.

Grade: D

Below-average participation

Remarks are poorly written and/or argued. The student visits the discussion board 0 – 1 times per week, or inconsistently throughout the semester. Contributions are rarely interactive or engaging and do not advance the conversation. Personal experiences, if used, are not generally relevant to the course material and do not contribute to the discussion of the course material.

Grades: F

Unacceptable level and quality of participation

Little or no participation; remarks, when written, do not advance the conversation. The student visits the discussion board less than once every other week and makes little or no meaningful contribution to the dialogue. Personal experiences, if used, are irrelevant to the course material and make no meaningful contribution to the class dialogue.

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Reflective Paper Grading Rubric

Topic Standards

A Exceptional for

collegiate-level work

The thesis is well developed and clearly focused. Supporting evidence is thorough and relevant, and the narrative and description are kept to the minimum needed for analysis. Conflicting evidence is consistently acknowledged and distinguished or explained. Counter-arguments are consistently anticipated and refuted. The conclusion emerges logically from the main arguments. In-line citations and the bibliography are used well and formatted correctly.

B Above average for

collegiate-level work

The thesis is well developed, but may not be as clearly focused as in an “A” paper. Supporting evidence is substantial, but there may be minor gaps in substantiating a central argument. The narrative or description is longer than needed. Conflicting evidence is usually acknowledged and distinguished or explained, and counter-arguments are usually anticipated and refuted. The conclusion is a logical extension of the essay, but may be somewhat attenuated. In-line citations and the bibliography are used well and formatted correctly. The paper is well organized and clearly written.

C Average (expected)

writing for collegiate-level work

The argument is adequate, but may need further explanation or definition. Supporting evidence is adequate, but sketchy, or its relevance is not always made clear. There is too much narrative or description. The student presents little or no conflicting evidence or counter-arguments, and if they are presented, they are not handled successfully. The conclusion is perfunctory. Footnotes are not used when needed, or are used improperly; the bibliography may sometimes be in an incorrect format.

D Below-average research

and writing for collegiate-level work

The argument is not well constructed and supporting evidence is often missing. The narrative or description does not lend itself to analysis by the evidence presented. There is no conflicting evidence presented or considered. The conclusion does not flow from the argument. The paper is not well organized. References do not generally conform to the APA style guide.

F Unacceptable quality

for collegiate-level work

The research question is not clearly articulated. The evidence presented does not directly address the research question. The argument is not based on the research and the conclusion cannot be derived from it. The writing style is poor and there are grammatical and/or punctuation errors. References do not conform to the APA style guide.

Rubric adapted from the work of Prof. Luther Spoehr Notes: a) Papers or discussion board posts submitted after the due date will be penalized 10% of the available

grade for the assignment for each day (or fraction of a day) they are late. Discussion board postings or papers that are submitted late will be graded, but notes, comments and feedback will only be provided for work submitted by the due date.

b) Students are expected to discuss issues respectfully and to honor differing points of view. c) Plagiarism: Any student who plagiarizes another person’s work will automatically receive a “0” for the assignment, and may be subject to further discipline pursuant to the Mary Baldwin honor code, as indicated below. Grades: Scoring will be on the following basis: A: 93.0-100 A-: 90.0-92.9 B+: 87.0-89.9 B: 83.0-86.9 B-: 80.0-82.9 C+: 77.0-79.9 C: 73.0-76.9 C-: 70.0-72.9 D+: 67.0-69.9 D: 60.0-66.9 F: Below 60.0 ET Policy: If a student is unable to complete all of the coursework during the current semester, he or she may request extra time (an ET) in order to complete the course. A request for an ET will only be approved provided more than 50% of the work for the course was competed at the time the ET request is made.