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MGT 301 - Fall 2011 - Crawford Syllabus(1)

MGT 301 - Fall 2011 - Crawford Syllabus(1)

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Management and Organizational BehaviorMGMT 301 - FALL 2011
Class Motto: “
To strive, to seek, to find, and not to yield” -
Tennyson
Instructor
:Christopher Crawford, BBA, MBA, PhD
(2012)
Required Text
:
Office:
COB 398Fundamentals of Management, 7e
Office Hours:
Any time, by appointment Robbins, Decenzo, & Coulter 
Office Phone:
(502) 852-5053 Prentice Hall © 2011
SMS
: (513) 295-8717
 Instructor will distribute additional 
E-mail
materials throughout the term.
 
Course Description
This course is designed to provide you with the basic level of knowledge and skills in management andinterpersonal skills necessary for more advanced business study and for employment success. The focusof this course is on the effective management of organizational systems. Management requires theskillful application of both art and science. The primary objective of this course is to teach you factsfrom the science of management. Organizational Behavior explores the relationship between human behavior and organizational performance. The more you understand how organizations and people behave, the more successful you will be in leading organizations, managing people, and understandingyourself. Throughout the course, the ethical implications and global contexts of management will beemphasized.The central question of this course is:
What is an organization and what must be done foorganizations to function effectively
?” The fundamental and powerful concepts organizing the materialare: Management, Planning, Organizing, Leading, and Controlling. Finally, this course addresses theseconcepts through a multidisciplinary perspective. The guiding disciplines of this course are psychology,economics, and sociology. By combining these approaches, this course provides students with differentlenses through which to view real world issues and problems.
Course Objectives
This course seeks to:1.Provide you with a foundation of theoretical knowledge about basic management functions;2.Prepare you to make complex decisions under conditions of uncertainty and ethical dilemma;3.Facilitate opportunities for non-linear performance improvement
(keep reading)
;4.Provide you with a conceptual foundation in organizational theory and organizational behavior as ameans of understanding why companies and people do what they do;5.Provide the opportunity for you to assess your managerial abilities and to plan for personal skillsdevelopment;
 
6.Help you recognize the external and internal forces that drive the issues facing managers, appreciatetheir complexity, and grapple with how to deal with such issues effectively.
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These objectives will be pursued through an integration of theory and practice. Thus, each concept presented will be grounded in theory, related to contemporary management practices, and examined inthe context of current domestic and international climates. Accordingly, this course aligns with the programmatic values of the University of Louisville College of Business, which include:
 global and entrepreneurial perspectives; respect for the value of diversity; collaborative learning; sensitivity to theethical context of business decisions; strong communication skills; career management; critical thinking; functional expertise; technology skills; and experiential learning 
. Each of these will beintegrated throughout the course.
Teaching Philosophy and Method
John Mayer is wrong. There is such a thing as the “real world”. I am here to prepare you for it. My primary goal of this course is for you to be able to apply every topic we cover to your daily personaland/or business life. I approach every class period as one where I have the opportunity to change theworld. While that may seem a bit grandiose, know that high expectations lead to high performance; Iexpect a lot out of myself and a lot out of you.I firmly believe that Natural Laws govern all aspects of life, the most important being the Law of theHarvest – 
 you reap what you sow.
We will attempt to integrate this law throughout the course bycontinually building on a solid foundation of ethics and relentless self-improvement. This integrationcannot be achieved, though, without your desire and dedication throughout the entire semester. To besuccessful in this class, it takes a long-term, sustained effort. This is mirrored in the relatively evenweighting of all the deliverables, which are assessed at both a team and individual level. Accordingly, Iwill assign teams the first week of the semester, and will provide you with the operational andtechnological tools to optimize your performance.I believe that, because you are here at the University of Louisville in the College of Business, you arealready a high-achieving individual. Since you are a smart, competent student, I feel that I insult your intelligence if I attempt to explain everything I assign to you. If I tell you to read a chapter in the text,how much value do I add to the following class if I make you sit and listen to me lecture on that chapter,throwing up PowerPoint slides outlining material that you already outlined? The answer: none. Your future boss will never hold your hand like this, so I don’t do that, either. Instead, I teach in a methodknown as an “inverted classroom”, which stresses that students arrive prepared for each class, where all background readings and tasks are completed prior to arrival. Then, the time in class is used to clarifythe most important course concepts, to consult on team projects or experiential exercises, or to conductany other activity that adds value to the material (instead of simply regurgitating it). I operate as aconsultant; my job is to add value to your experience. For some, this style of teaching is difficult tograsp at first. For some, this is the class you’ve been waiting for.I prefer a highly involved, active, and multi-dimensional learning environment because it is moreeffective and more fun – students also prefer it because straight lecturing gets boring very quickly.Different approaches also give students with different learning styles more opportunities to comprehendand integrate the material. To achieve an active learning environment, both you and I must work towardthis goal.
Every student is expected to talk about the readings.
 
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