Expected behaviors My expectations in this area are simple and straightforward. I see our class as a community of learners.

I too am a learner in our community. In most communities we learn the norms of behavior (e.g., expectations) over a period of time. We only have a short 14 weeks together and my set of expectations is intended to get us off on the right foot. We will grow through this together. Lets start off by recognizing that we have a common objective of learning. In that regard, we should work together as a TEAM throughout the semester. What and how we learn will be different for all of us. It is important to recognize that we will learn more with some simple guidelines. In no particular order I expect: Courtesy This means actively listening, not interrupting when someone else is speaking (e.g., taking turns), no side bar discussions (e.g., only one conversation at a time), sharing, and using opportunities to teach and not show off your knowledge. Respect This means exploration not attack, cooperation not competition, assertiveness not aggression, differences of opinion not disputes, and acceptance not tolerance. It means coming to class on time and prepared to engage your fellow learners in a meaningful dialogue and exchange of ideas about the material assigned for that days class session. Willingness to take risks and to fail (individually and as a group) We all fail at times, some by trying and others by not starting. I will make mistakes in class and so will you. Thats O.K. The important thing to consider is not the mistake, but what we learn from the mistake and how we change our perspectives or behaviors afterwards. (We will revisit this concept at several points during the semester.) The best hitters in baseball have about a 0.350 batting average. Just think, they earn millions for failing about 650 times for every 1000 times they go to bat! Appreciation of diversity We all have different backgrounds (e.g., where we live, experiences, education), personalities, learning styles, frames of inquiry, and ways of seeing the same information. We need to use these differences as strengths for learning about ourselves, our skills, the way we interact with others and the course content. I expect that we will have differences of opinion. It is acceptable to disagree as long as we are not disagreeable. On more than one occasion, you may agree to disagree. I expect all of us to accept (This is considerably beyond tolerance.) these differences. I also expect all of us to examine these differences as a way of challenging our own personal viewpoints and behaviors. Invest in your own learning You are responsible for your own learning. (Refer to the Teaching Method and Philosophy section of my web page.) Be an active participant in your coursework. You do this by: Pre-class preparation (Read the assignments, analyze their meaning to you, and extend the analysis with conclusions, generalizations, and predictions.) Speaking in class and in your Team meetings

One of the best ways that you can teach me is if you tell me how you interpret a concept or its application. Then I can evaluate your input and add to my understanding. This is an integral part of the learning process. (Read my class participation expectations for a more detailed explanation of what I expect from you when you speak in class.) Listening We can reasonably expect only one of us to speak while the others listen. Experience has taught me that active listening is the most important skill that any person can acquire. It takes constant practice to keep this skill sharp. Active listening involves more than the typical auditory signals (e.g., words, phrases, vocal inflections). It involves visual cues, listening for the unstated message, trying to understand the emotional undertones and so much more. (As a starting point, I suggest Deborah Tannens book You Just Dont Understand.) The more experience I gain, the more I realize that active listening is one of the most important skills that we can attain. It requires constant practice to keep this skill sharp. The other point to consider, but not use as an excuse for not speaking in class, is that we have two ears and one mouth for a reason. Use one set at least twice a often as the other. These behaviors are among the highly desirable traits sought by business professionals hiring new college graduates. (Refer to my web page for a list of these traits.) Like any skill, an early start and constant practice enables you to perform at a higher level. I will use the process portion of your class participation performance measure to gauge your behaviors. Your peers will also provide some feedback as part of your Team participation grade. Class preparation My web page provides you with several tips (e.g., Case analysis tips, a sample chapter outline) to help you prepare the assigned material. I have acquired these tips from a number of diverse sources and provide them for your use. Through the course of the semester I expect each student to read the assigned chapter or note and to prepare the case prior to coming to class. I will begin each class by answering questions about the chapter material. For example, I may ask if anyone has a particular concept that they would like to review. After answering these questions, we will move onto the assigned case for the day. I expect each student to know the facts of the case and to be able to explain (from your perspective) how the chapter material applies to the case. As the semester progresses, the questions we pose will require you to integrate material from earlier chapters and to extend your analysis with conclusions, recommendations and predictions. Teams This course requires each student to be a member of a team. In the classroom and business community, success rests on the contribution each member makes to the group. The Team concept will enable you to examine your interpersonal skills, team building, leadership style and their contribution to your Team's culture. Your peers will evaluate you on these attributes as well as your analytical contributions. Students may select their team members. The team composition cannot exceed six (6) class members or be less than four (4) members. Each Team will submit a written contract per the schedule. This contract can address topics such as participation, composition, responsibilities and decision-making processes. The contract MUST address specific provisions (e.g., mission, objectives, notification process, voting requirements, grounds for removal) for removing a

member of the Team and for a Team member voluntarily leaving one Team and joining another Team. The web page provides several examples of Team contracts. You may choose to use these examples in full or adopt only the portions that match your Teams needs and desires. Skills Communication This course emphasizes three of the four communication skills: writing, listening, speaking, and reading. All of the performance measures include one or more of the communication skills. Class participation, exercise discussions and the case discussions are opportunities to develop, practice, and reinforce your speaking and listening skills. The Module assessments and written Business Plan reinforce your writing skills. Writing for business requires the same attention to organization, clear thinking, sentence structure and attention to spelling and grammar. Writing for business is different in its structure and format. For example, business writing usually includes a short summary of conclusions and recommendations at the beginning of the report or includes detailed analyses as attachments. (The Writing Center is a resource that you should use as early as possible in preparing your writing assignments. I will include the elements of good writing (e.g., spelling, grammar) as a part of your written performance measurement. Critical-thinking and decision-making The case discussion approach will require you to go beyond the basic ability to read, remember and recite course content material. The questions we ask and attempt to answer will lead us into the levels of thinking Bloom suggests. (Refer to the web page Teaching Method and Philosophy section.) Your ability to think critically will add depth and breadth to your decisionmaking processes. Time permitting, we may also discuss a separate note on types of decisionmaking. Computer skills Computer literacy is quickly becoming a basic expectation for college graduates. Although many of you are highly computer literate, only two years ago one-half of our graduating Business Seniors had even rudimentary knowledge of basic software applications and experience on the Internet. Over the next few years you can expect greater emphasis on computer skills as basic tools. Using these tools will free you from mundane calculations and information searches so you can spend your valuable and scarce time on analysis, critical thinking and decision-making. To ensure that all of you have basic computer skills, I am requiring you to submit all of your assignments by email, use the Internet, visit the computer lab to use the Accounting and Finance CD-ROMs , and use Power Point to make the Business Plan presentation. Timely and professional submittals Businesses operate with fixed deadlines. To prepare you for your eventual transition to a business career, I will also run this course with fixed deadlines. Because you will submit your assignments as email attachments and you know (at the beginning of the semester) what each submittal requires, I will not accept any submittals after noon on the day that the assignment is due. The second expectation is that you will follow the written report guidelines listed on the web page. Exit competencies

You have invested considerable resources (e.g., time, energy, emotions, money) in this course. If learning was the primary objective, what do you know now that you did not know before you started this course. To one degree or another, you have hopefully learned about yourself, your skills and respective proficiency levels, your ability to work in a team, and about businesses, and their environment.