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Class Motto: “To strive, to seek, to find, and not to yield” - Tennyson Instructor: Office: Office Hours: Office Phone: SMS: E-mail: Christopher Crawford, BBA, MBA, PhD(2012) COB 398 Any time, by appointment (502) 852-5053 (513) 295-8717 Christopher.Crawford@Louisville.edu Required Text: Fundamentals of Management, 7e Robbins, Decenzo, & Coulter Prentice Hall © 2011
Instructor will distribute additional materials throughout the term.
Course Description This course is designed to provide you with the basic level of knowledge and skills in management and interpersonal skills necessary for more advanced business study and for employment success. The focus of this course is on the effective management of organizational systems. Management requires the skillful application of both art and science. The primary objective of this course is to teach you facts from 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 understanding yourself. Throughout the course, the ethical implications and global contexts of management will be emphasized. The central question of this course is: “What is an organization and what must be done for organizations to function effectively?” The fundamental and powerful concepts organizing the material are: Management, Planning, Organizing, Leading, and Controlling. Finally, this course addresses these concepts through a multidisciplinary perspective. The guiding disciplines of this course are psychology, economics, and sociology. By combining these approaches, this course provides students with different lenses 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 a means 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 skills development;
6. Help you recognize the external and internal forces that drive the issues facing managers, appreciate their complexity, and grapple with how to deal with such issues effectively.
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 in the 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 the ethical context of business decisions; strong communication skills; career management; critical thinking; functional expertise; technology skills; and experiential learning. Each of these will be integrated 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 personal and/or business life. I approach every class period as one where I have the opportunity to change the world. While that may seem a bit grandiose, know that high expectations lead to high performance; I expect 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 the Harvest – you reap what you sow. We will attempt to integrate this law throughout the course by continually building on a solid foundation of ethics and relentless self-improvement. This integration cannot be achieved, though, without your desire and dedication throughout the entire semester. To be successful in this class, it takes a long-term, sustained effort. This is mirrored in the relatively even weighting of all the deliverables, which are assessed at both a team and individual level. Accordingly, I will assign teams the first week of the semester, and will provide you with the operational and technological tools to optimize your performance. I believe that, because you are here at the University of Louisville in the College of Business, you are already 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 method known 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 clarify the most important course concepts, to consult on team projects or experiential exercises, or to conduct any other activity that adds value to the material (instead of simply regurgitating it). I operate as a consultant; my job is to add value to your experience. For some, this style of teaching is difficult to grasp 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 more effective 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 comprehend and integrate the material. To achieve an active learning environment, both you and I must work toward this goal. Every student is expected to talk about the readings.
Please be prepared every class session to consider questions such as the following: How can the topics be applied to your daily work or personal life? What did you agree or disagree with? What key concepts, theories, or ideas are most relevant? If you read something, I expect you to know it. If you don’t understand it, I expect you to ask me about it. We will cover the majority of the text book; you are responsible for the readings. Learning is, by nature, an unobservable phenomenon. We can infer that learning has occurred only through observing behavior. So your active contributions to class will be the primary way for you to demonstrate learning. While “effort” is an important precursor to learning, it is both insufficient and impossible for me to evaluate. True learning is manifested only through behavior. Therefore, the grading in this class will attempt to reflect how well you have communicated what you have learned – not your effort or what you think you “know”. To facilitate your contribution, I will often randomly ask one student to answer a series of questions about the material. It goes without saying that to answer these questions, you must be prepared for every class. Your behavior in class will contribute the majority of your Involvement grade. Positive Factors/Effective Participation: 1. A complete analysis of one or more important case issues or problems. 2. A well-reasoned conclusion following logically from a complete analysis. 3. A reasonable recommendation for action while recognizing the consequences of that action. 4. Constructive criticism of another student's comments. 5. The integration of concepts and theories from other courses and/or from other cases. Negative Factors/Ineffective Participation: 1. Repetition of case facts without analysis or conclusion. 2. Irrelevant comments. 3. Lack of participation. 4. Disruptive class behavior. You may not “get” everything we do in this class straight away. You may not initially understand the relevance of some teaching methods or team assignments or class discussions – don’t worry. In time, all answers will be revealed. Keep coming to class. Keep asking questions. Keep participating. Though the university gives me parameters around which I structure this course, the specific direction we take is up to all of us. If you find anything about the course boring or irrelevant or would like a specific topic covered, I expect you to bring it to my attention so that we can talk about it and try to improve it. Ample time will be given throughout the semester for you to give honest and open feedback, both privately and publicly on all subject matter and materials covered.
Course and Classroom Policy Change is a given. Class sizes are sometimes different than originally planned and students' backgrounds and personal characteristics often vary from class to class. Therefore, the class requirements, allocation of points, class schedule, or other aspects of the syllabus are subject to change as dictated by the needs of the specific class. In that same vein, I will hand out our course schedule in an outline format on a separate sheet of cardstock to withstand multiple markings throughout the semester. Any changes to the syllabus or the schedule will be announced in class and on Blackboard. You’ll always know about all changes. Though a textbook is required in this course, we will still utilize the most current and relevant information available; I will hand out or post new material each week. If for no other reason than collecting the readings, you should plan on attending every class. In accordance with the Undergraduate Academic Standards and Responsibility, students are “expected to attend every class for which you are registered.” Also, “there are no University-recognized excused absences except for religious observances that require absence from a class session and other required class activities.” I believe that we as human beings have the freedom to choose everything we do. Job interviews, illness, studying for another class, extra-curricular activities, family crises, etc., are not considered excused absences – you are choosing not to attend class. Not coming to class diminishes the amount of material you will master. I understand that things occur in our lives that are more important than school, but that does not mean that your learning and your grades will not be negatively influenced by your absence. Deliverables are the measurable things that you do throughout the course; these must be presented on the day they are assigned. If you will be absent, it is acceptable to e-mail an attachment to me before class so that you can receive credit. Late, incomplete, or missed assignments will be graded as a zero; there are no make-ups. Exams and Quizzes and Projects and, well, all Deliverables Life is a cumulative exam, and so will all of your tests. Examinations will primarily be multiple choice, with a few short essay questions. There will be five or six or maybe ten unannounced quizzes throughout the semester. The quizzes will be relatively easy, provided that you adequately prepared for class. Some will be taken individually and some will be taken as a team, members of which you will work throughout the semester. To facilitate your ability to produce deliverables at the highest level, I will provide initial guidance with proven frameworks and/or examples from my own company or from industry experts, as well as a rich set of supplementary materials, should you decide to deepen your understanding. The interactions with team members and the supplementary materials offer the opportunity to improve your performance in this course (and other courses) at a pace and scale beyond traditional, linear increments. Your final grade will be based on Deliverables that are weighted as follows: Quizzes (OSO) Three Exams (20% each) 20% 60% Writing Assignments Involvement 10% 10%
98 - 100% 93 - 97.99% 90 - 91.99% 88 - 89.99% 83 - 87.99% 80 - 82.99% Dishonesty I am a big proponent of leveraging resources. Relationships with businesses, professional contacts, internet knowledge bases, and other students are great ways to enhance the quality of your work. However, information from one of these sources passed off as your own is plagiarism, and that will not be tolerated. Though I inherently trust you, but I subscribe to the proverb, “Trust, but verify”. I enforce university regulations, and any flagrant case of misconduct will be prosecuted ruthlessly. So, do the right thing. Don’t cheat. Don’t plagiarize. Ask me if you have any questions. The Fine Print Every student is expected to be thoroughly familiar with the University’s Code of Student Rights and Responsibilities and Student Conduct, which can be found in the General Information section of the Undergraduate Catalogue. The College of Business will not tolerate academic dishonesty. The College of Business has a stringent policy of academic discipline for students who commit academic dishonesty or conduct themselves inappropriately in the classroom. Along with preparing for and attending class, each student has the responsibility of promoting high academic standards. High academic standards will not allow the School of Business to tolerate cheating, plagiarism, or behavior that disrupts the conducting of class. Proven cases of cheating or plagiarism will normally result in the student being denied admission to or dismissal from the School of Business. Inappropriate classroom behavior may result in the student being withdrawn from the class. All students are encouraged to become familiar with COB’s Student Rights and Responsibilities including Academic Honesty. This information may be found at http://www.louisville.edu/edu/handbook/studentcode.html The registrar permits withdrawal without penalty until October 13, 2011. The Standards and Admissions Committee adheres strictly to this date except in cases of extreme emergency. The case of conflicts with observed religious holidays on class assignment due dates, tests, or other requirements, you must notify the instructor a minimum of two weeks in advance so that alternate plans or arrangements may be made. Such advance arrangements will ensure that you are afforded equal opportunity and treatment with your fellow students. In addition, the University of Louisville is committed to providing access to programs and services for qualified students with disabilities. If you are a student with a disability and require accommodation to participate and complete requirements for this course, notify me immediately, and contact the Disability Resource Center (Robbins Hall, 8526938) for verification of eligibility and determination of specific accommodations. Finally, should there be a crisis during our time in class, please notify 911 by calling from the phone in the classroom, if at all A+ A AB+ B B78 - 79.99% 73 - 77.99% 70 - 72.99% 68 - 69.99% 63 - 67.99% 60 - 62.99% C+ C CD+ D D-
possible, and not from your cell. Unlike your cell, the phone in the room can be traced by emergency personnel and can expedite response times.
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