MGMT 3610 Syllabus
MGMT 3610 - Principles of Management
3 Credit Hours
This is an introductory course in management. It provides an overview of the management function and its role in organizations and society.
Upon successful completion of this course, students will:
- Describe how the role of the traditional manager is changing.
- Differentiate between different leadership theories: trait, behavioral, contingency, and "the new leadership."
- Understand powerbases from which leaders operate, and ways in which subordinates can upwardly influence their leaders.
- Apply leadership strengths to effective goal setting (planning).
- Apply leadership strengths to contribute to team success (organizing).
- Identify leadership strengths and build self-awareness (leading).
- Identify ways people with different strengths are motivated (leading).
- Describe the organizational structures managers can design, and explain why they may choose one structure over another.
- Explain why there is a need to both centralize and decentralize authority.
- Explain why managers must coordinate and integrate jobs, functions, and divisions as an organization grows.
- Explain what motivation is, and why managers need to be concerned about it.
- Describe from the perspectives of expectancy and equity theories what managers should do to have a highly motivated workforce.
- Explain how goals and needs motivate people, and what kinds of goals are especially likely to result in high performance.
- Explain why groups and teams are key contributors to organizational effectiveness. Identify the different types of groups and teams that help managers and organizations achieve their goals. Explain how different elements of group dynamics influence the functioning and effectiveness of groups and teams.
- Explain why it is important for groups and teams to have a balance of conformity and deviance, along with a moderate level of cohesiveness. Describe how managers can motivate group members to achieve organizational goals and reduce social loafing.
- Explain the role of planning in predicting the future and in mobilizing organizational resources to meet future contingencies.
- Identify the main output controls, and discuss their advantages and disadvantages as means of coordinating and motivating employees.
- Discuss ways that companies control quality. Explain how ethics can help managers determine the right or proper way to behave when dealing with various organizational stakeholders.
- Describe the concept of social responsibility, and detail the ways in which organizations can promote both ethical and socially responsible behavior by their employees; apply relevant ethical concepts to making business decisions.
- Explain how cognitive biases can affect decision making and lead managers to make poor decisions.
- Identify the advantages and disadvantages of group decision making, and describe techniques that can improve it.
- Describe the six steps that managers should take to make the best decision.
- Define diversity and explain why the effective management of diverse employees is both an ethical issue, and a means for organizations to improve their performance.
- Outline the steps in SWOT analysis. Differentiate between corporate, business, and functional level strategies.
- Describe the vital role that strategy implementation plays in determining managers' ability to achieve an organization's mission and goals.
- Describe the way in which political and legal, economic, and socio-cultural forces in the general environment can affect managers and the way in which global organizations operate; develop a general knowledge of management theories and practices in a global environment.
- Explain why the global environment is becoming more open and competitive, and why barriers to the global transfer of goods and services are diminishing.
- Apply leadership strengths to the three types of control in a team process (controlling).
- Intro Module: Management History
- Module 1 Leadership, Managing in the 21st Century
- Module 2 Conflict/Teams & Groups
- Module 3 Motivation
- Module 4 Disempowerment/Bullying
- Module 5 Planning/Control/Quality
- Modules 6 & 7 Ethical Decision Making
- Modules 8 Strategy & Globalization
- Module 9 Diversity
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
This course includes ten module auto-graded quizzes. Access to the next sequentially ordered model will become available after you've completed the quiz for the previous module. Students are provided multiple attempts on each quiz.
|Strengths Finders Top Five Strengths||5|
|Bullying PowerPoint presentation||25|
|First three journal postings||30|
|Planning/Control/Quality paper + SMART goals||21 (15+6)|
|Ethical Decision Making Homework: #1-7||15|
|Ethical Decision Making Team Homework: #6||5|
|Diversity and HRM Paper||15|
|Management History Quiz||5|
|Managing Teams Quiz||10|
|Organizational Design and Structure Quiz||10|
|Planning and Controlling Quiz||10|
|Social Responsibility Quiz||10|
|Managers as Decision Makers Quiz||10|
|Globalization & Strategic Management Quiz||15|
|Human Resources Management Quiz||10|
|Point Range||%||Assigned Grade|
|under 183 Points||<60||F|
Your grade is based on a total of 308 points, and all of your grades are calculated on a "point" basis. These include:
Discussions (32 points, 10% of grade)
There are two graded discussion boards requiring interactive discussion worth 16 points each; topics include Leadership and Motivation. In all class discussions (and paper assignments) it is important for students to demonstrate that they have read and understood the course material. You should include a variety of research to lend credence to your arguments, and to support the points you are making.
You are expected to incorporate references to Module resources such as blog postings, Electronic Course Notes, videos, lectures, and your text within discussion post main and peer responses (and within homework assignments). Your remissions are considered "mini-exams," in that they give you practice at applying the material to an actual work situation or problem. Discussion post, Assignment, Paper rubrics and examples of successful remissions are located within the Course Content>Rubrics & Journal
Sample tab. In addition, each discussion and homework assignment within each module will contain a "hotlink" to the respective rubric. Assignments and due dates for each unit are located in the document entitled "Due- Date-Timeline" in the Getting Started module, and within your Course Calendar.
Homework and papers (86 points, 28% of grade)
There are eight homework assignments which you will post to the Dropbox. The purpose of these assignments is to stimulate critical thinking, strengthen your writing skills, and reinforce course concepts through application and mastery.
Group Assignments (30 points, 10% of grade)
You will have group activities during the Organizational/Bullying and Ethical Decision Making content segments of this course. I incorporated group projects because virtual teams are gaining importance within business, and the associated skills are good for you to have in your employment toolkit. For example, see the article "Which skills translate to the job market?"
n your work teams you will experience "social loafers;" (those who want to get by on the efforts of others), "eager beavers," controlling types, etc. Through these exercises hopefully you will learn to deal with a variety of group situations. I am happy to work with any of the groups either through conference call or e-mail to iron out any issues you may have.
Note the following:
- During the second week of class I'll formulate your teams and restricted discussion areas for each group (in which only your group members can view activity). These forums will provide a place for you to share materials, discuss projects, and post documents.
- Attempt to proactively communicate with individuals in your group through D2L e-mail, your group discussion board, by telephone conference call, and/or electronic forum.
- To communicate with your group through D2L e-mail select "Classlist;" check the radio boxes next to your group members' names, then click the "e-mail" icon. The frequency and quality of group interaction will in large part determine the end result of your product. With regard to teamwork, it's important to remind group members of the importance of timely remission and of group cooperation. I would also follow the conflict resolution plan that your group formulates within its Team Agreement.
- Your group discussion board will be located underneath the "Group Projects" forum. Once it's formulated, simply click on the group where your name is listed and post an introductory message. If you have any questions, please let me know and I'll be glad to help. When the adding and dropping has waned, I'll send a listing of the members by group to the class.
- It is not up to individual group members to exclude other members from an assignment, or, to remove their name from submissions. You may document a group member's performance in the end of semester peer assessment, but you may not oust him/her from your group. It is unacceptable to ignore a group member when he/she is actively trying to participate in group activities; see the article. Five ways to become a better team player. You will have the opportunity to evaluate your members' group performance over the course of the semester using the Peer Assessment Sheet (attached to your dropbox).
- Team Agreement: your Team Agreement is due in the Dropbox. This is an introductory exercise which you will submit as a group, and is designed to "get your feet wet" in terms of team dynamics. Please let me know if your team needs any help in completing this initial document; and, be sure to check in with your group in the restricted discussion board. A copy of the Team Agreement and Bullying Project Work Plan will be posted in each team's restricted discussion board. Your group assignments this semester are the following:
- Empowerment/Bullying PowerPoint
- Ethical Decision Making Exercise (Homework item #6)
- Team Communications
- Google Drive site has a built-in video conferencing application for face to face communication and brain storming sessions. Within the video conference documents can be edited by all team members in real time.
- Google Voice: offers the ability to conference call for free.
- GroupMe App allows for simultaneous chat on smartphones.
- Sway.com: allows multiple resources to be aggregated through one app
Module Assessments (100 points, 32% of grade)
Objective questions review the concepts, methods, and tools used in Leading, Planning, Organizing, and Controlling. The module assessments include auto-graded multiple choice questions. With the exception of two modules (e.g., Intro/History and Globalization/Strategy) these assessments are worth ten points each.
Organizational Journal (60 points, 20% of grade)
In the Leadership content segment you'll begin a "journal" recording your work experiences as they intersect course topics. Each entry (approximately one single spaced page) will describe how an actual situation at your work (or a work situation in general) could be improved using the concepts provided within the respective course unit. You’ll make one entry for each of six course topics of your choosing in a single spaced Word file (saved on your computer). Three posts will be remitted mid-semester for a grade and interim feedback; the last three will be remitted by due date specified by instructor. Remember to use APA style, and to format your references accordingly. In your journal you should include a cover page, an executive summary, six postings, and a reference page. An example is provided within the Course Content>Rubric & Journal Sample tab, and is also hotlinked within your content segment checklist.
Students are considered interactive when responding to the discussion boards each week and submitting course work by the deadline. Interaction is also comprised of communicating with the instructor as a learning resource and checking the course News web page frequently for announcements and updates.
There is a "Makeup dropbox" where you can submit (two per customer) either missed assignments or an assignment "redo." Note that one of the “redos” may be a group project, but none may be a discussion or a quiz.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.