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NMSU MGT 503 - managementsyllabi503
Course Mgt 503-
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MGT503: Organizational Behavior and Management Processes Class Meets: 6:00-9:45 p.m. T Th, BC 102 Summer Session II, 2007 Philip G. Benson, PhD e-mail: [email protected] Phone: 646-5695 Office: BC338 Office Hours: 3:00-4:00 p.m. T Th, and by appointment The best way to contact me is through e-mail. Please, send messages directly to me, not through WebCT, as this will ensure a more timely response to questions or comments. Objective. In this course we will examine the basic nature of human behavior in organizations, and the fundamental issues, theories, and processes required to properly manage and direct such behavior for the attainment of organizational goals and objectives. The course is an entry for graduate level students interested in management and administration, and although the primary focus will be on business organizations, there will be much of the course content that is also relevant for those students interested in managing non-profit organizations, government agencies, NGOs, and other forms of human organizations. To properly understand human behavior in organizational settings, it is necessary to go beyond mere “textbook” knowledge and instead delve into fundamental issues on a more practical level. Thus, this course will include classroom lecture, but will also require students to participate in a variety of in-class activities, especially case discussions. For learning to take place in these contexts, it is critical that students attend the course regularly. In-class activities are inherently just that, in-class, and there is no appropriate way for a student to “make up” such activities when missed. Thus, there will be no make-ups allowed for in-class work. As individuals advance within organizational hierarchies, the mix of task expectations will change. Those in management positions are expected to perform far more interpersonal and “human relations” tasks, and to spend less time on technical details of task accomplishment. This course will focus on the nature of management as a human process. Textbooks Schermerhorn, J. R., Jr., Hunt, J. G., & Osborn, R. N. (2004). Core concepts of organizational behavior. Hoboken, NJ: John Wiley & Sons. Seijts, G. H. (2006). Cases in organizational behavior. Thousand Oaks, CA: Sage Publications. Basis of Student Grading/Evaluation Students will be expected to meet several objectives, and this will require that several components be graded to evaluate student performance. First, there will be a formal exam. This will be given on the last night of class, and will be “open book, open notes” in format. The only restriction on use of material will be that all work be original by the student submitting the exam (see policies on academic honesty below). Obviously, any exam allowing use of outside material will inherently require students to think about issues raised, and will require application of knowledge to unique situations rather than to simply give back “facts” memorized in class. Creativity, depth of understanding, and perceptiveness will be the primary standards used in evaluating responses to questions, and the questions will be very broad in nature, with ambiguous problems to be addressed. (Welcome to the real world.) In-class participation will be evaluated generally. This requires that students prepare for class by doing all assigned readings, and take an active role in their own education. As your instructor, I will not maintain a “log” where I count your comments in class, or any other such objective measure of participation. Rather, your evaluation will inherently be subjective in nature, and will reflect my perception that you are a meaningful participant in the class.Specific grades will be given for case discussions which will take place in class as indicated in the course schedule below. Each case will require a specific written assignment be done before class, which must be turned in, typed, in class when the discussion takes place. Grades on individual cases will be a combination of the written material submitted, and the participation in the discussion of the case in class. Please see the attached guidelines on cases for a clear idea of the basis of my expectations for case preparation and participation. In addition to discussion of cases in class, other activities will be used at times. These may or may not be announced, and can involve a variety of activities. In particular, I believe that films can show meaningful insights into social and behavioral processes, and at times there will be film clips shown in class, with required analysis and discussion by students. As with case discussions, there is no meaningful way to “make up” an activity like this once it is missed, so attendance is mandatory. The formal grading scale in this course is as follows: Final Exam: This is weighted 200 points. The exam will be completed in class, will cover a wide variety of topics from the semester, and will require the student to think in applying course knowledge to creating cogent answers. This is an open book exam, and students can use their texts, in-class wireless access to the internet, or other resources in framing their answers. However, under no circumstances will students be allowed to confer with other students or other persons during the exam. This means cell phones will not be present, and means that anyone using a computer will be absolutely forbidden from accessing communication programs, especially e-mail or “chat” facilities, during the exam. Violation of this rule is an automatic grade of “F” (failure) in the class, with no discussion or exceptions. Cases: There will be nine cases discussed in class (one per class meeting), and students can drop any one grade on these cases. This also allows students to miss one class meeting, and drop the resulting zero from that case discussion. The eight remaining cases are weighted at 20 points each, for a total of 160 points. Note that for each case, there are questions in the text. The case book is organized into four sections, and each starts with a discussion of information critical to the cases (please read this as part of your preparation), and a series of questions for each case along with a very brief summary of each case. Your written assignment for each class meeting is to prepare answers to the questions given for each case. For example, the first case, on


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