SMO 310
Introduction to Management
COURSE SYLLABUS1 WINTER TERM 2019, LEC B2/J2
Classroom Business 1-05
Class Time Mondays & Wednesdays, 15:00-16:20 Website https://eclass.srv.ualberta.ca/portal/
Instructor Rongrong Zhang
Email [email protected]
Office Hours By appointment
COURSE OVERVIEW
Welcome to SMO 310, “Introduction to Management,” which is the foundational course for the Department of Strategic Management and Organization.
During the term, we will be covering a wide variety of topics, ranging from “micro” issues such as motivation, interpersonal communications, and leadership, to “macro” issues such as organizational strategy, organizational change and culture, and global management. We will learn a number of course-specific knowledge and life-long skills, such as critical thinking, teamwork, oral and written communication in a business context, and other skills important for your life-long success. The content of this course fits well with what we in the BCom program want you to learn while here, (www.ualberta.ca/business/programs/bachelor-of-commerce/prospective-students/about/learning-go als).
By the end of the course, you should have developed:
1. A better understanding and appreciation of the diverse challenges that managers face at different levels of the management hierarchy;
2. A stronger sense of how to analyze managerial scenarios and how to offer suggestions for improvement;
3. A set of essential managerial skills, tools, theories, and principles that you can put to use in your own career (even if you aren’t planning to become a manager); and
4. A better sense of your own managerial potential and how you can make organizations better workplaces in the future.
1 Date: 2019-01-07. This course outline introduces the content of the course and expectations for evaluating performance.
IN-CLASS EXPECTATIONS
Pedagogical approach:
This course is designed to give you a sense of what it would be like to be enrolled in an organization’s “Management Training Program.” Consistent with this overarching approach, I primarily see my role as a facilitator who helps with your transition from a university student to a professional member of an organization. Thus, I encourage you to come prepared to participate in the class. Most of the classes will be lecture-based, with many opportunities for interactive discussions. At the end of the term, we will also have two sessions focusing on a case, which will be almost solely discussion-based. Besides the textbook, the readings on case will be provided through eClass, which require prior readings.
Class attendance and notes:
Given that the exams will be based only on the material covered in class, I strongly encourage you to attend as many sessions as possible. PowerPoint slides will be posted to eClass after each class.
Electronics, food, and drink:
I respectfully ask that you put your electronics away while in class unless we are conducting an activity that requires their use (or if used solely for taking notes). This policy is in place for two reasons. First, your retention of the course material will be much easier if you are not distracted by your technology while in class (and I am confident that the students around you will be grateful too). Second, it is very difficult to establish a high level of engagement in the classroom if one is competing with technology for audience attention (as you might discover during your own presentation at the end of term).
Although I would like you to put your electronics away while in our SMO 310 classroom, you are more than welcome to bring something to eat or drink if you would like.
REQUIRED TEXTBOOK AND OTHER MATERIALS
Williams, Champion, Hall. (2018) MGMT: Principles of Management. Nelson Education.
3rd Canadian Edition.
The MGMT text (and the MindTap supplement) is available new in one of two formats:
1. Hardcopy MGMT text with a printed access card (6-months) for MindTap supplement ISBN: 9780176823283 list: $99.95
2. Stand-alone access to MindTap supplement (with the eBook version of MGMT) List: $79.95
NOTE:
1. You can access MindTap (the online supplement to the text) for a 2-week free trial at the beginning of the term. This will give you the opportunity to explore MindTap and test it out.
2. To access MindTap, you just need to click the following link:
https://login.nelsonbrain.com/course/MTPNKV3NZTXQ Course key: MTPN-KV3N-ZTXQ
3. A Quick Start Guide for MindTap will also be posted on eClass
4. Hardcopies of the MGMT text will be placed on reserve in the Winspear library.
5. Additional required readings can be accessed on eClass. PowerPoint slides will also be posted on eClass after each class.
GRADING
Overview: Assignments, Weights, and Due Dates
Individual Assignment (75%) Weight Due Date
Participation
Introductory Survey Midterm Exam Content Memo Final Exam
4%
1%
30%
5%
35%
Jan 9-April 10 Jan 14
Feb 11 Mar 18 April 24
Group Assignment (25%) Weight Due Date
Project Plan Oral Presentation Written Report
5%
10%
10%
Feb 6 April 1, 3, 8 April 10
Peer Evaluation Form N/A April 10
INDIVIDUAL ASSIGNMENTS
Participation (4%)
Joining the discussions in class is one of the best ways to learn to apply course frameworks to practical problems and is an important way to help the class grapple with key concepts and ideas. It is highly recommended. To help you become more comfortable contributing to group discussions and activities, 4% of your final grade will be based on your participation.
Given the large class size, I will be assessing participation as follows:
1. I will randomly select some classes to check your participation (this means that I will only check your contribution to the in-class discussions and/or activities about 6-8 times over the term) 2. On the assessment day, you will receive 1 point if you contributed positively to the in-class
discussion and/or activity by doing any of the following in a respectful manner: a) asking or answering a question; b) building on a classmate’s comment; or, c) volunteering for an activity (unfortunately you cannot score a point if you are not in attendance or do not contribute in any of the preceding ways)
3. I will then divide your total number of points earned by the number of assessment days, converting that proportion into a score out of 4 (for example, if you contribute in a positive manner on 6 of the 8 assessment days, your participation score will be 3.0)
Given that I won’t be divulging the assessment dates in advance, I hope that you’ll set a goal of making at least one positive contribution within each of our SMO 310 classes over the semester (i.e., between Jan 9 and Apr 10)
Introductory Survey (1%; 1=complete, 0=incomplete)
This survey is meant to give me an impression of your background and interests. You will be asked for some general information, something that interested you about your past experiences in organizations, and your career plans. The detailed survey will be released during the first class of the term; I will also post the survey link on eClass. And it is due by Jan 14 at 15:00.
Note: It is very important that you meet this deadline, as I will use the information provided in survey to create groups for the team project.
Content Memo (5%)
As you will notice, we are going to have two sessions on a case, the Feihe Dairy Investing in Canada (Mar 18 & 20). The case study method has been found to be particularly useful for training professionals in the art of diagnosing complex, unstructured problems in the real world. And in your other SMO courses (and other business schools), this is a very common study method, too. In this content memo, you will be asked to put yourself in the position of the president of Feihe Dairy to make a decision in writing for a case. In order to complete this assignment, you will be given a case to analyze. It is due by Mar 18 at 15:00 as an email attachment. It should be no more than 900 words. Please use the 12-point font with 1.5 line spacing.
You will be given a case and a supplemental paper on Jan 9 so that you will have enough time to work on this assignment. Although it is not required to read the supplemental reading (you are expected to read the case to do this assignment), it is highly recommended. The case includes some critical information for analysis, but, just as in the real world, not all the information you want.
You must make the best judgments and interpretations that you can with the information provided.
Thus, please do not seek external sources of information about the case. There is no “right” or
“wrong” decision. Overall, you should put yourself in the shoes of the leader in the case; you should not recommend a decision you would not want to implement if you were the manager in the case. You are expected to identify and discuss the core issues and the advantages and
disadvantages of different alternatives. You should be very clear in building a good argument for your decision (i.e., what to do, why).
You will be evaluated based on your accurate use of case facts and most critically your analysis.
You are encouraged to include insights from other course materials. In terms of writing, this memo will be evaluated by a modified version of Switzler’s (1994) SSSAP framework for effective business communication, as followed (a detailed explanation of the grading standards will be specified during the lecture on “Essential Skills A: Formal Business Communication”):
Header and Overview Statement
Degree to which the content, purpose, and tone of the memo are effectively set (or established) at the outset by: a subject line within the header that clearly specifies the overarching topic; and an
overview statement that establishes interest and rapport, previews the memo’s content, and provides a statement of its purpose (i.e., an indication of what you would like the reader to do with the material provided).
1.0 mark
Section 1 Degree to which the content of the first major section is effectively supported, sequenced and accessible; where supported = material is comprehensive, relevant and sound; sequenced = material follows the “spill the beans approach” of first providing the overarching answer to the requested question and then providing the supporting justification; and, accessible = answer is easy to find and supporting examples are specific and vivid.
1.0 mark
Section 2 The degree to which the content of the second major section is
effectively supported, sequenced and accessible (as described above).
1.0 mark Section 3 The degree to which the content of the third major section is
effectively supported, sequenced and accessible (as described above).
1.0 mark
Structure and Style
The degree of attention to the following polishing touches: clear organization using section headers (and sub-headers if applicable);
minimal grammatical errors; page numbering; visually appealing page formatting (bullet-point lists are acceptable); summary
statement (that includes an explicit ‘request for action’); attachment (required).
1.0 mark
Exams (Midterm worth 30%; Final worth 35%)
There will be two closed-book, multiple-choice exams. Please note that the questions for these exams will be based on any material covered in the lectures, including the concepts and
frameworks used in the case discussions (i.e. not the details of the case). The midterm is scheduled for Feb 11, in class. It is worth 30% of your overall grade and will be based on all of the material covered in class for Modules I and II. The final is scheduled for Apr 24 from 14:00 to 16:00. It is worth 35% of your overall grade and will be based on all of the material covered in class for Modules III and IV only (i.e., after the midterm).
GROUP ASSIGNMENTS
Group Formation
Over the past few decades, there has been a dramatic increase in the use of groups within
organizations. As such, learning how to work effectively in teams is an increasingly important skill.
For this reason, one of your major assignments will be a phased group project.
On Jan 21 you will be assigned to your formal group. I will form the groups on the basis of the material that you shared with me in your introductory survey. This process is reflective of that used in the business world, wherein it would be highly unusual for the members of a workgroup to be either randomly selected or completely self-selected (especially early on in your career). Based upon research on group composition and performance, each group will be deliberately comprised of individuals with different backgrounds and experiences. This approach reflects the increased workforce diversity within many of today’s organizations.
If your fellow team members fire you from the team (hopefully not!), you will have an individual project due at the time of the final exam, instead of participating in the team project. This is not encouraged. Please take the time to meet and work together as a team; this should make the process both more productive, and more fun.
An Overview of the Group Project
Your team’s task will be to critique how a manager deals with an organizational scenario and to offer suggestions for improvement. Ideally, I would send you out into the field to shadow and videotape a real manager, but this won’t be feasible in practice. Instead, I would like you to find one publicly accessible video clip and to pretend that it features the manager that your team has been following while enrolled in your organization’s “Management Training Program.”
It is important that your selected video clip features a manager dealing with an organizational scenario relevant to the module assigned to your group: Groups 1–7 (Module II); Groups 8–14 (Module III); Groups 15–21 (Module IV). The video clip can be from a movie (e.g., The
Godfather), television show (e.g., Game of Thrones), or a documentary (e.g., Inside Job).
Based on past experience, four additional criteria must be met in order to receive authorization:
1. Any given clip can only be used by one team. Choices will be approved on a
first-come-first-served basis, so you might want to identify some potential options as soon as possible after meeting your team.
2. Ideally, the clip should be around three minutes in length (highly recommended), and must be less than five minutes so that it can be shown during your presentation.
3. The clip should be in good taste, with little offensive language and no ethnic/racial slurs (e.g., the Terry Tate–Office Linebacker clip does not meet this criterion)
4. Ideally, the clip shouldn’t be one that I have already shown (or plan to show) in class, so please check with me in advance to authorize your choice.
After I have authorized your choice, your task is to analyze the video clip by applying principles from two to three topics covered within the module assigned to your group. Your analysis should reflect your evaluation of how well the manager in your video clip handled the scenario as well as your suggestions for improvement.
More specifically, your analysis should include:
1. Background information on the situation that the manager is facing and a discussion of how that situation relates to a more general issue or challenge that managers often have to deal with in the workplace (e.g., a case of conflict between two employees)
2. An assessment of how well the manager dealt with the situation according to the theoretical principles relevant to your focal two to three topics
3. Recommendations for how the manager could have better handled the situation
Please note that that the group assignment is deliberately designed for you to: 1) better model the somewhat ambiguous nature of most assignments in actual organizational settings; and, 2)
demonstrate your creativity. Thus, it is more “open” compared to the content memo assignment. I hope that your team will view this greater freedom positively.
Your group is responsible for delivering the following four products associated with this project.
Project Plan (5%)
To help demonstrate the value of some of the essential managerial skills and tools covered in Modules I and II, your group will be responsible for preparing a project plan for your video clip analysis. The project plan should be 3 to 4 pages in length, in 12-point font with 1.5 line spacing.
It is due on Feb 6 and is worth 5% of your final grade.
Your project plan should include the following components, which will be evaluated as follows:
Overview A half-page introduction that answers these questions: For whom is your project plan written? What is its purpose? What “managerial footage” (i.e., video clip and scene) will your team be focusing upon for your project? What sort of situation is the manager in the clip facing?
How is this example of a more general issue or challenge that managers often have to deal with in the workplace? What 2-3 topics in your assigned module will you be using to analyze how the manager handled the situation? What is included in the remainder of your project plan?
0.5 marks
Team Goals A statement of the outcomes that your team would like to achieve as a result of working on this project. These should be expressed as SMART goals that all team members find motivating. Please focus on a key set of goals (e.g., 2-4 only). These can be achievement and/or learning focused.
0.5 marks
Tasks and Schedule
A description of the various tasks to be completed, by which member/sub-group/full team, and by what date. This is a means of keeping the project on track and holding team members accountable for certain tasks.
1.0 mark
Performance Criteria
A set of criteria that you’ll use to evaluate each team member’s
contribution to the group project. These should be specified by a set of clear, non-overlapping behaviorally-anchored rating scales (BARS), which we’ll cover in class prior to the due date. The evaluative criteria should align with your stated team goals.
2.0 marks
Structure and Style
Degree of attention to the following polishing touches: clear organization using section headers (and sub-headers if applicable);
minimal grammatical errors; page-numbering (required); visually appealing page formatting (bullet-point lists are acceptable); tables, graphics and/or figures (appreciated); other professional touches (e.g., title page, table of contents, appendices).
1.0 mark
Oral Presentation (10%)
Each group will deliver a 10-minute oral presentation of its video clip analysis to the rest of the class on the date indicated in the schedule at the end of this syllabus. The presentation is worth 10%
of your final grade. It will be evaluated according to Switzler’s (1994) SSSAP framework for effective business communication as follows:
Set Effectiveness at establishing interest and rapport, previewing the focal manager and the situation that s/he is facing, and providing an overview of the content and purpose of the rest of the presentation.
2.0 marks
Support The extent to which the analysis and recommendations come across as relevant, concrete, sound, and comprehensive.
2.0 marks Sequence The degree to which material follows a clear and logical progression
with elegant transitions between sections/speakers and an easy-to-follow storyline.
2.0 marks
Access Effectiveness at making info visually and psychologically vivid to audience members (e.g., appealing PPs, engaging speaking style).
2.0 marks Polish Degree of attention to details (e.g., timing, attire, props,
volume/lighting).
2.0 marks
Written Report (10%)
Your group’s written report is due on April 10. It should be 6 to 8 pages in length, plus relevant appendices (if applicable), in 12-point font with 1.5 line spacing. It is worth 10% of your final grade and will be evaluated by a modified version of Switzler’s (1994) SSSAP framework for effective business communication, as follows:
Overview An introduction that provides an effective set for your report by answering these questions: For whom is the report
written? What is its purpose? What “managerial footage”
will be analyzed? How is the featured footage relevant to other, more general, situations or challenges that managers face? What is included in the remainder of the report?
2.0 marks
Critique Degree to which your assessment of how the manager handled the scenario is effectively supported, sequenced and accessible; where supported = assessment is
comprehensive, relevant and sound; sequenced =
assessment follows the “spill the beans approach” of first providing your overall evaluation and then providing your supporting justification; and, accessible = the overarching assessment is easy to find and the supporting examples are specific and vivid.
3.0 marks
Recommendations Degree to which your suggestions for how the manager could have better handled the scenario are effectively supported, sequenced and accessible; where supported = suggestions are comprehensive, relevant and sound; sequenced = suggestions follow the “spill the beans approach”; and, accessible = the overarching suggestions are easy to find and the supporting examples are specific and vivid.
3.0 marks
Structure and style Degree of attention to the following polishing touches: clear organization using section headers (and sub-headers if applicable); minimal grammatical errors; page-numbering (required); visually-appealing page formatting (bullet-point lists are acceptable); tables, graphics and/or figures
(appreciated); other professional touches (e.g., title page, table of contents, appendices)
2.0 marks
Peer Evaluation
As another means of assessing the teamwork learning goal of the Alberta School of Business BCom program more broadly, your individual grades for the group assignments will be adjusted according to the average weighting that you receive from all members of your team. At the end of the term, you will be asked to assign a score out of 100% to all team members (including yourself).
This score should reflect the extent to which each member contributed to the project plan, oral presentation, and written report; it should be based on the mutually agreed-upon performance evaluation criteria outlined in your team’s project plan.
Please send me your peer evaluation as a separate email document on Apr 10. If I don’t receive one from you, I will assume that you would like to assign everyone on your team a score of 100%.
I will then calculate the average score assigned to you by yourself and your team members. This will be applied, within reason, to your team’s grade for the project plan, oral presentation and written report using a “split the difference approach:”
Adjusted score for each team assignment =𝑻𝒆𝒂𝒎 𝒈𝒓𝒂𝒅𝒆 + 𝑷𝒆𝒆𝒓 𝒆𝒗𝒂𝒍 𝒂𝒗𝒆𝒓𝒂𝒈𝒆× 𝒕𝒆𝒂𝒎 𝒈𝒓𝒂𝒅𝒆 𝟐
Please note that this is an illustrative example only; final scores are subject to my discretion.
Hopefully, you will benefit tremendously from working as part of a diverse team for the group project. Should you experience any difficulties along the way, I hope that you will contact me as soon as possible so that we can work together to resolve any issues before they become too problematic.
GRADING AND DISCIPLINARY POLICIES
Late Assignments
Please note that late assignments will not be accepted except under extenuating circumstances.
Arrangements should be made with me in advance. I typically deduct 10% for assignments submitted within 48 hours of the due date and 20% for those submitted within one week of the due date. I will not accept assignments beyond one week of the due date unless official documentation is provided to support the claim of extenuating circumstances.
Converting to Final Letter Grades
Your final grade will be determined by your absolute performance on the assignments and your relative performance to the other students (in your section only). Please keep in mind that each section of SMO 310 is expected to reach an average grade target of 3.00 (i.e., a letter grade of B) on the four-point scale. Here is an approximate conversion chart:
Excellent Good Satisfactory Poor Failure
A+ 90 - 100 B+ 77 - 79 C+ 67 - 69 D+ 55 - 59 F 0 - 49
A 85 - 89 B 74 - 76 C 64 - 66 D 50 - 54
A- 80 - 84 B- 70 - 73 C- 60 - 63
University Policy on Recording
Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved
accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
University Policy on Class Disruption
The University of Alberta Code of Student Behaviour
(online at http://www.ualberta.ca/~unisecr/policy/sec30.html) specifies in Section 30.3.4 Inappropriate Behaviour towards Members of the University Community, subsection 30.3.4(1) Disruption, paragraph 30.3.4(1)a that “No student shall disrupt a class in such a way that interferes with the normal process of the session or the learning of other students.” Under Section 30.4.3 Levels of Sanction, subsection 30.4.3(1) Minor Sanctions, paragraph 30.4.3(1)a “Instructors have the authority to dismiss a student from class for no more than 3 hours of class time for disruption of a class. In cases where a single class meeting is longer than 3 hours the student may be excluded from that entire class.”
Academic Dishonesty
The University of Alberta is committed to the highest standards of academic integrity and honesty.
Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at
www.ualberta.ca/secretariat/appeals.htm) and avoid any behavior that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. I will immediately forward any suspicious cases to the Associate Dean of the Undergraduate Program.
In cases where you are directly using someone’s own words, you must quote them exactly and cite the source of material. In cases where you have benefited generally from reading something or talking to someone, this should be acknowledged through a footnote or citation in the text, as I’ve done in this syllabus. You should also provide a full reference for these citations, either in the form of a footnote or at the very end of your document, as I’ve done below.
Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
REFERENCE
Switzler. (1994). SSSAP framework for effective communication. In Quinn, Faerman, Thompson
& McGrath, Becoming a Master Manager. New York: John Wiley & Sons, pp. 289-298.
ACKNOWLEDGMENTS
With thanks to Professor Jennifer Jennings, Professor Christopher Steele, Professor David Deephouse, and Professor Richard Field for providing template syllabi, comments, and suggestions. Significant portions of this course are based on their content.
COURSE SCHEDULE
Module I – Introducing Foundational Managerial Skills, Tools, and Theories
Date Topic Readings Assignment
M Jan 7 Course Overview Syllabus
W Jan 9 Introduction to Management Chapter 1
M Jan 14 History of Management Online Chapter 18 Survey Due (1%) W Jan 16 Essential Skills A (Formal
Business Communication);
Essential Skills B (Teamwork and Meetings)
Switzler’s SSSAP Framework (eClass) &
Mining Group Gold Worksheet (eClass)
Readings on Feihe case available
Module II – Demonstrating Your Management Potential
Date Topic Readings Assignment
M Jan 21 Effective Communication Chapter 14 Meet Formal Group W Jan 23 Negotiation and Conflict
Resolving
Managing Team Conflict (eClass)
M Jan 28 Motivation Chapter 12
W Jan 30 Planning and Decision Making Chapter 4 In-Class Work on Project Plan
M Feb 4 Diversity at Work Chapter 11
W Feb 6 Ethics and Social Responsibility Chapter 3 Project Plan (5%)
M Feb 11 Midterm (30%) In-class
Module III – Climbing the Management Hierarchy
Date Topic Readings Assignment
W Feb 13 Leadership Chapter 13
M Feb 18, Feb 20
Holiday, Reading Week (No Classes Scheduled) M Feb 25 Innovation and Change Chapter 6 W Feb 27 Designing Adaptive
Organizations
Chapter 8 & eClass document
M Mar 4 Leading Teams Chapter 9 In-Class Group
Progress Check W Mar 6 Strategic Human Resource
Management
Chapter 10
Module IV – Joining the Top Management Team
Date Topic Readings Assignment
M Mar 11 Organizational Strategy Chapter 5 W Mar 13 Developing Control System and
Building Organizational Culture
Chapter 15
Chapter 2: Section 2-5 M Mar 18 Organizational Environment Chapter 2: Section 2-1;
2-2; 2-3; 2-4
Feihe Case 1 (eClass)
Content Memo (5%)
Date Topic Readings Assignment
W Mar 20 Going Global Chapter 7
Feihe Case 2 (eClass) M Mar 25 Managing Information in a Global
World
Chapter 16 W Mar 27 Managing Service and
Manufacturing Operations
Chapter 17
M April 1 Oral Presentations Teams 1-7 (10%)
W April 3 Oral Presentations Teams 8-14 (10%)
M April 8 Oral Presentations Teams 15-21 (10%)
W April 10
Course Summary Group Report
(10%) & Peer Evaluation W April
24
Final Exam 14:00 to 16:00 (35%)
Please note: As of 2019-01-07, this syllabus remains subject to change.