TUSCULUM COLLEGE
SCHOOL OF BUSINESS
COURSE SYLLABUS
PRINCIPLES OF MANAGEMENT AND ORGANIZATIONAL BEHAVIOR MGMT 302
Instructor Name
Phone (w)
E-mail
Course Dates
(h)
BSOM
Course Description:
This course is an introduction to management, with emphasis on problem solving
and decision making in complex organizations. A behavioral science approach
is used in examining management problems created by the interaction of
individuals and organizations. This course also explores motivation and
leadership in individual and group behavior. (4 credit hours)
Required Text:
Daft, R.L. (2005). Management (7th ed.). Mason, OH: South-Western.
Course Goals:
This course will:

introduce the students to the fundamental organizational management
processes of planning, organizing, controlling, and leadership.
 develop an understanding of the historical perspective of management
including early theories and principles which have guided the development of
modern management science.
 introduce the student to contemporary management issues concerning the
globalization, ethics, and social responsibility of organizational managers.
 guide students’ exploration of the processes involved in organizational
strategy and decision making.
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
provide students with a foundational understanding of the contemporary
management issues involving human resource management, motivation,
communication, teamwork, and management information systems.
Course Objectives:
At the end of this course, students will be able to:

describe the four fundamental processes in management (planning,
organizing, leading, controlling).

explain the difference between efficiency, effectiveness and their importance
for organizational performance.

describe the three management skills - conceptual, human and technical.

describe the major components of the classical management perspective, the
humanistic management perspective and the quantitative management
perspective, and explain major developments in the history of management
theory.

explain how organizations adapt to an uncertain environment.

understand the organizational goal setting and planning processes of
business.

define ethics and explain how ethical behavior relates to behavior governed
by law and free choice.

define corporate social responsibility and how to evaluate it along economic,
legal, ethical, and discretionary criteria.

explain the concept of organizational mission and how it influences goal
setting and planning.

describe the strategic planning process and SWOT analysis.

identify the six steps used in managerial decision making .

explain the fundamental characteristics of organizing including such concepts
as work specialization, chain of command, line and staff, and task forces.

explain why organizations need coordination across departments and
hierarchical levels.
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
describe how structure (functional, divisional, matrix, contemporary, team and
network) can be used to achieve an organization’s strategic goals.

explain the techniques managers can use to facilitate change in
organizations, including idea champions and new-venture teams.

explain the roles of human resource management in organizational strategic
planning including diversity and affirmative action.

define leadership and explain the importance for organizations.

explain why communication is essential for effective management.

identify the types of teams in organizations and explain their functions.

identify the components of the management control system.

define motivation and explain the difference between current approaches and
traditional approaches to motivation.
Foundational Competencies:
The analytical reading competency must be addressed in this course. You
should indicate how the competency is addressed in the assignments given for
the course. If you choose, you may add other competencies if you want to
measure them. For further information on the competency program (including
materials for faculty assistance) visit the competency website at
www.tusculum.edu/academics/civicarts/competency.html

Analytical Reading - Recognizes the relationship between main point and
supporting points or between the whole work and its parts; generates
inferences, generalizations, or predictions insightfully from texts, using
background knowledge when appropriate and considering deeper
implications and/or applications; precisely states main points and/or themes
Students With Disabilities:
Tusculum provides individuals with disabilities reasonable accommodation to
participate in educational programs, activities, and services. Students with
disabilities requiring accommodations in order to participate in class activities
and meet course requirements should contact Lori McCallister at (423) 63673000, extension 651 or 1-800-729-0256, extension 651.
Tusculum College Learning Center:
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If any student requires additional academic support, they may obtain it through
the Tusculum College Learning Center. For this service, please contact Lori
McCallister at (423) 636-7300, extension 651; 1-800-729-0256, extension 651; or
by email at lmccalli@tusculum.edu. The Learning Center is located in Room 100
of Annie Hogan Byrd. The mailing address is Tusculum College Learning Center,
Box 5025, Greeneville, Tennessee, 37743.
Course Schedule:
Include a description of Weekly Individual Assignments and a description of
Weekly Learning Team Assignments. Include both individual and learning
team assignments prior to the first class meeting.
Grading System:
Instructors must reveal their own grading system.

The system includes the relative weights and percentages of assignments,
tests, etc.

Instructors should be specific on how the percentages are derived and what
assessment measures are utilized to determine the grade. Separate criteria
to measure a particular assignment should be included either here in the
syllabus or provided as an attachment to the syllabus. Grading criteria
should be aligned with the learning outcomes.

Grading for learning team assignments should be included in the system (the
learning team assignments should equal around 20% of the grade).
Individual performances of learning team members should be evident in the
grading of learning team assignments. Instructors should guard against
some members of the learning team “carrying” weak students.
Grading Scale:
The scale set forth by Tusculum College must be used for all courses. The
grading system used by instructors must be converted to this grading scale.
93 - 100
90 - 92
87 - 89
83 - 86
80 - 82
77 - 79
73 - 76
70 - 72
67 - 69
A
AB+
B
BC+
C
CD+
5
63 - 66
<63
D
F
Explanation of Assignments:
All assignments should be described. Information may include nature and
objectives of assignments, length, grading criteria, due date, and any other
relevant information. Collectively, all of the assignments, tests, and any other
activities should contribute to measuring the extent to which students are
performing on the course objectives and the competencies. All individual and
learning team assignments should be included in this section.
Research Assignment:
Faculty members should ensure that there is a specific research assignment that
requires the students to utilize the Tusculum College library resources either in
person or via the Tate Library website: http://library.tusculum.edu. Librarians
are available to assist faculty in developing assignments and in instructing and
assisting students in their research. Several of the online resources may also be
accessed from home with a username and password provided by library staff.
For more information, contact Anne Reever, Asst. Library Director for Distance
Education, in Greeneville at 423-636-5320 or 1-800-729-0256 extension 5801 or
Mary Halliburton, Distance Education Librarian Southeast, in Knoxville at 865693-1177 or 1-800-729-0116 extension 5016.
Attendance Policy:
The Tusculum College Professional Studies attendance policy is found in the
college catalog. It indicates that attendance is mandatory and that any student
missing more than one third of any course will receive an “F”. Instructors must
adhere to Tusculum’s policy, but may specify additional policies on attendance,
lateness, and making up work.
Instructors must carefully document student attendance including late arrivals
and early departures. Any combination of missing that is greater than 1/3 of the
class time is an automatic "F", and the student is to be assigned the "F" by the
instructor. This is an institutional policy and is not up to instructor discretion.
Instructors are expected to hold students accountable for class time missed due
to absences. Instructors are encouraged to require that additional
assignments/activities be completed to insure that the student has covered the
material missed. A statement to this effect and how the absence may affect the
grade should be included.
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Academic Dishonesty:
Plagiarism is a violation of the Ethics of Social Responsibility competency. As
stated in the Graduate and Professional Studies Student Handbook and
Research Guide, and in the Tusculum College Catalog, plagiarism is a form of
academic dishonesty. It consists of knowingly presenting in writing or in speech
the intellectual or creative work of others as if it were one's own. This includes,
but is not limited to:
1.
Failing to identify direct or word-for-word quotations by use of appropriate
symbols and reference to the source
2.
Restating in your own words the work (ideas, conclusions, words) of
another without reference to the source
3.
Presenting as your own the creative work (for instance, music or
photographs) of another without proper acknowledgment.
See the Graduate and Professional Studies Student Handbook and Research
Guide and the Tusculum College Catalog for other forms of academic dishonesty
and the sanctions for dishonest performance.
Other Policies:
Instructors should provide students with any other policies that they will adhere
to during the course.
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Do not include this list of sample activities. This is intended only for guidance to
the instructors, not as part of the syllabus
Sample Learning Team Activities
(Make sure that students have meaningful assignments that fulfill the
requirement of meeting an additional four hours per week in learning team. The
faculty member may want to have a weekly assignment as well as a large project
that will take several weeks of preparation.)

Case studies at the end of each chapter – informal team presentations

Debates between learning teams (motivational techniques, human resource
issues, etc.).

Present Ethical Dilemmas at the end of each chapter. Discuss each potential
solution, then select the one the group believes is appropriate and support it
with concepts from the chapters.

Each learning team will write a paper about an approved management topic.
The paper should be 5 – 10 pages in length in APA format and will be due on
the last night of class. The learning team will present the paper in a 20 – 30
minute presentation on the last night of class.

Using a fictitious company, create a business plan addressing the topics
being discussed in each chapter. For example, when learning about
planning, prepare a business plan detailing the organizational mission,
strategic goals and plans, tactical goals and plans and operational goals and
plans. When learning about organizing, develop a structural design that will
achieve the strategic goals you outlined in the planning phase, etc.