TROY UNIVERSITY
SORRELL COLLEGE OF BUSINESS
MGT 4479 Management Seminar
Fall 2010
Instructor:
Associate Professor Alan Wright, DBA, University of Memphis
Prerequisites:
MGT 3371, MGT 3373, MGT 3375, & MGT 4472
Office Hours:
MW: 9:00-12:00, TR: 10:00-12:00, and by appointment
Office Location:
16 McCartha (basement)
Office Telephone:
334-808-6350
E-mail:
adwright@troy.edu
Class Time:
MWF 12:00-12:50
Class Location:
GAB 302
SCOB Vision:
Sorrell College of Business will be the first choice for higher business
education students in their quest to succeed in a dynamic and global
economy. Sorrell College of Business will create the model for 21st
century business education and community service.
SCOB Mission:
Through operations that span the State of Alabama, the United States, and
the world, Sorrell College of Business equips our students with the
knowledge, skills, abilities and competencies to become organizational
and community leaders who make a difference in the global village and
global economy. Through this endeavor, we serve students, employers,
faculty, and Troy University at large as well as the local and global
communities.
Course Description: This course is a study of current management issues which examines the
application of traditional management theory in the context of current
management problems. This is the capstone course for management
majors.
Course Purpose:
To facilitate the integration of all management major courses. BS/BA
Management major requirement.
Student Learning Outcomes:
On completion of the course, the student should be able to:
1. Identify management philosophies of early and current theorists including Taylor,
Fayol, Follett, Weber, Drucker, Deming, Mintzberg, J. Collins.
2. Discuss early and current management philosophies of Taylor, Fayol, Follett, Weber,
Drucker, Deming, Mintzberg, J. Collins.
3. Explain why historical aspects of management theories are relevant to current
management practice.
4. Explain how planning, organizing, leading, and controlling differ through the practice
of international management.
5. Compare and contrast human resource functions including recruiting, selection,
training, and performance management between the United States and other
countries.
6. Analyze past ethical dilemmas in management.
7. Evaluate the effectiveness of management actions to resolve ethical dilemmas.
8. Integrate operations management concepts with leadership and management
practices.
9. Explain how management leadership styles will need to adapt to a culturally and
demographically diverse workforce.
10. Analyze current topics in management.
Text: Wren, Daniel and Bedeian, Art, The Evolution of Management Thought, 6th Ed. 2009,
John Wiley and Sons.
Required readings for this course:
Collins, Jim (July/August, 2005). Level 5 Leadership: The triumph of humility and fierce
resolve. Harvard Business Review, 83(7/8), 136-146.
Collins, Jim (May 5, 2008). The secret of enduring greatness. Fortune. New York: 157(9), 72.
Grant, Michael M. (2006). Six Sigma for people? The heart of performance management. HR.
Human Resource Planning, 29(1), 10-11.
Gould, Jay W. (1999). Ethics: a pencil case. Journal of Management History, 5(8), 506-512.
McCauley, Cindy and Wakefield, Michael (Winter 2006). Talent management in the 21st
Century: Help your company find, develop and keep its strongest workers. The Journal
for Quality and Participation, 29(4), 4-7; 39.
Murphy, Jerome T. (March, 2006). An interview with Henry Mintzberg. Phi Delta Kappan,
87(7), 527-528.
Schwab, Bernhard (June, 1996). A note on ethics and strategy: Do good ethics always make for
good business? Strategic Management Journal, 17(6), 499-500.
Tung, Rosalie L. (Fall, 1984). Human resource planning in Japanese multinationals: A model
for US firms? Journal of International Business Studies, 15(000002), 139-149.
Supplements:
Olivero, Mary Ellen (May, 1989). The implementation of a code of ethics: the early efforts of
one entrepreneur. Journal of Business Ethics, (62), 183-189. (Ethics)
Hira, Nadira A. (May 28, 2007). You raised them, now manage them. Fortune, New York:
155
(10), 38.
Sacks, Danielle (Jan/Feb 2006). Scenes from the culture clash. Fast Company. Boston 102,
72-77.
NOTE: Additional articles (more current) may be assigned.
Grade Structure:
The Student’s grade will be determined as follows:
Tests: (3 x 100)
300
Written/oral assignments: (4 x 50)
200
Daily Quizzes in class exercises:
50
Capstone exam:
100
Final Exam:
100
A 90-100%; B 80-89%; C70-79%; D 60-69%; and F 0-59%.
Quiz Policy:
Unannounced quizzes may be given. There will be no make-ups.
Test Policy:
Make-up exams will be given only for documented, approved absences.
See ATTENDANCE POLICY. Make-up exams are administered only to
students who have received approval from the instructor prior to the test
date. The make-up exam must be taken within one week of the student’s
return to class. Make-ups are different from exams given in class. A
grade of zero will be assigned for an exam missed due to an unexcused
absence.
Grading Policy:
Classroom Administration: Students are expected to:
1. Attend all scheduled classes.
2. Be responsible for all instructions and assignments given in class as well as for the
supporting textbook content.
3. Read the text. Read the textbook material before the lecture covering that material. This
leads to a better understanding of the lecture as well as the opportunity to ask questions
about material in the text that was unclear or not understood.
4. Hand in assignments on the assigned due date.
5. Not bring food, tobacco products, or drinks into the classroom.
6. Review exams in class. If the student questions the grading of the exam s/he may see the
professor during office hours.
7. Not engage in disruptive behavior.
General Support Services: The computer labs are available for student use.
ADA Statement:
Troy University supports Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990, which insures that
postsecondary students with disabilities have equal access to all academic
programs, physical access to all buildings, facilities and events, and are
not discriminated against on the basis of disability. Eligible students, with
appropriate documentation, will be provided equal opportunity to
demonstrate their academic skills and potential through the provision of
academic adaptations and reasonable accommodations. Further
information, including appropriate contact information, can be found at
the link for Troy University’s Office of Human Resources at
http://www.troy.edu/humanresources/ADAPolicy2003.htm.
Any student whose disabilities fall within ADA must inform the instructor
at the beginning of the term of any special needs or equipment necessary
to accomplish the requirements for this course. Students who have or may
be dealing with a disability or learning difficulty should speak with the
instructor, contact the Office of Adaptive Needs Program (Wright 226) or
call 670-3220/3221. Various accommodations are available through the
Adaptive Needs Program. The faculty in the School of Business makes
every effort to accommodate unique and special needs of students with
respect to speech, hearing, vision, seating, or other possible disabling
conditions. Please notify the instructor as soon as possible of requested
accommodations or ways to help.
Attendance Policy:
1. Attendance is mandatory. If a student misses a class, it is his/her
responsibility to obtain all information and materials presented
(including material covered, handouts, skills learned, and homework
assignments) during his/her absence.
2. Excused absences: Excused absences are defined in the following
manner:
a. Professor was informed prior to the absence.
b. Professor determines that the absence is excused.
c. Written documentation (i.e., on letterhead) must be provided.
Incomplete Work Policy:
Any incomplete work at the end of the term will not be accepted
unless the student can provide acceptable and clear documentation prior to
grades being submitted to the Registrar.
Cheating Policy:
If you are caught cheating, you will get a course grade of “F”. See
“ORACLE: Student Handbook, 1998-1999” pp. 56-57. Plagiarism is the
act of stealing and passing off (the ideas or words of another) as one’s own
or to commit literary theft: present as new and original an idea or product
derived from an existing source (Webster’s New Collegiate Dictionary).
Plagiarism will cause a student to get a course grade of “F”. According to
the TSU ORACLE: Student Handbook, 1998-1999, pp. 52, one definition
of misconduct is: “Dishonesty, such as cheating, plagiarism…”. The
ORACLE states on pp. 56 under the Academic Code sub-heading that: “A
student is subject to disciplinary action: #3. Where the work affects or
might affect a student’s grade, credit, or status in the university, a student
represents to be his or her own any work which is not the product of his or
her own study and efforts”. The penalty for such misconduct may be (pp.
56) “A student’s grade in the course or on the examination affected by the
misconduct may be reduced to any extent, including a reduction to
failure.” “A student may be suspended from the university for a specific
or an indefinite period” pp. 56-57.
Cell Phones and Electronic Devices: Use of any electronic device by students in the
instructional environment is prohibited unless explicitly approved on a
case-by-case basis by the instructor of record or by the Office of Disability
Services in collaboration with the instructor. Cellular phones, pagers, and
other communication devices may be used for emergencies, however, but
sending or receiving non-emergency messages is forbidden by the
University. Particularly, use of a communication device to violate the Troy
University “Standards of Conduct” will result in appropriate disciplinary
action (See the Oracle.)
Students who are expecting an emergency call should inform the
instructor before the start of the instructional period.
Other Information: The syllabus is subject to change. Check with classmates to determine
syllabus changes if you miss class. Additional material, beyond the scope
of the text, will be discussed in class and covered on exams.
DAILY ASSIGNMENTS
This class will follow the University calendar for all drop dates and holidays.
Below are the currently scheduled dates for all lectures and tests, some flexibility may be
required.
August 11
13
16
18
20
23
25
27
30
September 1
3
6
8
10
13
15
17
20
22
24
27
29
October 1
4
Introduction
Chapter 1
Chapter 2/3
Chapter 4/ 5
Chapter 5
Chapter 6
Chapter 7/8
Chapter 9
Chapter 10
Chapter 11/12
Chapter 12
Labor Day
Review
Test 1
Intro part II
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Chapter 19/20
Chapter 20
Chapter 21
October 6
8
11
13
15
18
20
22
25
27
29
November 1
3
TBA
5
8
10
12
15
17
19
29
December 1
2(R)
Chapter 22
review
Test 2
slack
movie
Article section preview
Article summaries
Article summaries
Article summaries
Article summaries
Article summaries
Article summaries
Article summaries
Capstone exam
Book reports
Book reports
Book reports
homecoming
review
Test 3
movie
Review
Dead Day
Final 2-4 pm
Writing Assessment and Evaluation
MGT 4479 --- Written Work Grading Standards
Student's Name: _____________________________________
Abbreviated Title: ____________________________________Date:________
(1) Responds fully to what the assignment asks; (2) Presents a manifest topic statement
containing the issue to be analyzed and the position to be taken; (3) Exercises critical
thinking that is clear, logical (coherent & relevant), deep, broad, and discriminating; (4)
Expresses its purpose clearly and persuasively; (5) Invokes and uses disciplinary facts
A-level work correctly; (6) Provides adequate supporting arguments with reasons, evidence, and
EXCELLENT examples; (7) Is focused, well organized, and unified; (8) Uses direct language that is
appropriate for the audience; (9) Invokes discerning sources when appropriate; (10)
Correctly documents and cites sources; (11) Is free of errors in grammar, punctuation,
word choice, spelling, and format; and (12) Displays originality and creativity in
realizing items (1) through (6) above.
B-level work Realizes high quality in (1) through (11) fully and completely --- but does not reveal
GOOD
originality or creativity.
Realizes adequacy in (1) through (11) and demonstrates overall competence --- but
contains a few relatively minor errors or flaws. A "C" paper may show great creativity
C-level work
and originality, but those qualities don't compensate for poor or careless writing. A "C"
ADEQUATE
paper is adequate in all regards but could use polish and usually looks and reads like a
next-to-final draft.
Fails to realize some elements of (1) through (11) adequately and contains several
D-level work
relatively serious errors or flaws or many minor ones. A "D" paper is less than adequate
WEAK
for public presentation and often looks and reads like a first or second draft.
F-level work
POOR
Fails to realize several elements of (1) through (11) adequately and contains many
serious errors or flaws as well as many minor ones. An "F" paper usually contains fatal
errors of thought or execution and usually looks and reads like private writing.
(1) Responds fully to the
assignment
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(2) Presents a manifest topic
statement identifying the issue and
the position
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(3) Exercises good critical thinking EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(4) Expresses its purpose clearly
and persuasively throughout
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(5) Invokes and uses disciplinary
facts correctly
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(6) Provides adequate supporting
arguments with reasons, evidence,
and examples
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(7) Is focused, well organized, and
unified
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(8) Uses direct language that is
appropriate for the audience
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(9) Invokes discerning sources
when appropriate
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(10) Correctly documents and cites
EXCELLENT
sources
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(11) Is free of errors in grammar,
punctuation, word choice, spelling, EXCELLENT
and format
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
(12) Displays originality and
creativity
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
Overall Evaluation
EXCELLENT
GOOD
NOT QUITE
ADEQUATE
WEAK
POOR
Adapted from (http://www.siue.edu/~deder/grrub.html, Retrieved Aug, 21, 2006.)