BADM 612
CRN 89507
Section 001
Managerial and Team Skills
Fall 2014
Tuesdays 4:00 – 7:00PM
Instructor
Telephone
e-mail
Dr. Jeff Houghton
293-7933
Jeff.Houghton@mail.wvu.edu
Office
Office Hours
119 B&E
Tuesday 2:30 – 3:00
Thursday 2:30 – 4:30
And by appointment
Course Description
This course introduces, develops and enhances managerial skills for complex organizations. The
class will explore managerial philosophies, personal managerial styles, and the dynamics of
working in groups and teams.
Course prerequisites
Must be a full-time EMBA student in the WVU College of Business and Economics.
Course Objectives and Learning Outcomes
By the end of this course you will:

Demonstrate an understanding of important organizational behavior (OB) topics at the
individual, group, and organizational levels. These topics include team dynamics,
individual differences, leadership, strategy, organizational culture, organizational change,
and innovation and creativity.

Critically analyze situations faced by business leaders such as those related to ethical
issues, corporate responsibility, organizational change, and enabling innovation.

Analyze data and apply the concepts discussed in this course to practical situations.

Deliver professionally written reports on organizational behavior topics of relevance to
business leaders.
REQUIRED MATERIALS:
Harvard Business School Cases:

The Walt Disney Company: The Entertainment King – Product Number: 9701035-PDFENG

Coach Knight: The Will to Win – Product Number: 406043-PDF-ENG

The Army Crew Team - Product Number: 403131-PDF-ENG

FIJI Water and Corporate Social Responsibility - Green Makeover or "Greenwashing"? –
Product Number: 909A08-PDF-ENG

Fire at Mann Gulch – Product Number: 304089-PDF-ENG
Note: Harvard Business School Cases may be purchased online at a cost of $3.95 per case. The
web address for purchasing the entire coursepack is:
https://cb.hbsp.harvard.edu/cbmp/access/27934797
CASE EXECUTIVE SUMMARIES:
Students should complete an executive summary for the discussion case assigned for most
classes. Summaries should be no longer than 2 single-spaced typed pages; one page will usually
suffice. The primary purpose of the executive summary is to prepare you for discussing the case
in class. Summaries will be collected following the case discussion in each class.
MOUNT EVEREST LEADERSHIP AND TEAMWORK SIMULATION:
This web-based simulation uses the dramatic context of a Mount Everest expedition to reinforce
student learning in group dynamics and leadership. Players are assigned one of 5 roles on a team
attempting to summit the mountain. The simulation lasts 6 rounds totaling about 1.5 hours of seat
time. In each round, team members analyze information on weather, health conditions, supplies,
goals, or hiking speed, and determine how much of that information to communicate to their
teammates. They then collectively discuss whether to attempt to reach the next camp en route to
the summit. The team must decide how to effectively distribute supplies and oxygen bottles
needed for the ascent--decisions which affect hiking speed, health, and ultimately the team's
success in summiting the mountain. Failure to accurately communicate and analyze information
as a team has negative consequences on team performance.
BRIEF ONLINE ASSSIGNMENTS
These will be short written assignments on each topic. You will submit them online. There will
be 5 assignments worth 25 points each. I will drop the lowest score.
Specifications: 1 -2 pages, double-spaced, 12-point Times New Roman font, 1 inch margins.
Expectations for Brief Online Assignments
To Earn:
At least
90%
Requirements
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80-89%
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
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70-79%
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
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60-69%
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
0-59%
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
Paper is insightful, well integrated and well written.
Language is clear, concise and easy to understand.
Student provides a great deal of thought-provoking and challenging
information related to their chosen topic.
Student provides multiple personal reflections and conclusions.
Outside sources are properly cited.
The paper is enjoyable to read.
Paper provides some insight and integration and is well written.
Language is clear, concise and easy to understand.
Student provides an reasonable amount of thought-provoking and
challenging information related to their chosen topic
Student provides some personal reflections and conclusions.
Outside sources are properly cited.
The paper is enjoyable to read.
Paper provides some insight and integration and is adequately written.
Language is clear, concise and easy to understand.
Student provides very little thought-provoking and challenging
information related to their chosen topic.
Student provides very few personal reflections and conclusions.
Outside sources are properly cited.
The paper is enjoyable to read.
Paper provides very little insight or integration and is poorly written.
Language is unclear, not concise and difficult to understand.
Student provides little or no thought-provoking and challenging
information related to their chosen topic.
Student provides very few or no personal reflections and conclusions.
Outside sources are properly cited.
The paper is difficult to read.
Paper provides no insight or integration and is poorly written.
Language is unclear, not concise and difficult to understand.
Student provides no thought-provoking or challenging information
related to their chosen topic.
Student provides no personal reflections or conclusions.
Outside sources are poorly cited.
The paper is impossible to read.
PROBLEM-BASED LEARNING TEAM PROJECT:
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a
subject in the context of a complex, multifaceted, and realistic problem. The goals of PBL are to
help the students develop flexible knowledge, effective problem solving skills, self-directed
learning, effective collaboration skills and intrinsic motivation. Additional details about the
project will be provided in the orientation sessions.
CLASS INVOLVEMENT:
This class is designed to involve students as much as possible through the use of multiple
learning methods. Student involvement is therefore expected across all learning methods. Each
class I will take note of the extent to which each student is involved in class discussions, case
discussions, and team activities. Please understand that I am more interested in the quality rather
than the quantity of your class involvement.
FINAL EXAMINATION (COMPREHENSIVE):
The final exam will be a take-home final. It will be predominately essay oriented and it will be
comprehensive.
LATE ASSIGNMENTS POLICY
Unless an arrangement has been made in advance with the instructor, the student will lose ten
(10) percentage points per day for that course component.
ACADEMIC DISHONESTY:
Academic dishonesty will not be tolerated. Please refer to the West Virginia University Student
Handbook for more information about academic dishonesty. Please note that a student will
receive a failing grade in this course for cheating.
SOCIAL JUSTICE:
West Virginia University is committed to social justice. I concur with that commitment and
expect to maintain a positive learning environment based upon open communication, mutual
respect and non-discrimination. Our University does not discriminate on the basis of race, sex,
age, disability, veteran status, religion, sexual orientation, color, or national origin. Any
suggestions as to how to further such a positive and open environment in this class will be
appreciated and given serious consideration. If you are a person with a disability and anticipate
needing any type of accommodation in order to participate in this class, please advise me and
make appropriate arrangements with Disability Services (293-6700).
EVALUATION:
Case Executive Summaries
(5 cases @ 5 points each)
Class Involvement
Brief Online Assignments
(4 modules @ 25 points each
– best of 5 modules)
Problem-Based Learning Project
Final Exam
TOTAL
Grading Scale (% of Total Points):
25 points
25 points
100 points
100 points
150 points
-----------400 points
A = 90%, B = 80%, C = 70%
TENTATIVE COURSE SCHEDULE:
August 15– Session 1 (1:15-4:30)
ORGANIZATIONAL LANDSCAPE & EVOLUTION
August 16 – Session 2 (9:00 – 11:30; 2:00 – 4:00)
INDIVIDUAL DIFFERENCES & TEAMBUILDING
August 19 – Session 3
STRATEGIC PLANNING & COMPETITIVE ADVANTAGE
Case: The Walt Disney Company: The Entertainment King (HBS)
August 26 – Session 4
LEADERSHIP
Case: Coach Knight: The Will To Win (HBS)
Problem-Based Learning Team Project Prospectus Due!
September 2 – Session 5
ORGANIZATIONAL THEORY & DESIGN
Case: The Army Crew Team (HBS)
September 9 – Session 6
ETHICS & SOCIAL RESPONSIBILITY
Case: FIJI Water (HBS)
September 16 – Session 7
CREATIVITY, INNOVATION, & ORGANIZATIONAL CHANGE
Case:
Fire at Mann Gulch (HBS)
September 21
Final Exam Due!
Problem-Based Learning Project Due!