Proposal for RBS Faculty Approval of Hybrid Teaching for Select MGB Courses

To: RBS Faculty Members
From: Teaching Methodsand Innovation Committee,Management& Global BusinessDepartment
RE: Proposal for approval of use of hybrid format for selectMGB courses
Date: March 27, 2016
Summary of Proposal:
Approval isrequestedtoallow teachingthe followingcoursesinhybridformatona permanentbasis
startinginsummer2016 forward. Thisapproval appliestosectionsof these courses taughtonall RBS
campuses. However, tobe clear,thisapproval doesnotrequire these coursestobe taughtin hybrid
format,approval will allowthesecoursestobe taughtinthisformat bythose instructorswhoare
qualifiedtoteachusinghybridmethodsandprefertoteachthese coursesinthisformat.
Courses for which Hybrid Method is Proposed for Approval
 Executive Leadership (MBA) 22:620:585
 Organizational Behavior(MBA) 22:620:603
 Human Resource Management(MBA) 22:620:604:40
 Managing Organizational Diversity(MBA) 22:620:615
 Executive Leadership(UG) 29/33:620:410
 IntroductiontoManagement (UG) 29/33:620:301
 BusinessPolicy&Strategy(UG) 29:620:418 & 33:620:492
Background:
Hybridteachingmethodconsistsof deliveringcourse contentpartiallyinthe classroomandpartiallyin
an online format. Generally, forhybridcourses thisisdone inaroughly50/50 allocationbetweenin-
classand online butcan be done inotherratios. All coursesinthisproposal have useda 50/50 hybrid
formatand are expectedtocontinue touse thatallocation.
In the springof 2013, RBS createda HybridTask Force to investigateandtestofferingRBScoursesin
hybridformat. The Task Force askedeachdepartmentto offeratleastone course at the MBA level and
one course in the NB-Undergraduate Program inahybridformatin the springof 2014 as part of a hybrid
pilotproject. Inresponse tothisrequest,the MGB Department offeredthe Executive LeadershipMBA
course as well asthe Executive LeadershipUGcourse in NBin a hybridformat(bothcoursestaughtby
EmilioDeLia). Inthe summerof 2014, the Departmentalsooffered the BusinessPolicyandStrategy
(BPS) undergraduate course inhybridformat(taughtbyDenisHamiltonwhoreceiveda HybridCourse
ConversionGrantfrom the NewBrunswickDivisionof ContinuingStudies). In2014/15 the Organization
BehaviorMBA course (taughtbyEmilioDeLia),the HumanResource ManagementMBA course and
Managing Organizational DiversityMBA course (bothtaughtby Patti Ippoliti)were addedtothe listof
MGB coursesofferedinhybridformat. Because all these courseshadbetterlearningoutcomesand
studentfeedback thanthe same coursestaughtinface-to-face format,the MGBDepartmentaskedfor
an extensionof the HybridPilotProjectforthe 2015-16 school yearto be able to continue toofferthese
coursesinhybridformat. In addition, the MGB Departmentaddedthe large section Introductionto
ManagementUG course inNB (taughtbyDenisHamilton) tothe hybridtrial inthe fall of 2015. Because

the HybridPilotProjectis expiring,approval isneededtocontinue toofferthesecoursesinahybrid
format.
As part of the evaluationof thispilotproject,instructorswhotaughtthose courses were askedto
prepare a reviewof the resultsof theirexperience withusinghybridteachingmethodsinthese courses
and to recommendwhethertocontinue thismethodforfuture sessionsof these courses. Detailed
reportsand recommendationsforeachcourse are available uponrequestandwere reviewedbyMGB
facultyandthe TeachingMethodsandInnovationCommittee. Anexampleof a detailedcourse reportis
included withthisproposal forthe IntroductiontoManagement UG course whichhas byfar the largest
enrollmentof the coursesbeingrecommended.
Summary of Resultsof Hybrid Teaching Method:
All instructorswhotaughtusingthe hybrid methodpreferredthismethodovertraditional,fullyin-class
teachingmethodsandrecommendthat these coursesshouldbe allowedtobe offeredinhybridformat
inthe future. Where comparative dataexists,studentcourse ratings,learningoutcomes,andfailure
rateswere improvedwhenusingthe hybrid methodversusthe traditionalformat(thoughtobe clear,
these were notcontrolledstudiesandotherfactors possibly alsocontributedtothose improvedresults).
At leastinall caseswhere a course had beentaughtpreviouslyintraditional format,studentevaluation
ratingsof the hybridtaughtcourse were comparable tothe ratingsreceivedinthe traditional format,if
not better.Thus,theywere noworse.
There are several advantagestoteachinginthisformatforstudents,faculty,andadministrationbutit
doesrequire thatinstructorshave propertrainingandthatstudentsare accountable forcompleting
online course work. The advantagesinclude flexibilityforstudentstoreview materialata time and
place mostsuitable forthem,withfewerdistractions,andtohave time to pause and/orreplaymaterials
postedonline ortolaterreference thatmaterial whenpreparingforexams/assignments. Italsomeans
lesstime inthe classroomforthe studentincreasingtheirflexibilitytoparticipate inotheractivities
includingemploymentinterviews,clubs,etc. Forfaculty,itallowsfordesigningcoursestobe more
interactive in-classandtoaddressthe needsof studentswholearnbestthroughalternative methods
and at differentpaces.
Hybridmethodslikewise increaseflexibilityforfacultyby partially reducingthe requirementtobe inthe
classroomat a specifictime. Tobe clear,thisdoesnot necessarilymeanthereislessworkforthe
facultymember. Recordingsessions,buildingcourse shells,preparingformore interactive classroom
sessions,monitoringonlinecompliance,maintainingwrittencommunicationswithstudents,andother
dutiesassociatedwithhybridcoursescanrequire more time initiallyandnearlyasmuchtime onan
ongoingbasisasteachingcoursesthat are deliveredentirelyinthe classroom. Further,the hybrid
teachingmethodsare notgenerallyrecommendedforfacultywhohave notbeentrainedinonline
teachingmethodsandwhoare not veryexperiencedwiththe course material theyare teaching. It
wouldnotbe recommended,forexample,forPh.D.studentsteaching condensed summercourses.
For administration,the advantagesinclude significantly lessdemandforclassroomspace andimproved
flexibilityformeetingthe needsof commutingstudents,studentsparticipatingininternships,etc.

Overall,itshouldlowerthe costof deliveringthe course andsupportsthe impressionthatRBSis being
responsive tostudentneedsandstayingup-to-date withcurrentteachingmethods.
Other Considerations:
Teachinghybridcoursesshouldnotalterthe expected teachingloadof facultymembers. Again,as
discussedpreviously,these coursesdonotnecessarilyrequire less faculty time anddonotlend
themselvestobeingtaughtentirelyonline. Specifically- most,if notall,managementcoursesrequire
some amountof interactive, structuredand/orspontaneousdialoguewithstudentsthatleadto
discoveryof core conceptsand deeperunderstandingof those concepts. Forexample,the bestwayto
handle employee engagementinanorganizationhassome universal tenetsbutwill definitelybe
handleddifferentlyinapizzashopthanin a large multi-national organization. Learningabout,andfully
appreciating, those differencesisoftenthe resultof teambaseddiscussionsinvolving in-classcase work
facilitatedbythe instructor. Similarexamplesexistformost,if notall management topics.
Finally,hybridcoursesare subjecttoadheringtothe same standardsas all coursestaught inRBS
includingthe periodicreviewandupdatingof course contentandmaterialsas necessarytoachieve
learninggoals aswell as to assure supportof program and curriculumobjectives.
Recommendation:
The facultyof the MGB Departmentapprovedthe proposal tocontinue toallow teachingthe specific
coursesidentifiedabove inhybrid formatforthose facultywhopreferthisteachingmethodandwho
are properlytrainedtoteachusinghybridmethods. The RBSTeachingMethodsandInnovation
Committee reviewedandunanimouslyapprovedthe proposal and recommendsitsapproval bythe
faculty. Thisproposal doesnotrequire thatall sectionsof these coursesbe taught inhybridformat.
Facultymemberswhoprefertoteachthese coursesusingatraditional teachingmethodshouldbe
allowedtocontinue to use thatapproach. In addition,thisproposal doesnotsuggest orrequest
approval at thistime forany otherMGB courses to be taught inhybridformat. Proposalsforadditional
coursesto be taught inhybridformatshouldbe broughtforward forapproval by those facultymembers
teachingthose courses withappropriate supportforthose requests.
(Please directcommentsandquestionsconcerningthisproposal toDenisHamilton,MGBDirectorof
ManagementEducationNB, at denis.hamilton@rutgers.edu)

APPENDIX:
Example of a detailed analysis of the effect of change to hybrid format
on course evaluations and learning outcomes
Rutgers BusinessSchool
Management& Global BusinessDepartment
Proposal for PermanentApproval of Hybrid DeliveryforIntroduction to Management (IM 301) Course
Course Number 29/33:620:301
Sponsor: DenisHamilton Ph.D., IM Course Coordinator
Summary Proposal:
MGB is requestingpermanentapproval todeliveritsIntroductiontoManagementcourse
(29/33:620:301) in a 50/50 hybridformat forthose instructorswho preferthismethodandhave been
properlytrainedinhybridteachingmethods.
Background:
In 2013 the MGB departmentwasaskedtoofferthe new IntroductiontoManagement(IM301) course
ina large sectionformat. IM301 focusesonEnterprise Managementprinciples,andrecognizesthatfor
manystudents(businessminorsandsome studentstakingonlyone course inRBS) thiswill be the only
management/businesscourse theymaytake. A copy of the currentsyllabusforIntroductionto
Managementisattached to thisproposal.
Overthe summerof 2013, a three-personredesignteamledbyDeborahDoughertyworkedon
developmentof the newIntroductiontoManagementcourse andthe course waslaunchedonboth
campusesinfall 2013. InNewBrunswicktwoinitial sectionsof the course were offered,one section
taught twice aweekin1:20 (hours:minutes) incrementsandanothersectiontaughtonce a weekat
nightina 2:50 segment. Enrollmentswere 434for the day sectionand233 forthe nightsection. In
springof 2014 an Honorssectionof the course was added.
From the initial launchof IM301 enrollmentssteadilyincreasedoverthe nextsemesterswithtotal
enrollmentsasfollows(classsizesnotedinparenthesis):
Fall 2013 – 657 (434, 233)
Spring2014 – 695 (433, 241, 20 Honors)
Fall 2014 - 785 (441, 344)
Spring2015 - 879 (438, 401, 40 Honors)
In spring2014, DenisHamilton,course coordinatorforIM301 participatedina semesterlongtraining
program inhybridandonline teachingmethodsandbecame certifiedinthese methods. Insummer
2014 he taught the IM 301 course usinga hybridformattoa small sectionenrollment(30students) with
goodevaluations(4.31) foran introductorylevel course withanaverage grade level GPA of 3.0.

Concurrently,ProfessorHamiltonfoundteachingIM301 usingtraditional formatsinlarge sections
duringthe initial semestersinfall 2013 andagain inspring2014 to be challenging. The classroomdesign
inLivingstondidnotallowforhighlevelsof interactionwith studentsandmade itdifficulttoconduct
teambasedexercisesduringclass. Forfall 2013 the daytime sectiontaughtinthe 445 seatclassroom
was at over95% of capacity. Course evaluationsinthe 434 studentdaysectionwere low (3.34) but
higherinthe eveningsectionwith233 students(3.71).These are average studentratingscoresof the
“teachingeffectiveness”and“overall qualityof course”questions.Itshouldbe notedthatinresearch
studiesof large sectioncourses(over150 students) the datashowsthatstudentevaluationsof these
large sectioncoursesscore generallyone standarddeviationbelow coursestaughtinsmall sections(less
than 60 students). The instructor,ProfessorHamilton,hadreceivedoutstandingstudentevaluationsat
Rutgerspriorto teachingthese large sections(averagestudentratingsinexcessof 4.5for 29 courses
previouslytaught).These priorratingswere well abovebothdepartmental andRBSaverages.
In reviewingcommentaryinthe studentevaluations,Professor Hamiltontheorizedthatthe large size of
the class wasgreatlylimitingthe levelof interactionbetweenhimself andthe studentsandbetweenthe
studentsthemselves. He feltthatthose interactions,inpart,hadbeenresponsibleforhispreviously
higherratings. He also feltthatthe lowGPA target(3.0) for the course wasaddingto the negative
resultsconsideringthe highacademicqualificationsof the generalpopulationof RBSNew Brunswick
students.Hisothercoursesdidnothave such a low and stringentGPA target.
RedesignofIntroduction to Management(301):
As a resultof the relativelylowstudentevaluations,ProfessorHamiltonrequestedapproval tomodify
the course design,deliveryformat,classsize,andgradingpolicyinordertoimprove the course. This
workwas done byProfessorHamiltonduringsummerof 2015 andlaunchedinall NB course sectionsin
fall 2015. The improvementsincludedthe followingchanges:
 Reduce classsize limitto200 from440. Thisrequiredschedulingtwiceasmanysectionsof the
course each semester. However,byconvertingthe course to50/50 hybridmethod,itwas
possible toreduce the classsize inhalf withoutthe needtoscheduleadditionalclassroom
space.
 Convertall lecturesforthe course to recordedsessionsdeliveredasynchronously,online in
Blackboard
 Convertall in-classsessionstoprimarilyteambaseddiscussionexercisesfocusedonapplying
the material coveredinthatweek’sonline session.Thisrequireddevelopingacustomizedcase
that builds overthe semesterandresultsinateam basedprojectatsemesterendthat
incorporatesthe resultsof those exercises.
 Have all quizzesandexaminationscontinuetobe done inperson,inthe classroom
 Revise the gradingtarget(average GPA) to3.3 from 3.0 whichisconsistentwithmostotherRBS
introductorylevelcourses

Measurementofthe Resultsfor the NewCourse Design:
A. StudentCourse Evaluation Ratings:
As a resultof these course modificationsaveragestudentevaluationsscoreswere the highestever
achievedinthiscourse improvingsignificantlyfrominitial levels. Manyof these improvementswere
made possible byadoptingthe hybridformat.Forfall 2015, the average scoresfor the three large
sectionsof the course (with200 studentseach) were 3.91 (average of the “teachingeffectiveness”
and “overall qualityof course”questions).Thiswasanincrease fromthe average of 3.72 priorto the
improvements.Inthe one additionalsectionof thiscourse,whichhadfewerstudents(50),those
evaluationscoresaveraged4.31. Thishigherratingthan the large sectionsisconsistentwiththe
large sectionresearchstudypreviouslycited. Table 1showsthe average studentevaluationratings
by semesterforthe large sectionsof IM301 before andafterimplementingthe improvements
made inthe summerof 2015.
Table 1
Introduction to Management (301)
Student Course Evaluation Ratings
“Teaching Effectiveness” and “Overall Quality of Course” Questions (Average Ratings)
Large Sections Only
Trad
F13
Trad
S14
Trad
F14
Trad
S15
Avg
Pre
Hybrid
F15
Avg 3.53 3.84 3.71 3.80 3.72 3.91
Note:There were minorimprovementsmade tothe course eachsemesterbut nothingof the scale
and significanceof the changesmade duringthe summerof 2015.
Anotherindicatorof studentsupportforthe hybridformatiscontainedinthe writtencommentary
of studentsinthe feedbacksurvey. The mostfrequentresponse tothe question“Whatdidyoulike
bestaboutthiscourse?” is:“hybridformat”!
B. Learning Outcomes:
Learningoutcome objectivesforthiscourse were notsubstantivelychangedsince the original
designof the course insummer2013. Similarly,the designof exams hasnotchangedsignificantly
either.Examsnowcomprise 70%of the grade (previously80% whichwas reviseddue tothe
additionof the teamcase project). Thuscomparingaverage examscorespre andpostthe
implementationof the summer2015 formatchangesisa reasonable measureof the impactof those
changeson learningoutcomes. Inreviewingthiscomparativedata,average examscoresimproved
inboth daytime andeveningsectionsforboththe midtermexamsandthe final exams.The most

significantimprovementswere inthe midtermexamscoresandinthe eveningsections.Table 2
providesaverage midtermandfinal examscoresfordayandeveningsectionsbefore andafterthe
formatchange.
Table 2
Midterm and Final Average Exam Scores by Semester, by Time of Day
Large Sections Only
Midterm Exam
Trad Trad Trad Trad Avg Hybrid
F13 S14 F14 S15 Pre F15
1 Day N/A 82.1% 82.1% 83.2% 82.5% 85.0%
2 Evening 76.7% 77.4% 79.2% 81.2% 78.6% 86.6%
3 Day 85.0%
Avg 76.7% 79.8% 80.7% 82.2% 79.8% 85.5%
Final Exam
F13 S14 F14 S15 Pre F15
1 Day N/A 78.8% 78.5% 79.2% 78.8% 79.7%
2 Evening 81.9% 75.9% 79.5% 75.4% 78.2% 79.3%
3 Day 80.5%
Avg 81.9% 77.4% 79.0% 77.3% 78.9% 79.8%
Note:There is lessdisparitybetweendayandevening
sectionswith implementationof the hybrid. Thismaybe
because lecturesare not beingdone inthe eveningwhen
studentsare more tired. Instead,lecturescanbe reviewed
whenmostconvenientforstudentsandpossiblywhenthey
are more attentive andina locationthatis more comfortable.
Note:The final examisgenerallymore difficultbecause it
covers more material thanthe midtermexam

C. StudentFailure Rates
Anothermeasure of the impactof the changesin course designistoobserve the failure rate for
studentstakingthe course. Ideallythisrate wouldnotbe ashighpostimplementationof the hybrid
formatsuggestingthata greaterpercentage of studentsare now able todemonstrate sufficient
masteryof the material toearna grade of C or higherasa resultof the changedcourse design. Per
the syllabus,inorderfora studenttoearn a grade of C or higherinthe course theymustearna
minimumof anaverage score of 70% on the two exams. The numberof studentswhofailedto
meetthisminimumaverage examscore requirementinsectionspriortothe implementationof the
changeswasan average of 5.9% of all students. Inthe redesignedcourse thataverage wentdown
to 4.2%, a 32.7% reductioninthe failure rate. Withroughly800 studentstakingthiscourse each
semesterinthe large sectionsthatisequivalentto13 studentspersemesterwhoare now not
requiredtorepeatthiscourse inorderto continue theirstudiesinRBS.
One possible explanationforthisimprovementisthe benefitderivedfromthe hybridformatby
studentswhose firstlanguage isnotEnglish. These studentsare able toaccess the recorded
lecturesonlineandrewindlecturesorrepeatthemasneededtoassure theirunderstanding.
Historically,studentswithAsiansurnamestendedtobe adisproportionate numberof the students
whofailedthe course.Observationsandinteractionswithstudentsinthe classroomandduring
office hours reveal thatmany(notall) of the Asianstudentsstruggle withunderstandingand
speakingEnglish. Anotherpossibleexplanationforthe reducedfailure rate maybe the increased
amountof time spentingroupdiscussioninclass. Thismayhelpstudentstobetterunderstandthe
material because theycanfreelyaskquestionsof theirteammembersandgetconfirmationof their
understanding,somethingthatisnearlyimpossible,orlesscomfortable,forthemtododirectlywith
the instructorina large lecture format.
It isimportantto note that the increase inaverage GPA forthe course doesnotaffectthis
improvementinthe failure rate because the failure rate isstrictlybasedonthe student’s
performance onthe twoexams. Those examshave notchanged intermsof contentcoveredor
gradingstandardsthusthe lowerpercentage of studentswhofail toearnat least70% on the exams
isindicative of positive improvementsinthe course designanddelivery.
Table 3 providesaverage percentagesof studentswhofailedtoearna grade of C or higherbefore
and afterthe implementationof the changes.

Table 3
% of Students Failing to earn a Minimum Grade of C,
By Semester, by Time of Day
F13 S14 F14 S15 Pre F15
1 Day N/A 5.3% 5.6% 4.4% 5.1% 3.1%
2 Evening 7.2% 5.2% 3.9% 8.5% 6.2% 3.3%
3 Day 6.1%
Avg 7.2% 5.3% 4.8% 6.5% 5.9% 4.2%
Summary of MeasurementData:
In all three measurementareas;studentcourse evaluations,learningoutcomes,andfailure rates,the
measurementresultsare betterfollowingthe changestothe course. Those improvementswere atleast
partiallyenabledbyadoptingthe hybridteachingformat.
Footnote:Inthe currentspringsemesterasurveywasconductedof all IntroductiontoManagement
studentsasrequestedbythe Dean’soffice inconnectionwithpossiblyrelocatingsome sectionsof this
course to anothercampus. One questionasked of the studentsinthe surveywaswhetherthey
preferredthe hybridmethodtotraditionalteachingmethod. Over70% of the 658 students
participatinginthe surveyindicatedtheypreferredthe hybridmethodtothe traditional method.
Instructor Perspective:
While there are manybenefitstothe instructorof deliveringacourse inhybridformat,itis importantto
dissuade the viewof some thatteachingahybridcourse (particularlyinlarge sections) ishalf asmuch
worksince the class onlymeetshalf the time. There ismuchmore preparatoryworkto customize the
learningshell,torecordlectures,todevelopfull sessioncase exercises,etc.versusatraditional delivery
method. Admittedlysome instructorscanshortcutthese requirementsbutinorderto meethighquality
standardsfor online coursesthe workloadisnotsignificantlydifferentparticularlyif the hybridcourse is
designedtotake full advantage of the benefitsthe hybridformatofferssuchasusingrecordingsto
transferlecture material inonline,self-pacedformatsandusingthe classroomformore interactive
learning. Inaddition,hybridcoursesrequiremonitoringandevaluatingstudentcompliance with
participationinonlinesessions(thoughBlackboardcurrentlyprovideslimitedcapabilityfordoingthis).
Hybridsalsorequire more frequentandthoughtful writtencommunicationtooffsetthe lessface-to-face
time inthe classroom. Havingan entire in-classsessionof groupexercisesrequiresinstructorstobe
fullypreparedtoanswernumerousstudentquestions,toprovide coachingandguidance,andtointeract

spontaneouslywithteamswithoutthe crutchof relyingona PowerPointdeckandminimal interaction
to deliveralive lecture thatconsumesmostof the classtime asisoftencustomaryinan introductory
level course. Consequently,hybridteachingisnotsuitable formostinexperiencedinstructorsor
instructorsnotwell-versedinthe subjectmaterial. Itishighlyrecommendedthatanyone teachinga
hybridcourse be fullytrainedinonlineteachingmethodologiesandtechnologyandbe aninstructor
withpriorexperience teachingthe subjectmaterial,if possible.
On the plusside,usingrecordedlecturesdoesallow forreducingthe mistakesandembarrassing
momentsthatcan arise in live lectures. Asaresultof beingable todeliverlecture material online,
instructorsare able to spendentire classsessionsinteractingdirectlywithstudents. Thisincreasesthe
energyinthe classroomandincreasesthe impactan instructorcan have on the learningprocessfor
each student.
Recordedlecturescanalsobe usedinfuture semestersorbyotherinstructorsteachingthe course and
are helpful whenclasssessionsmightotherwise be cancelledorwhenstudentsmissaclass. On the
otherhand,at leastcurrentlyat RBS,instructorsare on theirownto recordlecture materialsandthis
createsa challenge intermsof producinghighqualityvideos.These productionlimitationscanalso
detract fromstudentratingsof the course. Anotherconsiderationisthe potential issue of intellectual
propertyrightsandownershipandaccessprivilegestoaninstructor’srecordedmaterial.
Finally,there isthe benefitof addedflexibilitythatnothavingto be inthe classroomasoftenprovides
to an instructor. Asmentioned,thatisnotthe same as sayingthere isconsiderablylesswork,ortime,
involvedinpreparinganddeliveringthe course.
Recommendation:
Basedon the positive measurementresultsfromthe 2015 fall semester,the proposalistoapprove
continueduse of the redesignedIntroductiontoManagement301 hybridcourse formaton a permanent
basisfor those instructorswhoare qualifiedtoteachhybridformatandpreferthisformat.
The test periodforusinghybridteachingmethodsexpiresatthe endof the spring2016 semestersoitis
necessaryforthiscourse to be approvedforcontinuedinstructionusingthe hybridformat.
In summary,teachinginhybridformatispreferredbystudents,improveslearningoutcomes,reduces
failure rates,andcan allowinstructorstointeractmore directlywithstudentswhile increasingtime
flexibilityforthe instructorandreducinglivelecture miscues. There are few offsettingdisadvantages.

Introduction to Management - 33:620:301:01 (12753)
Updated December 5, 2015
Spring 2016
Room: BRR - 1095
Tuesday 1:40 PM - 3:00 PM
Instructor: Denis G. Hamilton, Ph.D.,MBA,CPA,CGMA
Office Location: BRR 2142
Email: denis.hamilton@rutgers.edu (use course email below for faster response)
Office Phone: 848 445-9272
Course Email: introductiontomanagement@hotmail.com
Office Hours: Classroom Assistants (CAs) will be your primary resource for assistance in this
course. They are knowledgeable and committed to helping you. CAs will be
available before and after class and will conduct regular office hours, review
sessions, on-line discussions, and respond to e-mail inquiries about the course,
assignments, tests,textbook, etc. CA contact information and office hours are
posted on Blackboard. Please contact the CAs FIRST with any questions. They
are committed to responding within 24 hours (excluding holidays) to your
inquiries. CAs will arrange appointments with the Instructor when necessary. If
you feelthat a CA has not been reasonably responsive to your requests,then send
an email directly to the Instructor for further assistance.
Textbook: Introduction to Management 33:620:301 Custom Book for Rutgers
ISBN #: 978-130817624-6 (Bookstores)
ISBN #: 9781308177960 (E-version) http://create.mcgraw-hill.com/shop/
The course uses a custom textbook specifically designed for this course. It is
your responsibility to purchase the book prior to the first class.
YOU DO NOT NEED THE MH CONNECT
VERSION BOOK FORTHIS COURSE OR
THE CONNECT SUPPLEMENT IF YOU BUY
E-BOOK.WE WILL NOT USE MH CONNECT
FOR THIS COURSE
This book was used for fall 2015, Spring 2015,
Summer 2015, and Fall 2014 so used books
should be available.
This is a reading intensive course so you must
have and use the book!
NOTE: Some ofthe reading assignments will be
posted on Blackboard and will not be included in
the textbook.

Clickers: Interaction with students in the classroom will be facilitated by use of Turning
Point electronic clickers (see below for correct clicker type). You are required to
have a properly functioning clicker registered in your name and to bring it with
you to every class. The correct clicker for this course is: ISBN 978-1-934931-
49-3. Some other ISBN numbers will work in this class but check with the CAs
before buying them. Clickers are available in Rutgers authorized bookstores. Do
not use other clickers in this course as you will not receive credit for
attendance, quizzes, or exams.
Hybrid Course: This course is designed as a hybrid course. Hybrid courses include both in-class
sessions and sessions that are completed by the student online. Each week there
is generally scheduled one in-class session and one on-line session. These online
sessions are clearly marked in the course session description included later in this
syllabus.
IMPORTANT: You must fully complete the video lectures and assignments
for the online session at least 48 hours before the next scheduled in-class
session. This is necessary for severalreasons including allowing you time to
prepare for your next in-class session. This gives you four days from the
previous in-class session to complete your online session for that week. You may
complete the online session at any time convenient for you provided it is
completed on time. Failure to complete online sessions on time will result in a
reduction ofclass participation points. Your participation in online sessions
is monitored by the course management system.
Blackboard: Blackboard is the primary course management tool for this course. It is your
responsibility to make sure you have proper access to Blackboard and that your
email address forwards any emails originated from Blackboard to you. This is
the primary means for communicating to students for this class. Blackboard will
contain course announcements, updated syllabi, course assignments, reading
materials, information on grades, and other important information. Alternative
email addresses will not be added so please make sure your university email
address is correct and that your mailbox is not full.

Course Description:
The Purpose of Management is to get the Right Work, Done Well!
The Practice of Management requires:
 Implementing Processes and Practices that identify and deliver superior performance in
innovative and socially responsible organizations - (Management 301)
 Developing and using the critical skills that individuals need to know and have in order to: work
more effectively with others in organizations, to work well in teams,and to lead teams and
organizations successfully - (Management 302)
Management 301 focuseson Enterprise Level Management.
Enterprise level management includes:
 Identifying and communicating the “Right Work” to be done,
 Designing, implementing, and monitoring the flows of work of the organization and the work
environment so the “Right Work” is performed effectively and efficiently (“Done Well”),
 Continuously pursuing innovation to create new opportunities and to improve existing
products/services/capabilities
 Adopting values and practices that enable the firm to responsibly fulfill its obligations to all
constituents (customers,communities, employees, business partners, and shareholders)
Essential elements ofmanaging the enterprise that are covered in this Management 301 course
include:
1. History and evolution of management principles;
2. Strategic management;
3. Managing organizational design;
4. Performance Management;
5. Managing innovation and growth;
6. Global management;
7. Values-Based management
The knowledge and skill-sets of Management developed in these two complementary courses are used
routinely by successfulmanagers in organizations and constitute critical learning for business students
regardless of their major field of study.

Learning Objectives:
Students who successfully complete this course will be able to:
 Recognize, identify, and select accurate descriptions of the core elements of enterprise
management (strategic management, managing a positive and productive workplace, performance
management, managing innovation and growth, global management, and values-based
management)
 Recognize, identify, and select accurate descriptions and/or definitions of concepts,processes,
standards, and tools that are key components of each of the core elements of enterprise
management
 Design, construct, and apply these concepts, processes,standards,and tools to business situations
as well as: evaluate, critique, and collaboratively support the enterprise management application
activities of fellow students.
By the end of this course students who regularly participate in classroom and online sessions will have
applied enterprise management principles and practices through participation in the following team based
exercises:
 Develop a business strategy for creating competitive advantage and achieving superior profitably
– strategic management
 Design engaging and motivating jobs, group jobs into productive work units, and integrate work
units to generate value creation – managing organizational design
 Design, evaluate, and improve processes for getting work done effectively and efficiently –
performance management
 Create a work environment that motivates and engages employees to work productively –
managing an engaged workforce
 Apply and adapt management practices to operate effectively in: growing organizations,
innovative organizations, global organizations, diverse organizations, and values-based
organizations – managing global,innovative, diverse,and socially responsible organizations

Pre-Requisites: None
Expectations:
Professional conduct is expected at all times:
 Treat all participants in the class with respect
 Arrive on time and avoid early departures
 Use laptops or other technology in the classroom only when appropriate for the activities for that
session
 No cell phones, computers,or other electronic instruments or recording devices are to be out or
on during class. This policy is strictly enforced. Failure to comply with this policy can result in
a student being dismissed from the classroom and losing attendance and quiz points for that
class
 Students will be required to bring their “clickers” to each class. Each student may only use their
“clicker” registered in their name. These electronic devices will be used to record attendance,
class participation, and to record examination answers. The misuse ofthis technology or use of
multiple electronic devicesas a means to deceive the instructor/CAs concerning attendance
or participation by a student will be considered a violation ofRutgers Academic Integrity
and Honor Pledge. Misuse will be considered equivalent to cheating on an exam and will
carry severe consequences!
 Do not distract others (this is particularly important due to the size and number of students in this
classroom). Your cooperation is important for creating an effective learning environment.
 If you are unable to comply with these expectations, you will be asked to leave the classroom.
Students are expected to:
 Spend 1 hour and 20 minutes in class per week,plus another 5-6 hours per week outside of class
completing online assignments including video lectures, reading assignments, homework,
projects, and studying
 Actively participate in class, which includes both listening and speaking up as appropriate
 Complete all assignments – including the reading
 Earn their grades throughout the semester

Attendance Policy:
In accordance with Rutgers University regulations, attendance is expected at all regularly
scheduled meetings ofthis course. http://policies.rutgers.edu/1027-currentpdf
In large section classes monitoring of attendance is done electronically. The only excused absences for
this course are those which meet the requirements as outlined in Rutgers attendance policy (these include
recognized religious holidays, participation as a student athlete as a member of an intercollegiate athletic
team, or an extended serious illness documented with, and approved by the dean of students). Only in
these situations is it necessary to contact the professor to notify him of your absence. Students missing an
occasional class for minor illness or personal circumstances do not require written documentation or
verification from the dean. In these circumstances, each student is allowed two of these unexcused
absences during the semester without penalty. These absences cannot be used during exam periods and
for classes designated as MANDATORY ATTENDANCE by the instructor.
Students requesting an excused absence for an extended serious illness should ask the dean to contact the
instructor directly to notify him of the student’s absence and circumstances. If properly notified by the
dean of an authenticated absence the instructor will make reasonable accommodations to allow a student
to make up work that counts toward their semester grade and will not penalize the student’s attendance or
quiz grades for such an approved absence provided that the work is made up to the satisfaction of the
professor.
Each unexcused absence overthe allowed maximum is a 2-point reduction of the student’s class
participation grade.
In addition, students are expected to arrive to class on time and to stay until class is completed. Any
combination of two late arrivals and/or early departures will count for one unexcused absence. Again,
no notifications are required for late arrivals or early departures. These are covered within the two
allowed unexcused absences and will be monitored electronically.
Absences due to religious observance,participation in certain approved university-sponsored events such
as intercollegiate athletics, or dean approved extended illness are treated as authenticated, excused
absences and do not result in a reduction in the class participation grade or quiz score. Authenticated
excused absences,however,do not waive the overall policy for attendance. Students who must, for any
reason, miss more than an occasional class should consult with the instructor in advance to discuss the
implications of their absences on their ability to achieve the learning objectives and to earn a high grade
in the course. Missing more than a few classes for whatever reason is likely to impact on a student’s
ability to master the material. A student, regardless of circumstances,must still demonstrate mastery of
the course material under exam conditions in order to earn a good grade.
It is the policy of the Rutgers University not to cancelclasses on religious holidays. For information on
the cancellation of classes due to inclement weather,see the campus operating status.

Grading:
Grades for this class will be based on the following point system:
Class Participation 10 points (based on timely attendance,preparation and participation)
Quizzes 10 points
Team Case 10 points
Mid-Term Exam 35 points
Final Exam 35 points
Total 100 points
There are no extra credit points available in this course.
Class Participation:
Students are expected to come prepared to contribute to every class. Preparation includes reading the
assigned material and preparing required assignments. Participation requires timely attendance for all
classes and contributing to class discussion in a constructive/respectful manner. Students may be
randomly called upon to discuss an assigned topic during class so be prepared. The use of clickers to
provide input during class is an integral part of the learning process for this course. Students are expected
to keep their clickers in proper working order, have their clicker tuned to the right channel, have their
clickers properly registered in their name in Blackboard, and to effectively engage in class exercises using
these learning tools. Submission of electronic responses will be evaluated as part of the class
participation and quiz grades. In-class exercises should be reviewed and prepared in advance for
discussion with your team during class.
Quizzes:
In-class, unannounced quizzes will be given periodically covering the assigned material for prior online
class sessions. Quizzes will generally be worth 1 point each. You must have and use your clicker to
participate and receive credit for a quiz. The maximum number of quiz points that can be earned is 10
points.
Team Case Assignment/Competition:
During the workshops/group exercises, teams will be developing their business cases. Near the end of the
semester teams will submit a PowerPoint Presentation deck on their business case to the
CAs/professor. The 10 best team write-ups as evaluated by the professor with input from the CAs will
receive the full 10 points for this assignment. All other teams will likely receive fewer than 10 points
based on the quality of their write-up in relation to the assignment criteria. From this top 10 group, the
professor with input from the CAs will select the top five teams who will make presentations to the entire
class. The winning team will receive special recognition. Final competition results will be scored 50%
by your classmates,25% by the TAs, and 25% by the professor.
Mid-Term Exam:
The first exam will cover material covered in class and in the textbook prior to the exam. The mid-term
exam is generally 50 multiple choice questions that are to be completed in 60 minutes.

Final Exam:
The final exam will include primarily material covered since the mid-term exam however it may also
include some key concepts covered from the beginning of the course. The final exam is generally 50
multiple choice questions that must be completed in 70 minutes. The final exam is given during the
designated final examination period for this course as posted on the Rutgers University website. Please
make sure you do not schedule departures before the end of the designated exam period for this course.
Students will be penalized for missing regularly scheduled exams without advanced approval from the
instructor. Agreement to reschedule a student’s exam is generally only given when authorized in
accordance with the University’s exam policy. Please check to make sure this class is the class that is to
be rescheduled for exam purposes before requesting a change in your exam schedule for this class. Make-
up exams are given at the sole discretion of the instructor and generally are more difficult in order to
compensate for the additional preparation time. In some cases students may not be able to take the final
exam make-up test until summer session. In these circumstances the student will receive a temporary
grade of TF until the make-up exam is taken and graded and a final grade is posted. Temporary grades
are not a part of the student’s permanent academic record unless the student does not complete the make-
up exam.
Grades:
There is no grading curve in this class. The average grade for this course is generally a “B” (3.2 GPA
level).
Grading will be as follows:
A = 90 – 100 points
B+ = 87 – 89.99
B = 82 – 86.99
C+ = 77 – 81.99
C = 70 – 76.99
D = 60 – 69.99
F = < 60
MINIMUM AVERAGE EXAM SCORE REQUIRED TO EARN A “C” or HIGHER GRADE:
YOU MUST DEMONSTRATEA MINIMUM LEVEL OF MASTERYOF THE COURSE
MATERIAL UNDER EXAM CONDITIONS TO BEELIGIBLE TO EARN ATTENDANCE
POINTS, QUIZPOINTS, AND TEAM CASE POINTS,AND TO RECEIVE A GRADE OF “C”
OR HIGHER IN THIS COURSE.
NOTE: In order for a student to earn a grade ofC or higher in this course the student must
average at least 24.5 points or more on the combination ofthe mid-term exam and the final exam
(the equivalent ofachieving an average of70% correctanswers for the two exams). Any student
who earns an average oflessthan 24.5 points on the mid-term and the final exam will have their
final grade determined by averaging the percentage scores ofthe two exams and multiplying that
percentage times 100 points to determine their total points earned in the course. All students who
fail to achieve the minimum required average exam score will earn either a “D” or an “F” in the
course regardless oftheir class participation, team case assignment, or quiz points.

Academic Integrity:
There is a University-wide policy on academic integrity, which will be followed and strictly enforced in
this course. Every student is expected to abide by the university’s honor pledge.
“On my honor, I have neither received nor given any unauthorized assistance on this examination or
assignment.”
Your participation in exams and quizzes for this course is your agreement to abide by this honor
pledge.
Rutgers University policy on academic integrity and honesty applies to all work performed for this class.
Attendance questions, tests and individual assignments including quizzes are to be completed only by the
individual student whose name is associated with the clicker. Tests will be closed book and notes. Use of
websites or other sources that provide test banks or reviews of material in this course other than those
authorized by the instructor is strictly prohibited. If there are any questions about conformity to the
policy please check with me in advance and check the Rutgers website:
http://academicintegrity.rutgers.edu/policy-on-academic-integrity.
Your agreement to syllabus will constitute your agreement to abide by the academic integrity policies of
the university as described in the following statement.
“I have read the University-wide policy on academic integrity, understand its implications (and have
sought clarification of those parts that were unclearto me), and will abide by it.”
Student Needs:
The Office of Disability Services at Rutgers, The State University of New Jersey provides student-
centered and student-inclusive programming in compliance with the Americans with Disabilities Act of
1990, the Americans with Disabilities Act Amendments of 2008, Section 504 of the Rehabilitation Act of
1973, Section 508 of the Rehabilitation Act of 1998, and the New Jersey Law Against Discrimination.
The Office of Disability Services: http://disabilityservices-uw.rutgers.edu/
Agreement to the Syllabus:
It is the responsibility of each student to read,review and ask questions concerning this syllabus. In
the Blackboard system there will be an Agreement to the Syllabus assignment that must be completed
by each student. This will be posted after we review the syllabus in the first class.
The following statement is contained in the agreement.
I have read this syllabus, understand its implications (and have sought clarification of those parts
that were unclear to me), and will abide by it. I understand that the course instructor has the right
to make alterations to the class and exam schedule asneeded.
Students must submit an agreement to syllabus by the posted due date for this assignment or risk being
penalized with a reduction of points. A student who has not posted an agreement to syllabus will not be
allowed to take any exams in this course and will not be eligible for make-up exams, if offered.

Final Comments:
This course covers a wide-range of topics and is reading intensive. It is important to stay current with the
readings, to view all video lectures, to fully engage in the development of the case study with your team,
to attend and engage in the classroom, and to utilize the support tools available with this course including
office hours, discussion board, FAQs on Blackboard, class email system, etc. Students who follow these
guidelines can expect to increase their chances of mastering key concepts and achieving a good grade in
this course.
With over 30 years of senior management experience mostly in the corporate headquarters of Fortune 50
companies, consulting experience with major organizations, and a Ph.D. in Organization Management
from a Big Ten University, I combine both theoretical and practical perspectives of management into this
course. Many students mistakenly believe that Management is just common sense. The data would
suggest that a majority of managers therefore must lack common sense based on the numerous examples
of failed management we encounter every day. Through application of the concepts and tools covered in
this course you can learn to avoid many of the mistakes that derail otherwise successfulcareers in
management. No matter what major you pursue you will likely work for a manager and be a manager at
some point in your career. This course will help prepare you for that eventuality while fully recognizing
that it will take much more than one college course to make you a successfulmanager!
I look forward to your participation in the course.
Sincerely, Professor Hamilton
THE DETAILED COURSE SCHEDULE IS ON THE FOLLOWING PAGES

Date Topic #/Topics Readings Assignments
Jan 19
In-
Class
1 1. Introduction to Management
 Classroom Technology Overview
 Review Syllabus
 “Does Management Really Work?”
 Introduce Management Framework
 Syllabus
 Textbook
pp. 3 - 9
Complete the readings
Jan 20
Online
2 1. Introduction to Management (cont.)
 “History of Ideas,The Management Century”
 Evolution of Management Principles
Textbook
pp. 11 - 25
Complete the readings.
View the lectures.
Online 3 2. Strategic Management
 What is Strategy
 Why is Strategy Important
Textbook
pp. 28 - 43
View the lectures.
Online 4 2. Strategic Management (cont.)
 The Strategy Process
 Mission, Vision, & Goal Setting
Textbook
pp. 44 - 69
View the lectures.
Jan 26
In-
Class
MANDATORYATTENDANCE SESSION
Form Teams/Seat Assignment
Workshop/Group Exercises - Exercise 1
Value Proposition
Core Values
See instructions in
Blackboard
Jan 27
Online
5 2. Strategic Management (cont.)
 External Analysis
Textbook
pp. 70 - 104
View the lectures.
 Internal Analysis
Textbook
pp. 106 - 144
View the lectures.
 Strategic Options
 Strategy Selection
Textbook
pp. 146 - 172
View the lectures.
Feb 2
In-
Class
Vision/Mission Statement
Strategic & Financial Goals
See instructions in
Blackboard
Feb 3
Online
8 3. Managing a Positive and Productive Work
Environment
 Organization Design
o Organization Design Process
o Designing Productive & Meaningful Jobs
View the Lectures
Online 9 3. Managing a Positive and Productive Work
Environment (cont.)
o Grouping Jobs
o Creating Organizational Structure
Textbook
pp. 174 - 198
View the lectures.
Feb 9
In-
Class
Identifying Jobs, Creating Job Descriptions,
Integrating Work
See instructions in
Blackboard

Feb 10
Online
10 3. Managing a Positive and Productive Work
Environment (cont.)
o Integrate and Coordinate Workflows
o Motivate and Monitor Performance
Textbook
pp. 198 – 211
pp. 214 – 217
pp. 224 - 235
View the lectures.
Online 11 3. Managing a Positive and Productive Work
Environment (cont.)
 Employee Engagement
o “Inner Work Life”
o Engaging Employees
Textbook
pp. 237 - 253
View the lectures.
Feb 16
In-
Class
Exercise 4 – Employee Engagement
Mid-Term Exam Instructions
Mid-Term Exam ReviewSession
Topics 1 - 3
Feb 23 Mid-Term Exam Topics 1 - 3
Feb 24
Online
15 4. Performance Management
 Process Management
 Measurement Systems
Textbook
pp. 217 – 227
pp. 259 – 265
This chapter is in topic 3
in the textbook
Complete the readings
Online 16 4. Performance Management (cont.)
 Performance Improvement
 “Art of Risk Management”
BCG Article
Posted on
Blackboard
Reading is posted in
Blackboard under course
documents
Mar 1
In-
Class
Process Management, Measurement, and
Business Improvement
See instructions in
Blackboard
Mar 2
Online
17 5. Managing Innovation & Growth
 What is Innovation?
 Why Innovation is Important
 Developing an Innovation Strategy
Textbook
pp. 269 - 295
View the lectures.
Online 18 5. Managing Innovation & Growth (cont.)
 Organizing for Innovation
 New Product Development Processes
 Managing New Product Development
Textbook
pp. 297 - 324
View the lectures.
Mar 8
In-
Class
Creating and Prioritizing New
Products/Services
See instructions in
Blackboard
Mar 9
Online
19 5. Managing Innovation & Growth (cont.)
 The Nature of Entrepreneurship
 Corporate Entrepreneurship
Textbook
pp. 327 - 349
View the lectures.
Online 20 5. Managing Innovation & Growth (cont.)
 Managing Growth
 Growth Strategies
 Managing Change & Renewal
Textbook
pp. 350 - 379
View the lectures.
Mar 22
In-
Class
Geographical Growth Strategy - USA
See instructions in
Blackboard

Mar 23
Online
21 6. Global Management
 Globalization of Markets
 Global Environment
Textbook
pp. 382 - 411
View the lectures.
Online 22 6. Global Management (cont.)
 Global Strategies
Textbook
pp. 412 - 447
View the lectures.
Mar 29
In-
Class
Global Expansion
See instructions in
Blackboard
Mar 30
Online
23 7. Values Based Management
 Diversity/Multi-cultural Society
 Legal Aspects of Diversity
 Managing Diversity Effectively
Textbook
pp. 450 - 481
View the lectures.
Online 24 7. Values Based Management (cont.)
 Sources of Discrimination in the Workplace
 Sexual Harassment
View the lectures.
Apr 5
In-
Class
Work on Team Presentations in Class
Laptops allowed for this session only
See instructions in
Blackboard
Apr 6
Online
25 7. Values Based Management (cont.)
 Ethics and Ethical Decision Making
 Why Behave Ethically?
Textbook
pp. 482 - 515
View the lectures.
Online 26 7. Values Based Management (cont.)
 Corporate Social Responsibility
 Sustainability
View the lectures.
Apr 12
In-
Class
27 Team Presentations Due at Beginning of Class
Develop CSR Strategy & Plans
See instructions in
Blackboard
Apr 19
In-
Class
28 MANDATORYATTENDANCE SESSION
Course Summary
Final Exam Instructions
Final Exam ReviewSession (Optional)
Topics 4 - 7
Apr 26
In-
Class
Selected Team Presentations –
Top 5 Teams will present their team case
Students will vote on “Best Managed Company”
TBA Final Exam Topics 4 - 7
NOTE: Course Topics and Schedule is subject to change

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