MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of management in the global environment and ethical
considerations of management decisions are also included.
Prerequisite:
ENG 122 and second-semester sophomore standing
Textbooks:
The Textbook information which appears on our Saint Leo Bookstore ordering site is as follows:
Robbins. Fund of Management (Custom). 11th edition. Pearson Custom. ISBN: 9780135809761
Your Custom package was created from the following National products:
Robbins, S. P., Coulter, M. K., & DeCenzo, D. A. (2020). Fundamentals of Management (11th ed.). New York,
NY: Pearson. ISBN: 978-0-13-489884-1
This course is a part of the Common Body of Knowledge that all business majors take. You will
be tested on this course content when you take the Peregrine Comprehensive Program
Assessment. You are strongly encouraged to keep all notes, access to your eBook through your
Vitalsource bookshelf, and if applicable, your print upgrade, for this course to enable you to
prepare adequately for the test.
Learning Outcomes:
Upon completion of the course, you will be able to:
1. Recall the scope of management and its processes.
2. Illustrate the principle concepts of management including planning, organizing, leading, controlling,
decision making, and integrating issues.
3. Discuss the effects of culture on the management environment.
4. Exhibit clear and concise oral communication skills.
5. Explain the goals of organizational behavior.
6. Discuss operation and value change management.
7. Explain a topic in the form of a team presentation to the class.
8. Apply critical thinking skills to solve business problems.
9. SLU Core Value: Demonstrate the core values of community and respect through collaboration and
participation in the team project.
Core Value:
Community - Saint Leo University develops hospitable Christian learning communities everywhere we serve.
We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially
responsible environments that challenge all of us to listen, to learn, to change, and to serve.
Respect - Animated in the spirit of Jesus Christ, we value all individuals’ unique talents, respect their dignity,
and strive to foster their commitment to excellence in our work.
Our community’s strength depends on the unity and diversity of our people, on the free exchange of ideas, and
on learning, living, and working harmoniously.
Evaluation:
Item Points Weight
Midterm Exam (1) 100 12.5%
Final Exam (1) 100 12.5%
Quizzes (2) 100 15%
Discussion (8) 100 10%
Written Assignments (6) 100 15%
Team Article Analy.
Stephanie Fernandez-Cruz posted· · What are you good at- a.docxsusanschei
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
Saint Leo University ACC 202 Principles of Accounti.docxagnesdcarey33086
Saint Leo University
ACC 202
Principles of Accounting II
Course Description:
This course is a continuation of ACC 201 and introduces cost accounting concepts, budgeting, cost-
volume-profit analysis and managerial decision-making. It also covers the three principal financial
statements: the income statement, balance sheet, and statement of cash flows.
Prerequisite:
ACC 201
Textbook:
Wild / Financial and Managerial Accounting (With Connect Access) / 5
TH
2013 / McGraw-Hill Create
Custom Book / ISBN# 9781308576893 (eBook package)
OR
Wild / Financial and Managerial Accounting (With Connect Access) / 5
TH
2013 / McGraw-Hill Create
Custom Book / ISBN# 9781308576619 (Loose-leaf print book package)
Students have the choice of the eBook or the loose-leaf package for this class. Both include the required
Connect access. The access is good for 364 days so students taking the courses consecutively do not
need to purchase another package.
Note: All purchase options for Connect Plus provide access for two 180-day terms; therefore, it is
recommended that you take ACC 201 and ACC 202 in consecutive terms (or within the same calendar
year) to avoid paying twice.
Learning Outcomes:
Upon completion of the course, students will be able to:
1. Analyze and understand the components of Stockholders’ Equity of the Balance Sheet, including
differences between common stock and preferred stock, and the computation of book value.
2. Explain the difference between financial and managerial accounting.
3. Define and give examples of cost terms used in planning, control and decision-making and
distinguish between manufacturing and nonmanufacturing costs.
4. Perform cost-volume-profit analysis.
5. Understand the budgeting process and prepare a budget.
6. Analyze financial statements using horizontal, common-size and ratio analysis.
7. VALUES OUTCOME Discuss and explain the relevance of responsible stewardship and integrity as it
relates to accounting.
Core Values:
With the core values of responsible stewardship and integrity in mind, students will discuss
management’s responsibility for creating the master budget. Additionally, students will discuss
management’s incentives for understating revenues and overstating expenses when creat ing budgets.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of
service to employ our resources to university and community development. We must be resourceful. We
must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and
goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission
and deliver on its promise. The faculty, staff and students pledge to be honest, just and consistent in word
and deed.
Evaluation:
Methods of assessment include discussion, assignments, and exams.
.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
Stephanie Fernandez-Cruz posted· · What are you good at- a.docxsusanschei
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
Saint Leo University ACC 202 Principles of Accounti.docxagnesdcarey33086
Saint Leo University
ACC 202
Principles of Accounting II
Course Description:
This course is a continuation of ACC 201 and introduces cost accounting concepts, budgeting, cost-
volume-profit analysis and managerial decision-making. It also covers the three principal financial
statements: the income statement, balance sheet, and statement of cash flows.
Prerequisite:
ACC 201
Textbook:
Wild / Financial and Managerial Accounting (With Connect Access) / 5
TH
2013 / McGraw-Hill Create
Custom Book / ISBN# 9781308576893 (eBook package)
OR
Wild / Financial and Managerial Accounting (With Connect Access) / 5
TH
2013 / McGraw-Hill Create
Custom Book / ISBN# 9781308576619 (Loose-leaf print book package)
Students have the choice of the eBook or the loose-leaf package for this class. Both include the required
Connect access. The access is good for 364 days so students taking the courses consecutively do not
need to purchase another package.
Note: All purchase options for Connect Plus provide access for two 180-day terms; therefore, it is
recommended that you take ACC 201 and ACC 202 in consecutive terms (or within the same calendar
year) to avoid paying twice.
Learning Outcomes:
Upon completion of the course, students will be able to:
1. Analyze and understand the components of Stockholders’ Equity of the Balance Sheet, including
differences between common stock and preferred stock, and the computation of book value.
2. Explain the difference between financial and managerial accounting.
3. Define and give examples of cost terms used in planning, control and decision-making and
distinguish between manufacturing and nonmanufacturing costs.
4. Perform cost-volume-profit analysis.
5. Understand the budgeting process and prepare a budget.
6. Analyze financial statements using horizontal, common-size and ratio analysis.
7. VALUES OUTCOME Discuss and explain the relevance of responsible stewardship and integrity as it
relates to accounting.
Core Values:
With the core values of responsible stewardship and integrity in mind, students will discuss
management’s responsibility for creating the master budget. Additionally, students will discuss
management’s incentives for understating revenues and overstating expenses when creat ing budgets.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of
service to employ our resources to university and community development. We must be resourceful. We
must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and
goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission
and deliver on its promise. The faculty, staff and students pledge to be honest, just and consistent in word
and deed.
Evaluation:
Methods of assessment include discussion, assignments, and exams.
.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
Workplace Culture: Discussion 2
Contains unread posts
Tamecia Shephard posted Aug 27, 2019 4:11 PM
Subscribe
Good afternoon class,
Workplace Culture
I shadowed my cousin in the social services sector as a caseworker. As a caseworker, my/her duties involve helping families with need by placing their children in foster care. This job requires patience as sometimes the employee is expected to do certain activities that are not part of their job description. However, the organization she works for has a pleasant culture that motivates her/us to dedicate her to helping families in need. For instance, majority of the families that we help are African American with cases of absentee parents and low family income because of adults going away to jail for crime. As a caseworker, she is trained to handle people from all races since our organization is committed to cultural responsiveness.
We use English to communicate with our clients since our organization is based in the US. However, in cases where the person in need does not speak English, the institution often hires a translator to assist in the process. As a caseworker, my cousin is expected to conduct follow-up activity regarding various cases to make sure that children placed in foster care are well-adjusted in their new homes. For instance, if a child is not comfortable in their new home, She is expected to find them another family that will accommodate them. A child that has grown under the care of our institution will tell you that we are dedicated to their safety and comfort.
Furthermore, some rituals are conducted to uphold the cohesion of there organization. For instance, the institution conducts annual get-together parties that allow children from foster families to assemble, share food and drinks and exchange their experiences. The culture of cultural competence and dedication to child welfare has made their organization get wide recognition and clients from across all races (Glisson, Green and Williams, 2012).
Reference
Glisson, C., Green, P., & Williams, N. J. (2012). Assessing the organizational social context (OSC) of child welfare systems: Implications for research and practice. Child abuse & neglect, 36(9), 621-632.
Module 2
Contains unread posts
Trevor Barnhart posted Aug 29, 2019 7:33 PM
Subscribe
The company I work for places a strong emphasis on attention to detail and stability within our culture. My company is held in high regard in the HVAC business, and it is because we are known for going above and beyond what is expected of us in every home we enter. And in HVAC, business will slow down during offseasons when people are not using their HVAC equipment. That is why stability in the form of good working relationships through service contracts and routine maintenance is so important to us. Our company's culture has brought about the story of how a small HVAC company formed in the 60s has boomed and expanded to include over 300 employees and over 50 trucks. The whole ...
Workstation
WorkstationIDPK
Type
Location
Employee
EmployeeIDPK
Firstname
Lastname
Title
Date of Hire
Salary
Department
Configurations
Memory
disk space
CPU Speed
License
named license
volume license
concurrent licenses
WorkstationID
WorkstationID
EmployeeID
Dates
WorkstationID
date assigned
date software installed
expiration date
date purchased
Week 2 ERD Diagram.vsdxPage-1
John Sapp
I would like to open an artisan charcuterie small business. Artisan is really just to make it sound fancy and expensive since it comes from a smaller business. Charcuterie is basically preserved meats, like salami, prosciutto, and capicola.
According to Our World in Data, meat production has increased 4-5 fold since 1961, with the largest growth in poultry, pork, and beef. Specifically charcuterie was in an article by Super Market News this year as primary selling commodity for grocery store delis. There is also a rise trendy diet fads that include Atkins and Keto diets that, at least, prioritize protein sources.
My target markets would be more affluent party crowds, meat aficionados, and to a lesser extent family households. The affluent party crowds would fit any demographic who wishes to make an impression with the specialty charcuterie, which could range from college kids throwing a wine and cheese club up to larger catered parties. This could work well in larger college towns where most of these demographics would be present.
My primary competitors would be other specialty providers, and perhaps specialty stores. However, one tactic to turn this threat into an opportunity is to work out being a provider for the specialty stores rather than directly competing with them.
References:
David Copeland
A small business that I’ve always been interested in is a child development center. This is business much like a daycare center, but with the added benefit of child development and learning. The service that is offered would be childcare for children one year to eleven years old. My target market would be the young working class. This market consists of those ranging in age from nineteen to forty, men and women, married and single parents. The major competitors would be after school programs for school-aged children, local daycare centers, and stay at home family members. My business would focus on extended hours that are longer than the typical 6 pm pick up time offered by many after school programs. Unlike daycare centers, my company will also focus on the added benefit of teaching children to be social and productive citizens. It is a learning environment as well as a childcare center. We focus on child development, and unlike many daycare centers, our children are introduced into a structured environment where time is not wasted playing with toys the entire day.
In today’s society, it is extremely hard to survive as a one-income family. This means that a lot of family members between the ages of 19 and 40 ...
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address the final assignment components.
Rework your assignments.
First draft was 100 Plagiarized - Need to be revised ASAPDegree.docxclydes2
First draft was 100% Plagiarized - Need to be revised ASAP
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address .
Due Date Sunday by 1159pm Total Points 100 InsAlyciaGold776
Due Date: Sunday by 11:59pm
Total Points: 100
Instructions:
• Update your project file based on any feedback given last week. If assignment is not
correctly updated, then points will be deducted.
• Add Project Management Processes to your WBS if you have not already done so. This
will need to include the PM processes that would be consistent with the planning,
executing, controlling, and closing activities.
o You will need to create appropriate deliverables (adjective / noun format)
o You will need to create appropriate activities (action verb / adjective / noun
format)
o Sequence the activities
o You will need to estimate times (be sure to differentiate between duration & effort
/ work)
• Sequence all your activities using the predecessors’ column, creating a closed network
diagram (please see multimedia video showing you how to ensure you have a closed
network diagram). At least 4 of your tasks relationships must be different than Finish to
Start (insert a note on these tasks to explain the task relationship that you chose);
remember, you should create a closed network diagram
• Add lead time to at least 2 task relationships with explanatory note
• Add lag time to at least 1 task relationship with explanatory note
• Add a constraint to at least 2 tasks and provide a note explaining why the task is
constrained (make certain that the constraint does not create a conflict in the project
schedule)
• View your critical path
• Create a note in Line 1 of your MS Project file where you tell me what tasks are on the
critical path. It must be in this location. Be sure you tell me the correct critical path, which
may or may not be the tasks highlighted in MS Project.
• Display your project in Network Diagram view and save it so that it opens automatically
in this view
Requirements:
• Use MS Project to complete your assignment.
• Save your files using the following filename convention:
o MSProject2 – FirstName_LastName
Be sure to read the criteria, by which your paper/project will be evaluated,
before you write, and again after you write.
PMG640 –
Project Scheduling and Cost Planning
Unit 3 Assignment: MS Project #2
Evaluation Rubric for Unit 3: MS Project #2 Assignment
CRITERIA Deficient
Needs
Improvement
Proficient
Exemplary
0 – 15 Points 16 – 19 Points 20 – 24 Points 25 Points
Work
Breakdown
Structure
Work Packages are
not fully decomposed
but less than the 30
Activities necessary to
create the
deliverables. Some of
the correct naming
conventions are
missing.
Work Packages are
fully decomposed but
less than the 40
Activities necessary to
create the
deliverables. Some of
the correct naming
conventions are
missing.
Work Packages are
fully decomposed into
the 40 Activities
necessary to create
the deliverables.
Some of the correct
naming conventions
are missing
Work Packages are
fully decomposed
into the 40
Acti ...
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
Create three classes for the words An abstract class called Word, a.docxbuffydtesurina
Create three classes for the words: An abstract class called Word, a class called Noun that inherits from Word, and a class called Verb that inherits from Word. The actual word is stored in class Word. The classes Noun and Verb should have different toString methods the return the word with either “(N)” or “(V)” appended.
Create three classes for the linked list: An abstract class called WordList which contains all the functionality of the linked list, and classes called UnsortedWordList and SortedWordList which inherit from WordList. Each of these two classes should have an insert method that adds a new word in the appropriate position in the list.
The GUI should now have two TextAreas: the one on left showing the contents of the unsorted list, and the one on the right showing the contents of the sorted list. The command window (ADD, DELETE, STOP) should function.
Create two menus for the GUI: One called File (with choices Open and Quit), and one called Display (with choices Nouns and Verbs).
File > Open: open the selected file, fill the linked lists and display them in the text areas.
File > Quit: exit the program.
Display > Nouns: clear the text areas and then display only the nouns on the lists.
Display > Verbs: clear the text areas and then display on the verbs on the list.
The input file will be in the following format: one word per line followed by either N or V in parenthesis: apple(N) peach(N) eat(V) .
.
Create an imaginary person you want to write to in your journal. Alt.docxbuffydtesurina
Create an imaginary person you want to write to in your journal. Alternately, it could be a real person, such as a child or a friend from grade school. Start the entry "Dear ___" as if you were writing that person a letter. Then in a brief entry, describe a relative doing something or telling a funny story. Include face and hair details, eyes, body shape and size, and special characteristics, such as a cough or a limp. Put the person in action. You will be graded on the vividness of the detail and action. Detail! Detail!
.
More Related Content
Similar to MGT 301 Principles of Management Course Descriptio.docx
Workplace Culture: Discussion 2
Contains unread posts
Tamecia Shephard posted Aug 27, 2019 4:11 PM
Subscribe
Good afternoon class,
Workplace Culture
I shadowed my cousin in the social services sector as a caseworker. As a caseworker, my/her duties involve helping families with need by placing their children in foster care. This job requires patience as sometimes the employee is expected to do certain activities that are not part of their job description. However, the organization she works for has a pleasant culture that motivates her/us to dedicate her to helping families in need. For instance, majority of the families that we help are African American with cases of absentee parents and low family income because of adults going away to jail for crime. As a caseworker, she is trained to handle people from all races since our organization is committed to cultural responsiveness.
We use English to communicate with our clients since our organization is based in the US. However, in cases where the person in need does not speak English, the institution often hires a translator to assist in the process. As a caseworker, my cousin is expected to conduct follow-up activity regarding various cases to make sure that children placed in foster care are well-adjusted in their new homes. For instance, if a child is not comfortable in their new home, She is expected to find them another family that will accommodate them. A child that has grown under the care of our institution will tell you that we are dedicated to their safety and comfort.
Furthermore, some rituals are conducted to uphold the cohesion of there organization. For instance, the institution conducts annual get-together parties that allow children from foster families to assemble, share food and drinks and exchange their experiences. The culture of cultural competence and dedication to child welfare has made their organization get wide recognition and clients from across all races (Glisson, Green and Williams, 2012).
Reference
Glisson, C., Green, P., & Williams, N. J. (2012). Assessing the organizational social context (OSC) of child welfare systems: Implications for research and practice. Child abuse & neglect, 36(9), 621-632.
Module 2
Contains unread posts
Trevor Barnhart posted Aug 29, 2019 7:33 PM
Subscribe
The company I work for places a strong emphasis on attention to detail and stability within our culture. My company is held in high regard in the HVAC business, and it is because we are known for going above and beyond what is expected of us in every home we enter. And in HVAC, business will slow down during offseasons when people are not using their HVAC equipment. That is why stability in the form of good working relationships through service contracts and routine maintenance is so important to us. Our company's culture has brought about the story of how a small HVAC company formed in the 60s has boomed and expanded to include over 300 employees and over 50 trucks. The whole ...
Workstation
WorkstationIDPK
Type
Location
Employee
EmployeeIDPK
Firstname
Lastname
Title
Date of Hire
Salary
Department
Configurations
Memory
disk space
CPU Speed
License
named license
volume license
concurrent licenses
WorkstationID
WorkstationID
EmployeeID
Dates
WorkstationID
date assigned
date software installed
expiration date
date purchased
Week 2 ERD Diagram.vsdxPage-1
John Sapp
I would like to open an artisan charcuterie small business. Artisan is really just to make it sound fancy and expensive since it comes from a smaller business. Charcuterie is basically preserved meats, like salami, prosciutto, and capicola.
According to Our World in Data, meat production has increased 4-5 fold since 1961, with the largest growth in poultry, pork, and beef. Specifically charcuterie was in an article by Super Market News this year as primary selling commodity for grocery store delis. There is also a rise trendy diet fads that include Atkins and Keto diets that, at least, prioritize protein sources.
My target markets would be more affluent party crowds, meat aficionados, and to a lesser extent family households. The affluent party crowds would fit any demographic who wishes to make an impression with the specialty charcuterie, which could range from college kids throwing a wine and cheese club up to larger catered parties. This could work well in larger college towns where most of these demographics would be present.
My primary competitors would be other specialty providers, and perhaps specialty stores. However, one tactic to turn this threat into an opportunity is to work out being a provider for the specialty stores rather than directly competing with them.
References:
David Copeland
A small business that I’ve always been interested in is a child development center. This is business much like a daycare center, but with the added benefit of child development and learning. The service that is offered would be childcare for children one year to eleven years old. My target market would be the young working class. This market consists of those ranging in age from nineteen to forty, men and women, married and single parents. The major competitors would be after school programs for school-aged children, local daycare centers, and stay at home family members. My business would focus on extended hours that are longer than the typical 6 pm pick up time offered by many after school programs. Unlike daycare centers, my company will also focus on the added benefit of teaching children to be social and productive citizens. It is a learning environment as well as a childcare center. We focus on child development, and unlike many daycare centers, our children are introduced into a structured environment where time is not wasted playing with toys the entire day.
In today’s society, it is extremely hard to survive as a one-income family. This means that a lot of family members between the ages of 19 and 40 ...
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address the final assignment components.
Rework your assignments.
First draft was 100 Plagiarized - Need to be revised ASAPDegree.docxclydes2
First draft was 100% Plagiarized - Need to be revised ASAP
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address .
Due Date Sunday by 1159pm Total Points 100 InsAlyciaGold776
Due Date: Sunday by 11:59pm
Total Points: 100
Instructions:
• Update your project file based on any feedback given last week. If assignment is not
correctly updated, then points will be deducted.
• Add Project Management Processes to your WBS if you have not already done so. This
will need to include the PM processes that would be consistent with the planning,
executing, controlling, and closing activities.
o You will need to create appropriate deliverables (adjective / noun format)
o You will need to create appropriate activities (action verb / adjective / noun
format)
o Sequence the activities
o You will need to estimate times (be sure to differentiate between duration & effort
/ work)
• Sequence all your activities using the predecessors’ column, creating a closed network
diagram (please see multimedia video showing you how to ensure you have a closed
network diagram). At least 4 of your tasks relationships must be different than Finish to
Start (insert a note on these tasks to explain the task relationship that you chose);
remember, you should create a closed network diagram
• Add lead time to at least 2 task relationships with explanatory note
• Add lag time to at least 1 task relationship with explanatory note
• Add a constraint to at least 2 tasks and provide a note explaining why the task is
constrained (make certain that the constraint does not create a conflict in the project
schedule)
• View your critical path
• Create a note in Line 1 of your MS Project file where you tell me what tasks are on the
critical path. It must be in this location. Be sure you tell me the correct critical path, which
may or may not be the tasks highlighted in MS Project.
• Display your project in Network Diagram view and save it so that it opens automatically
in this view
Requirements:
• Use MS Project to complete your assignment.
• Save your files using the following filename convention:
o MSProject2 – FirstName_LastName
Be sure to read the criteria, by which your paper/project will be evaluated,
before you write, and again after you write.
PMG640 –
Project Scheduling and Cost Planning
Unit 3 Assignment: MS Project #2
Evaluation Rubric for Unit 3: MS Project #2 Assignment
CRITERIA Deficient
Needs
Improvement
Proficient
Exemplary
0 – 15 Points 16 – 19 Points 20 – 24 Points 25 Points
Work
Breakdown
Structure
Work Packages are
not fully decomposed
but less than the 30
Activities necessary to
create the
deliverables. Some of
the correct naming
conventions are
missing.
Work Packages are
fully decomposed but
less than the 40
Activities necessary to
create the
deliverables. Some of
the correct naming
conventions are
missing.
Work Packages are
fully decomposed into
the 40 Activities
necessary to create
the deliverables.
Some of the correct
naming conventions
are missing
Work Packages are
fully decomposed
into the 40
Acti ...
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
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Create three classes for the words An abstract class called Word, a.docxbuffydtesurina
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MGT 301 Principles of Management Course Descriptio.docx
1. MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a
process. Major topics include the evolution
and scope of management, decision-making, planning and
strategy, organizing and staffing, leading
and control and change. The importance of management in the
global environment and ethical
considerations of management decisions are also included.
Prerequisite:
ENG 122 and second-semester sophomore standing
Textbooks:
The Textbook information which appears on our Saint Leo
Bookstore ordering site is as follows:
Robbins. Fund of Management (Custom). 11th edition. Pearson
Custom. ISBN: 9780135809761
2. Your Custom package was created from the following National
products:
Robbins, S. P., Coulter, M. K., & DeCenzo, D. A. (2020).
Fundamentals of Management (11th ed.). New York,
NY: Pearson. ISBN: 978-0-13-489884-1
This course is a part of the Common Body of Knowledge that all
business majors take. You will
be tested on this course content when you take the Peregrine
Comprehensive Program
Assessment. You are strongly encouraged to keep all notes,
access to your eBook through your
Vitalsource bookshelf, and if applicable, your print upgrade, for
this course to enable you to
prepare adequately for the test.
Learning Outcomes:
Upon completion of the course, you will be able to:
1. Recall the scope of management and its processes.
2. Illustrate the principle concepts of management including
planning, organizing, leading, controlling,
3. decision making, and integrating issues.
3. Discuss the effects of culture on the management
environment.
4. Exhibit clear and concise oral communication skills.
5. Explain the goals of organizational behavior.
6. Discuss operation and value change management.
7. Explain a topic in the form of a team presentation to the
class.
8. Apply critical thinking skills to solve business problems.
9. SLU Core Value: Demonstrate the core values of community
and respect through collaboration and
participation in the team project.
Core Value:
Community - Saint Leo University develops hospitable
Christian learning communities everywhere we serve.
We foster a spirit of belonging, unity, and interdependence
based on mutual trust and respect to create socially
responsible environments that challenge all of us to listen, to
learn, to change, and to serve.
Respect - Animated in the spirit of Jesus Christ, we value all
individuals’ unique talents, respect their dignity,
and strive to foster their commitment to excellence in our work.
4. Our community’s strength depends on the unity and diversity of
our people, on the free exchange of ideas, and
on learning, living, and working harmoniously.
Evaluation:
Item Points Weight
Midterm Exam (1) 100 12.5%
Final Exam (1) 100 12.5%
Quizzes (2) 100 15%
Discussion (8) 100 10%
Written Assignments (6) 100 15%
Team Article Analysis Project (1) 100 35%
Total 1,800 100%
Quizzes:
Test your knowledge of course content in modules two and six.
Quizzes are multiple choice and worth 100
points each.
Discussions:
There are 8 discussion assignments worth 100 points each.
5. Students are required to make at least one
original post, and comment on two of their classmates’ postings
in each module.
Source Analysis Assignments:
There are 6 source Analysis Assignments worth 100 points each.
Written assignments include short research
reports and reflection assignments. Apply course theories to
your responses. You may find rubrics and
additional information on each assignment within the weekly
modules.
Midterm & Final Exam:
The midterm and final exam are worth 100 points each. Midterm
and final exams occur in modules four and
eight. Both exams include multiple choice and short-answer
questions.
Article Analysis Project (Team Assignment):
In this project, students apply their knowledge of the four
functions of management (planning, leading,
organizing and controlling) to current events. Locate an article
that represents each of the functions (you should
have four articles). The article should be no more than five
years old. Use the project instructions sheet to
6. analyze each article. Present the articles to the class in a
PowerPoint presentation. Each team member submits
a copy of the assignment via Chalk & Wire.
Grading Scale:
Grade Percentage
A 94% to 100%
A- 90% to 93%
B+ 87% to 89%
B 84% to 86%
B- 80% to 83%
C+ 77% to 79%
C 74% to 76%
C- 70% to 73%
D+ 67% to 69%
D 60% to 66%
F Below 60%
Course Schedule:
7. Module 1 Managers and Management
Objectives When you complete this module, you should be able
to:
re and contrast managers and their roles.
Readings Read Chapter 1 in our textbook: Fundamentals of
Management
Assignments
Items to be Completed: Due No Later Than:
Post an introduction to the class Thursday 11:59 PM EST/EDT
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
8. Submit Module 1 Assignment Sunday 11:59 PM EST/EDT
Module 2 The Management Environment
Objectives When you complete this module, you should be able
to:
fect
management.
organizations.
Readings Read Chapter 2 in our textbook: Fundamentals of
Management
Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
Submit Module 2 Assignment Sunday 11:59 PM EST/EDT
Complete Quiz 1 Sunday 11:59 PM EST/EDT
9. Module 3 Integrative Managerial Issues
Objectives When you complete this module, you should be able
to:
heir
organizations.
responsibility.
Readings Read Chapter 3 in our textbook: Fundamentals of
Management
Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
10. Submit Module 3 Assignment Sunday 11:59 PM EST/EDT
Module 4 Foundations of Decision Making & Foundations of
Planning
Objectives When you complete this module, you should be able
to:
-making process.
-making.
Summarize decision making pitfalls and constraints.
-making tools.
and contrast to goal setting and planning.
Readings Read Chapters 4 & 5 in our textbook: Fundamentals of
Management
Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
11. Post responses to two classmates Sunday 11:59 PM EST/EDT
Submit Module 4 Assignment Sunday 11:59 PM EST/EDT
Complete the Midterm Exam Sunday 11:59 PM EST/EDT
Module 5 Organizational Structure and Design, Managing
Human Resources
Objectives When you complete this module, you should be able
to:
organizational design.
organizational design.
design.
important influences on
that process.
competent employees.
Readings Read Chapters 6 & 7 in our textbook: Fundamentals of
Management
12. Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
Submit Module 5 Assignment Sunday 11:59 PM EST/EDT
Module 6 Managing Change and Innovation, Foundations of
Individual Behavior,
Understanding Groups and Managing Work Teams
Objectives When you complete this module, you should be able
to:
change process.
ons why employees resist change and its
role in stress.
characteristics such
as attitude, personality and perception play in it.
ups and their stages of development.
13. teams.
Readings Read Chapters 8, 9, & 10 in our textbook:
Fundamentals of Management
Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
Complete Quiz 2 Sunday 11:59 PM EST/EDT
Submit Module 6 Assignment
Module 7 Motivating and Rewarding Employees, Leadership &
Trust, Managing
Communication & Information
Objectives When you complete this module, you should be able
to:
14. p and related theories
Compare and contrast contemporary issues in communication.
Readings Read Chapters 11,12, & 13 in our textbook:
Fundamentals of Management
Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
Module 8 Foundations of Control, Operations Management
Objectives
When you complete this module, you should be able to:
organizations.
15. rpose and process of value chain management.
Readings Read Chapters 14 & 15 in our textbook: Fundamentals
of Management Assignments
Items to be Completed: Due No Later Than:
Post an initial response to the discussion question Thursday
11:59 PM EST/EDT
Post responses to two classmates Sunday 11:59 PM EST/EDT
Complete the Final Exam Sunday 11:59 PM EST/EDT
Submit the Final Project Sunday 11:59 PM EST/EDT