**As of 8/28/14**

HSB VisionWhere the business, government and non-profit sectors intersect to educate and collaborate for the common good.

Foundations of Management Fall Semester 2014Syllabus

Section:MGMT 3100-02

Course Time: M, W, F; 11:30 AM 12:30 PM**The Management Education Conference will be Tuesday Nov 25th during Convocation Hours**

Location:GLC 246W

Final ExamWednesday, December 17th; 10 AM 12 Noon; GLC 246W

Instructor/Contact Info:Peggy Andrews, PhD, SPHRpandrews03@hamline.edu / (612) 201-3812Office hours: MWF, 1:00 2:00 PM, East Hall 214 or by appointment

Required Textbooks Schermerhorn, J. (2012). Exploring Management (3rd Edition). John Wiley & Sons, Inc.Available in hard copy or as an e-text - see the campus bookstore for details.(Note no need to buy any of the add-ons that are offered).

Conference Board, et al (2001). Working Better Together: How Government, Business and Nonprofit Organizations Can Achieve Public Purposes through Cross-Sector Collaboration, Alliances, and Partnerships. (PDF available in the Content Section of the course Blackboard site.)

Course Description and Learning Objectives How can we build organizations that are lastingly successful in a rapidly evolving global context? How can we design organizational systems and processes that help people have meaningful work? How can we develop engaging and challenging careers where we make a meaningful contribution to our organization and to the lives of others? These are some of the questions effective managers ponder. This semester we will explore these questions and more as we learn about the multi-faceted roles managers play in for-profit, not-for-profit, and public organizations; and the knowledge and skills needed to perform those roles successfully. You will learn about and practice some of the assessment, planning, goal setting, strategy formulation and implementation, and decision-making processes that managers use to be successful in changing times. Class discussions and assignments will encourage you to reflect on jobs you have held and share insights you have gained about management practices and how they impact individual performance, workplace climate, and organizational results.

You will also be encouraged to assess the effectiveness of managers you know and/or read about, and to analyze the context in which these managers operate. All managers have to work within certain constraints to do their job. It is easy to critique a boss for not being a good manager, but careful study of Management will develop more realistic interpretations, and practices, in managing people and organizations.

The learning objectives for this course are to help students:1. Learn the fundamental language and theories of the profession of Management.2. Learn processes and tools managers can use to analyze an organizational situation and determine next steps for moving forward towards organizational goals.3. Develop their ability to participate collaboratively in diverse work teams to plan and achieve results. 4. Practice the written, oral, and interpersonal communication skills that will help them be more effective in school and in the workplace.5. Reflect on and connect their evolving understanding of the foundations of management to their educational, career, and life aspirations.

PedagogyThis course is organized around a large-scale team project where you and your peers will collaborate to plan, organize, control and lead a mini management education conference. This is a highly experiential method of learning that will allow you to practice and experience management concepts in the real world as we introduce and discuss them in the classroom setting. Through this project students will experience and reflect on how their personal style and independent actions can contribute to a team and organizational outcome.

About this SyllabusThis syllabus contains detailed information about the schedule, assignments, and grading standards for this course. Students are responsible for the contents of this syllabus and are expected to refer to it often throughout the semester. This syllabus is not a contract, but a plan for action. The Instructor reserves the right to alter its stipulations upon prior notification to students.

About the Instructor I have worked in the field of Human Resources for 20+ years and have held staff and leadership positions at The Pillsbury Company, Personnel Decisions International, American Express Financial Advisors, and Total Solutions Group. I completed my PhD at the University of Minnesotas College of Education and Human Development in May, 2010. My research interests revolve around the intersection of work and family including the individual and family impact of white collar layoffs; and economic, sociological, and psychological perspectives on maternal employment. As a practitioner I am passionate about helping companies design and implement hiring and development processes that increase individual-organization fit so that both can flourish!

Instructor AccessI hold regular office hours as noted on the first page of this syllabus. You may also contact me at either the e-mail address or telephone number on the front page of this syllabus. I will respond to either form of communication within one business day; however, I check e-mail frequently and typically can respond to it more quickly than a voice mail. In return I ask that you take responsibility for monitoring your e-mail effectively, and responding to communications within one business day. I also ask that when you e-mail me you do so in a professional manner: Specific subject line (i.e., rather than listing your subject as Question, state the topic of your question this will help me prioritize and respond to e-mails more quickly) Professional salutation CC all stakeholders (i.e., if you are e-mailing me about your team presentation, copy ALL members of your team. This way I can use the reply all feature to ensure clear communication) Standard business usage spelling, punctuation, and grammar (e.g., I would like to know instead of i wld like 2 no) Signature

Class CommunicationDue to the practical, hands-on, and interdependent nature of this class, many students find that the volume of e-mail communication with the instructor and with team members is greater than they have experienced in prior courses. Make it a priority early in the semester figure out the technology tools and personal organization and time management systems that will help you stay on top of e-mail on a daily basis for the next 15 weeks.

Student Academic WorkloadAs a general rule, the academic work required of undergraduate students is about 2 hours per credit per week. For this class (4 credits) that equals 8 hours of work and preparation per week of work outside of class. Please review this syllabus carefully and plan accordingly!

Grading Course grades will be determined as follows:AssessmentPointsPercent of Grade

Chapter Presentation508%

Peer Feedback on Chapter Presentation508%

Learning Journal Assignments (5 x 20 pts each)10017%

Management Education Conference (class grade)508%

Presentation for Management Education Conference (team grade)508%

Mid-term Exam 508%

Final Exam10017%

Class Participation508%

Pop Quizzes***

TOTAL600100%

*The instructor may occasionally incorporate a pop quiz into the class outline for the session. You will likely notice that the number of pop quizzes is in inverse proportion to the amount of student preparation for class as evidenced by engagement and enthusiasm in discussions and activities. Pop quizzes will be based on the assigned readings and often (though not always) will be open note/open book. The course rubric will be adjusted accordingly to factor in the quizzes.

Grades for all assignments are based on the following scale note that they are not rounded up:A93-100%B+87-