Principles of Management and Leadership Collegium of Behavioral Science MAN 110s-001 (4077) MW 8:00 am 9:20 am, Fall 2007

7 Location: SE104
Professor: Frank Hamilton, Ph.D. Office: FO 109 Phone: (727) 864-8063 fax: (727) 864-7927 hamiltfe@eckerd.edu Office Hours: Monday & Wednesday 7:00 am 7:50 am; 9:30 am 12:30 pm Tuesday & Thursday 10:00 am 11:20 am; 1:00 2:00 pm All others by appointment

Course Description:

"The people who get on in this world are the people who get up and look for the circumstances they want, and if they can't find them, make them." George Bernard Shaw
This course introduces students to the interdisciplinary roots of the study of management and leadership, and to the interdisciplinary nature of managerial and leadership practices. Topics covered will include the historical development of management as a distinct discipline, principles of management, the functional areas of management, the historical development of leadership principles, and an introduction to the contemporary issues in management and leadership. The contributions of the liberal arts and sciences to the study and practice of management and leadership will be delineated by demonstrating the relevance of general education to the comprehensive understanding of management and leadership. Classical writings, such as those of Gandhi and Martin Luther King, will be used to inform contemporary management and leadership topics. Course Objectives: At the completion of this course, the student will be able to: delineate the historical development of management as a distinct discipline; delineate the contributions from the humanities, physical sciences, and social sciences to the study and practice of management and leadership; discuss the components of the functional areas of management; delineate the historical development of leadership theories; discuss contemporary issues in management and leadership; and discuss the role of culture and technology in management and leadership theories and practices. Required Texts and Readings: Dubrin, A. J. (2007). Leadership: Research Findings, Practice & Skills (5th Ed.). Boston: Houghton Mifflin. Dumler, M. & Skinner, S. (2008). A Primer for Management (2nd Ed.). Mason, OH: South-Western. Johnson, S. (1998). Who Moved My Cheese. London: Random House. Ritzer, G. (1996). McDonaldization of Society. Pine Forge. Greenleaf, R. (1991). Servant as Leader. Indianapolis, IN: Robert K. Greenleaf Center. Robbins, S.P. (2006). Self-Assessment Library 3.0. CD-ROM Hartwick Classic Leadership Cases: 1

1. 2. 3.

12 Angry Men (Case and Video) Video is on reserve in the library. Gandhi Letter from Birmingham Jail

Harvard Case: 1. Goodpastor, Kenneth et. al. Managing Product Safety: The Ford Pinto. #9-383-129 Course Evaluation: Your grade in this course will be determined as follows: Class Participation In Class Quizzes Any two of the following four for 5% each Baranga Dr. Glass and Mr. Clay Chatter Textbook Cover Service Learning Project and Paper Case Presentations (4 @ 7.5% each) Significant Learning Projects Eckerd College Honor Code: 10% 20% 10%

25% 30% 5% 100%

Effective Autumn Term 2005, Eckerd College has established an honor code for all students which states: "On my honor, as an Eckerd College student, I pledge not to lie, cheat, or steal, nor to tolerate these behaviors in others." In addition on each written assignment students are required to write "pledged" and sign it, indicating that their work is consistent with the Code. Attendance Policy: You are expected to attend all classes. Your repeated unexplained absences will be noted by the professor and interpreted as a non-verbal message of disinterest in the course. Lecture material presented in class is not usually taken from the required readings. Class discussions will focus on a synthesis of required readings, exercises, presentations, and lectures. Class Participation: This class involves many simulations, experiential exercises, and small group discussions. To gain a fuller understanding of the material in this course, participation is necessitated. Participation is defined here as promptness and good attendance as well as oral contributions in class in the form of meaningful questions, comments, and discussion. A number of quizzes and homework will be given throughout the semester. Please be prepared for and expect pop quizzes on the Hartwick and Harvard cases both prior to and after presentations on these. Pop quizzes may entail multiple choice, short answer, or essay questions. These will be included in your final class participation grade. Please note the class begins promptly at 8 am. Please be prompt. ****TECHNICAL REQUIREMENT all students must check their Eckerd e-mail daily!***** 2

Late Papers: All papers are to be turned in the day the paper is due. Late papers will lose one letter grade for each day late unless prior arrangements have been made at least one week ahead of the due date with your professor. Please note that this is in an effort to assist students with time management. All assignment dates are given now; hence having other exams or papers due at or around the same time is not an excuse for a late paper. Analyses of In-Class Exercises: Each student is required to write an analysis of two in-class exercises. These are: 1. Baranga analysis using concepts of change from the Johnson book and theories of motivation, individual differences, and group behavior from the Dumler & Skinner and Dubrin books. (9/26/07) Dr. Glass and Mr. Clay analysis using leadership theories from Dumler & Skinner and Dubrin books as well as change from the Johnson book. (10/3/07) Chatter analysis using concepts of change from Johnson book and communication, perception, negotiation, and power from the Dumler & Skinner and Dubrin books. (10/15/07) Textbook Cover Design analysis using concepts from Ritzer book and other readings on bureaucracy, organizational structure, and motivation. (10/22/07)

2.

3.

4.

Each of these should be 5-6 typed, double spaced pages in length. You should use the theories to explain the behaviors exhibited in the exercise and/or to support the decisions that your group and you made. Be certain to document all sources consulted using a recognized format such as MLA or APA. Service Learning Project and Paper: Service learning involves students in an organized service experience that meets some actual community need (either Eckerd or wider St. Petersburg community for this assignment). Students may engage in individual service projects or may work together in small groups. Service learning projects are to include a minimum of 20 hours service per student over the course of the semester and to be completed by the time the paper is due 11/21/07. If students are required to engage in service learning projects in other classes, the hours may not be used for both classes. Students will meet with a representative of the Center for Applied Liberal Arts (CALA) to review what service learning opportunities are available and to choose one in which to participate. Each student will submit a service learning project proposal to the professor (9/19/07). This proposal (pg 10 of syllabus or 1-2 typewritten pages) for your service learning project is to address the following: 1. 2. 3. 4. the problem or need to be addressed; the service to be performed; the topical areas within Management and Leadership that are relevant to this proposed activity; how this service learning project will contribute to the further development of the students managerial and leadership skills. 3

A Service Learning Project Proposal Worksheet is attached to assist you in writing the proposal. While engaging in the service, students are to complete and submit three service learning project journal entries. These are to be turned in to the professor on 10/8, 11/5, 11/14/07. Journal entry forms are attached to this syllabus. Upon completion of the project, each student will write a paper of about 15 pages that incorporates three sections: 1. Analytical Component: A delineation of how the project they engaged in is related to contemporary issues within the field of management and Leadership and how the study of this course content assisted them in contributing to the resolution of this need. This section will delineate the theories and models that were used in the both analyzing the problem and determining appropriate strategies for problem resolution as well as a review of the professional literature related to the problem area. The analytical section should NOT be a description of what you did. At least five sources from the professional literature in management and leadership should be listed in the bibliography. These sources should be in addition to assigned readings. 2. Reflective Component: A reflection of how participation in this service project further informed one's assessment and understanding of their managerial and leadership strengths and weaknesses. Papers are expected to incorporate materials from class readings and lectures. The reflective component is expected to compose about 1/3 of the overall paper. (Use the attached Personal Reflections Worksheet as a guide to this piece) 3. Log of Hours signed by the students supervisor (attached to the final paper).

This paper is to be written using a recognizable format such as MLA or APA. Be certain to document all sources consulted. The service learning paper is due 11/21/07. Case Presentations: These assignments require the student to synthesize the information from the assigned readings and class lectures to analyze the major factors affecting the topical area assigned to you in each of the cases. Each Hartwick case includes a classic story and contemporary leadership issues. You are expected to assimilate the two to demonstrate how the classic study assists in understanding the contemporary managerial leadership situations with emphasis on your area of focus. While students are also expected to use information gleaned from lectures and assigned readings, the bulk of theoretical information used in the presentation should come from research that the presenters conduct on their own to more fully explain the issues involved in the assigned case. PLEASE NOTE that this is a SMALL GROUP ASSIGNMENT. This means that the presentation should reflect a collaborative effort, not individual presentations with one following the other. Each small group will have 20-25 minutes to teach their Hartwick Case to the students. Students are encouraged to be creative and professional in their presentations. Students are encouraged to use audio-visual aids as indicated for a more comprehensive presentation. If you plan on using any media device not in the classroom, it is YOUR responsibility to reserve the equipment needed with Academic Computing at least three (3) weeks in advance of your presentation.

Each group is REQUIRED to use the Rahall Communication Lab BEFORE your actual class presentation. The Lab will send a report of your session to the professor. The Rahall Communication Lab, located in Room 235 of Franklin Templeton, is open to students who are working with any kind of oral assignment. Trained student communication consultants will discuss, tape, and critique student presentations. The hours of service are Sunday --Thursday. The specific hours are posted. Appointments can be made by calling 864-7819 and leaving a message. Please take advantage of the Lab by making an appointment to work with a consultant. It would be most helpful if you would send a copy of the assignment to the Director of the Lab so that the consultants can be particularly briefed on your objectives. Students may also request that other class participants engage in additional reading or field trips prior to their presentations so that the student audience is well prepared. Each group will make four presentations. Hurricane Information: If for any reason, Eckerd College is evacuated, students who leave campus for stays of overnight or longer should bring their texts, notes and syllabus so that they are ready to continue their course work. In such an event, check your Eckerd e-mail from your off-campus location and continue with the course work according the syllabus and as delivered via Cyber Lyceum. In the event that campus is closed for a week or more, please follow the instructions on the syllabus and e-mail me your work. In case of such an event, check your Eckerd e-mail from your off-campus location and check the individual section site on the Cyber Lyceum from the Eckerd College Intranet site. If we have a significant break in the term, the group work will be replaced by independent study and the presentation will become an individual paper on the topic. Students will be expected to view the movie [black and white version with Henry Fonda] and the cases, research the topic and turn-in a 10 page paper on the topics assigned to their group. The service learning project can be transferred to a local [to your home] nonprofit or governmental agency. Course Schedule: Class 1: Sept 3 Class 2: Sept 5 Introduction to Principles of Management & Leadership/Syllabus/Charter

Assignment to Groups Self-Assessment #47, #2 In Class Exercise The World of Work: The Role of Interpersonal Skills Read: Dumler & Skinner, Chapters 1 and 2 Dubrin, Chapter 1 Johnson, Who Moved My Cheese, entire book In Class Quiz on Who Moved My Cheese The World of Work: The Role of Interpersonal Skills (Continued) Read: Dumler & Skinner, Chapter 3 Dubrin, Chapter 11 Mintzberg, Manager's Job: Folklore or Facts, Harvard Business Review July/Aug. 1975, Pp. 49-61 (on reserve in Library) In Class Quiz on Mintzberg Article Self-Assessment #6

Class 3: Sept 10

Class 4: Sept 12

Class 5: Sept 17

Motivation and Group Behavior Read: Dumler & Skinner, Chapter 11 Dubrin, Chapter 10 Self-Assessment #23, #27, #34 Motivation and Group Behavior (Continued) Read: Dumler & Skinner, Chapter 12 Dubrin, Chapter 10 In Class Exercise: Baranga DUE: Service Learning Project Proposals Self-Assessment #10, #12 Basic Issues in Leadership Read: Dumler & Skinner, Chapter 13 Dubrin, Chapter 2 Suggested Reading: Gary Wills, Certain Trumpets: The Call of Leaders In Class Exercise: Dr. Glass and Mr. Clay Self-Assessment #13, #31, #32 Basic Issues in Leadership (Continued) Read: Dumler & Skinner, same as above Dubrin, Chapter 3 Greenleaf, Servant as Leader (entire pamphlet) Suggested Reading: Larry Spears, (ed.), The Power of Servant Leadership DUE: Analysis of Baranga In Class Quiz on Servant as Leader Decision Systems Read: Dumler & Skinner, Chapter 5 Dubrin, pg. 150 DUE: Analysis of Dr. Glass and Mr. Clay Self-Assessment #20, #39 Decision Systems (Continued) Read: Dumler & Skinner, Chapters 6 & 7 Ritzer, Chapter 1 Self-Assessment #21 Negotiation and Distributive Bargaining Read: Dumler & Skinner, Review Chapter 12 Dubrin, Chapter 12 Suggested Readings: John, A., No Contest Axelrod, The Evolution of Cooperation Ury and Fisher, Getting Past No In Class Exercise: Chatter DUE: SERVICE LEARNING JOURNAL ENTRY # 1 Self-Assessment #40 6

Class 6: Sept 19

Class 7: Sept 24

Class 8: Sept 26

Class 9: Oct 1

Class 10: Oct 3

Class 11: Oct 8

Class 12: Oct 10

Negotiation and Power Read: Dubrin, Chapter 7 Self-Assessment #35, #36 Organizational Design Read: Dumler & Skinner, Chapter 8 Dubrin, Chapter 6 Suggested Readings: Video or book, Cheaper by the Dozen In Class Exercise: Textbook Cover Design In Class Discussion: Service Projects DUE: Analysis of Chatter Self-Assessment # 22 Organizational Design (Continued) Read: Dumler & Skinner, Chapter 6 Organizational Design (Continued) Read: Dubrin, pg. 284 Self-Assessment #45, #46 DUE: Analysis of Design Textbook Cover

Class 13: Oct 15

Class 14 Oct 17 Class 15: Oct 22

Class 16 Oct 24

Organizational Structure Read: Dumler & Skinner, Chapter 13 Ritzer, Chapters 2 and 3 Hartwick Case: Gandhi PRESENTATIONS on Gandhi Case Group 1 on Leadership: Charismatic, Transformational, & Servant Leadership Group 2 on Organizational Structure and Design Group 3 on Motivation and Group Behavior Self-Assessment #41 Fall Recess Oct 29-30 Class 17 Oct 31 Organizational Structure (Continued) PRESENTATIONS on Gandhi Case Group 4 on Decision Systems and Ethics Group 5 on Negotiation and power Group 6 on Managing Human Resources

Class 18: Nov 5

Technology and Work Design Read: Dumler & Skinner, Chapter 9 Dubrin, Chapter 14 Harvard Case: Goodpasters Managing Product Safety: The Ford Pinto Suggested Readings: Hamper, Rivethead Leidner, Fast Food, Fast Talk PRESENTATIONS on Gandhi and Goodpaster Group 1 on Organizational Structure Group 2 on Decision Systems Group 3 on Corporate Social Responsibility Self-Assessment #48 DUE: SERVICE LEARNING JOURNAL ENTRY # 2 Technology and Work Design (Continued) Read: Ritzer, Chapter 4 to end of book PRESENTATIONS on Gandhi and Goodpaster Group 4 on Organizational Strategy Group 5 on power and politics Group 6 Managing Human Resources Read: Dumler & Skinner, Chapter 10 Dubrin, Chapter 8 Hartwick Case: 12 Angry Men -be sure to bring Hartwick case to class Suggested Readings: Wm. Fielding, Lord of the Flies Max DePree, Leadership Jazz Self-Assessment #25, #42, #43 Organizational Culture Read: Dumler & Skinner, pp. 47-49, 375-376 Dubrin, Chapter 14 PRESENTATIONS on 12 Angry Men: Group 1 on Individual Characteristics and Perception Group 2 on Power and Politics Group 3 on Cultural Diversity Self-Assessment #44 DUE: SERVICE LEARNING JOURNAL ENTRY # 3 Organizational Culture (Continued) PRESENTATIONS on 12 Angry Men: Group 4 on Communication and Conflict Management Group 5 on individual and group motivation Group 6 on leadership

Class 19: Nov 7

Class 20: Nov 12

Class 21: Nov 14

Class 22: Nov 19

Class 23: Nov 21

Managing Change Read: Dumler & Skinner, Chapter 17 Dubrin, Chapter 15 Hartwick Case: Letter from Birmingham Jail PRESENTATIONS on Letter from Birmingham Jail: Group 1 on Rhetoric, Influence and Persuasion Group 2 on Negotiation and Bargaining DUE: SERVICE LEARNING PAPER Self-Assessment #49 Managing Change (Continued) PRESENTATIONS on Letter from Birmingham Jail: Group 3 on Organizational Structure Group 4 on Ethics and Corporate Social Responsibility Managing Change (Continued) PRESENTATIONS on Letter from Birmingham Jail: Group 5 on leadership Group 6 on change Self-Assessment #51

Class 24: Nov 26

Class 25: Nov 28

Class 26: AFTER ACTION LEARNING REVIEW (AAR) Service Learning Projects Dec 3 Bring copy of Service Learning Paper Class 27: Dec 5 Wrap-Up/Significant Learning Projects and Evaluation NOTE: Significant Learning projects are your chance to creatively share what you learned this semester with your classmates. Each of you will present your project to the class.

SERVICE LEARNING PROJECT PROPOSAL WORKSHEET Name: Anticipated Project Location: Agency/Organization/Business Contact: Agency/Organization/Business Phone Number: Specific Days and Times Set Aside for Completion: Date _______________________

Major Learning Objectives:

Community Need:

Anticipated Areas for Development:

Personal Skills Brought to Project:

Anticipated Applied Management Theories:

Service Learning Project Proposal Worksheet Reviewed By: Date:

Revised 12/06 Approved: Yes 10 No Date:

SERVICE LEARNING PROJECT JOURNAL ENTRY 1 Name: Days Worked: Brief Description of Activities: Hours Completed: Date _________________________

Problems Encountered:

Demonstrated Strengths:

Areas for Development:

Development Plan:

Management Theories Applied:

Comments:

Service Learning Project Journal Entry 1 Revised 12/06 SERVICE LEARNING PROJECT JOURNAL ENTRY 2 11

Name: Days Worked: Brief Description of Activities: Hours Completed:

Date ________________________

Problems Encountered:

Development Actions Taken:

Management Theories Applied:

Comments:

Service Learning Project Journal Entry 2 Revised 12/06 SERVICE LEARNING PROJECT JOURNAL ENTRY 3 12

Name: Days Worked: Brief Description of Activities:

Date _________________________ Total Hours Completed:

Managerial Strengths and Weaknesses:

Achieved Anticipated Results: Explain:

Yes

No

Management Theories Applied:

Were Managerial Theories Helpful: Explain:

Yes

No

Overall Comments on Project:

Service Learning Project Journal Entry 3 PERSONAL SUCCESS:

Revised 12/06

SERVICE LEARNING PAPER GUIDE -PERSONAL SELF-REFLECTION WORKSHEET

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Has the service-learning project helped you? If so, how? Describe the strengths, weaknesses and offer any suggestions for improvement you have for this assignment. What knowledge/skills have you learned that will improve your managerial/leadership skills? What skills/abilities have you gained that will help you in your personal and work-related relationships? Do you think you were successful in this service-learning project? Please elaborate on your areas of success or non-success.

PERSONAL LEARNING: What have you learned about yourself? (Your abilities, strengths/weaknesses, personality...) What are your personal qualities that make you a good participant in this project?

CIVIC, SOCIAL RESPONSIBILITY: Has participating in service-learning enhanced your sense of civic responsibility and your desire to serve your community and fellow citizens? Do you plan to perform community service in the future? What have you learned about ethics and corporate social responsibility from this project? What memories/experiences will you take with you from participation in this service-learning project?

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