M, 5:00pm to 8:00pm
Class will not meet on:
Class will meet on:
COURSE GOALS AND OBJECTIVES
Many companies bestow a management title on key talent and expect appropriate behavior to follow. That is not the most effective way to develop future business leaders. Your expertise will take you just so far. Increasing self-awareness and being open to feedback are important first steps in leading today's business for tomorrow's results. DEVELOPING MANAGEMENT SKILLS is a course that focuses primarily on the practical aspects of managing. This course is highly interactive and, while based on solid research, it stresses a hands-on approach to improving your management skills. The focus is on developing:
Each session will give you an opportunity to “assess”, “analyze”, “practice”, “learn”, “teach”, and “apply” the above skills to your own work or life situation so that you can turn good ideas into effective practice. You will not only learn about management skills but you will begin to apply those skills in class, at work, at home, etc., to help you become a more effective business leader. This is not the course for you, if you prefer classes where you can sit passively by and be an "academic tourist".
In the self-assessment step you assess your own skills in the topic under discussion. Usually, these will be at the beginning of each chapter. Class lectures and discussions will involve such topics as: self-awareness, creative problem-solving, communication, stress management, gaining power, motivating others, managing conflict, empowering others, giving and receiving feedback, delegating, and team building, etc...not necessarily in that order. You will analyze, write about, practice and apply these topics through case studies, group exercises, and being responsible to teach some topics to the class.
NOTE: We will NOT be reading each chapter in class. The text is YOUR resource to use as we go along as a starting point. Use it. We will seldom refer to it during class. It can serve as the basis for class discussion and reflection. However, it is not to be considered the only resource available to you. This is your opportunity to explore these topics through outside sources, including but not limited to professional and popular journals/books/organizations, Human Resources professionals, web sites, etc. Your chance to network beyond your comfort zone!
You will be required to keep a journal/log from day one. A self-awareness journal allows you to keep track of the issues that help or get in the way of your career/management goals and the action-steps you take to achieve them. This will be especially important for your final project. You will be required to hand in a one-page summary of highlights about ¾ of the way through the course.
A secondary goal is to provide you an opportunity to develop your skills in critical thinking, oral and written communication, and your ability to influence others through rational and creative approaches. Therefore, at the end of this course you will be able to:
CLASSROOM PROCEDURES might include:
1. Lectures (10%+)
3. Individual and Group Projects (50%+)
4. Class Discussions & Activities (40%+) based on readings and personal experiences in business, law, philosophy, psychology, literature, ethics, etc.
PREPARATION FOR CLASS
Textbook readings, Self-Assessments, and class activities are an essential part of this course. One of your major responsibilities is to come to class fully prepared to discuss the issues and assigned readings/activities. Also, be prepared to participate fully in the various experiential exercises we will use in and outside of class. These will help you put theory into practice. Bring whatever notes, outside sources, and energy you need to make the class work for you.
(cell phones, iPods, Blackberries or other electronic devices…)
The above items or any other technology are not allowed during class unless you need them for your presentation. Please turn them off before you come to class.
Make this more than an academic exercise! Pick a topic that means something to you and your work!
Topics and Tentative Dates
Fall 2009 topics [October 19 – December 14]
1. Happy Days: 9 To 5 Doesn't Have To Feel Like 5 To Life! (= Stress) [10/19]
2. Setting Goals Together [10/19]
3. Giving Constructive Feedback Appropriately [10/26]
4. Coaching [10/26]
5. Preparing for and Delivering Performance Reviews [11/2]
6. Motivation: Who Cares? [11/2]
7. Games People Play: Fostering Creativity and Innovation in Organizations [11/9]
8. Constructive Conflict: Not Necessarily the End of the World [11/9]
9. Influencing Others [11/16]
10. Building Effective Teams [11/16]
11. Managing Change [12/7]
12. How to Delegate Effectively or What Do I Do While You Do The Work? [12/7 or 12/14]
All topics must be chosen; one topic per group; no duplicates. You decide who is on your team and which topic you want to facilitate. Provide your first topic choice and at least 2 alternative choices. Email me (firstname.lastname@example.org) to let me know who is on your team and what topic your team has chosen on Wednesday, September 16th. "First come, first served!" Emails received before 5:00 A.M. on Wednesday, September 16th will not be counted. Be sure to list your first three choices in order of preference.
4. A final paper will provide you an opportunity to demonstrate proficiency in the course material and personal goals. The paper will be due on or before Monday, December 14, 2008. Guidelines and examples (models) will be posted on Blackboard by early November.
5. Optional – Extra Credit! It will be averaged equally with the other assignments.
By Monday, October 12th, submit the following:
Critique one management book on any of the course topics. This course deals with MANAGEMENT skills. It does NOT focus on leadership skills […or the lack thereof…]; nor does it deal with celebrity executives.) Choose a topic/book connected to your goals! Examples will be posted on Blackboard – Do not choose “The One Minute Manager”, “Getting to Yes”, “Seven Habits…”, “Kiss My Tiara”, or ANY book about notorious historical or corporate figures: Alexander the Great, Machiavelli, Attila the Hun, Lee Iacocca, Jack Welch, etc.!! as your primary book to critique!
Basically, you are to develop a thesis supporting or contesting the author's premise, describe briefly the theory behind the main point(s) […this is the time to find out more about Organizational Behavior. Go find an old textbook!], provide a bibliography of sources used, and describe how you might apply the author’s concept(s) to your own professional/personal situation. Support your conclusions with logic and outside sources. Compare and contrast the author’s premise with other sources. Do not just retell the story or leave it at “I think...” Then, describe “What” you will do; “How” you propose to do it; and “Who” will be involved, etc. The paper should not exceed 4-5 pages, including a one-page bibliography.
If you simply retell the story, your grade might fall into the “D” range. If you provide a brief description of the author’s concepts, use the textbook as your primary source to explain the author’s premise, your grade might fall into the “C” or perhaps “B” range. If you compare and contrast the authors concepts with other author(s) and outside sources, incorporate a unique or innovative approach from another discipline to explain or apply the concept, describe how you might apply the concepts to your own school/personal situation, your grade might fall into the “A” range. This assumes you will explain the concepts accurately and provide a bibliography of sources cited/used. If you don’t see a topic you like below, choose your own. Potential topics:
Power: It's not a four-letter word Influence Without Authority
Managing/Leading Change Stress: What's all the hype about?
Motivating Myself and Others Coping with Difficult People
What's Personality Got To Do With It? Me, Inc.
Creative Conflict Office Politics
Delegation & Empowerment Meetings…Not another one!
Managing Your Boss/Professor Thinking Creatively
6. I encourage individual conferences and will arrange them before class or by appointment.
September 14th, 21st, and 28th
Introduction: Importance of self-awareness and feedback on our management behavior.
Read: For September 14th: PP. 1 - 29; 42 - 43 and Chapter 1; you do not have to do the in-basket exercise on pp. 30 - 41.
Prepare: The Personal Assessment of Management Skills (PAMS) = pp.24-(over the first 3 sessions): 29. These assessments can be done online via the publisher’s web site. You do not have to hand in anything. Bring your results to class and be prepared to discuss. You will also find it helpful to go through the Prentice-Hall Self-Assessment Library CD-ROM (if provided; Sections A & B).
Plan how you will incorporate the Skill application for each topic. See pp. 166-167 as an example. These are provided at the end of every chapter throughout the course and be prepared to discuss. Through the Looking Glass – pp. 93-94 in textbook. We’ll probably do this no later than (9/28/09).
Possible Topics: Walk through of assessment materials; debrief results
Self-awareness (Chapter 1)
Conducting Meetings (Supplement C)
Learning/Teaching model (Richard Boyatzis)
Perception/Ladder of Inference
October 5th and 12th Yes, there is class on October 12th
Read: Chapter 3 – Solving Problems Creatively
Appendix C – Conducting Meetings pp. 655-663 (skim)
Possible Topics: Decision-Making/Problem Solving/Creativity
Applying Learning Styles
Basic Principles/Key Action Guidelines
In class management exercise (Kim/Kelly + Giving Recognition)
Read: Chapter 2: Managing Personal Stress;
Chapter 4: Communicating Supportively
Facilitation Topics: “Happy Days” – Stress
Setting Goals Together
(Possible) Key Action Practice: Setting Goals
Read: Chapter 4: Communicating Supportively (cont’d)
Facilitation Topics: Giving Constructive Feedback Appropriately
(Possible) Key Action Practice: Giving Constructive Feedback
Building a constructive relationship with your manager/professor
(in class activity)
Read: Chapter 4: Communicating Supportively (cont’d)
Facilitation Topics: Coaching
Preparing for & Delivering Performance Reviews
Key Action Practice: Taking Corrective Action
Confronting issues with your manager and others
Read/Review: Chapter 6: Motivating Others; Chapter 3:P/S and Creativity
Facilitation Topics: Motivation: Who Cares?
Games People Play: Fostering Organizational Creativity & Innovation
Key Action Practice: Dealing with emotional behavior
Read: Chapter 5 (Gaining Power & Influence) & Chapter 7 (Managing Conflict)
Facilitation Topics: Constructive Conflict
Power and Influence
Possible topic: Managing “millennials”
Read: Chapter 9 (Building Effective Teams and Teamwork)
Facilitation topics: Building Effective Teams
Possible topic: New Boss Fundamentals
November 30th Possible Blackboard Assignment
Read: Chapter 10: Leading Positive Change
Chapter 8: Empowering & Delegating
Facilitation topic: Managing Change
December 14th Final Paper due at beginning of class
Possible topics: Career Moves and Busters
Course wrap up
SUMMARY OF IMPORTANT DATES
9/14/09 Your personal goals
9/16/09 Groups, topics, dates
10/12/09 Optional Book critique
10/19/09 – 12/7/09 Group-led class discussions
12/14/09 Final paper 8
CLASS TEXT – [Available at the NYU Bookstore. Additional readings will be assigned, as needed.]
Textbook Assignment Schedule
These assignments cover the topics. They are not necessarily in sync with each week’s topic. By the end of the course you will have covered all the essential material. Read or change, as appropriate to fit your needs. Your textbook is your resource, not a roadmap.
These assignments are not cast in bronze. They will change, as needed…just like they do at work! However, they will not impact your schedule or mean additional, unplanned-for academic work. The cases we study will be your own work or personal situations…not canned cases prepared for textbooks that may have no connection to your needs or contexts. If you need a case study fix, there are several you can do on your own in the Whetten/Cameron textbook.
The first two/three sessions are devoted primarily to self-awareness and to some basic content with which you may already be familiar. The focus here is not on content and research. It is on process; on how you see those topics reflected in your own work and management styles.
Each chapter in the textbook begins with a self-assessment related to the topics in that chapter… something already included in the initial PAMS assessment. It also contains cases and activities that you may find helpful to do on your own. Completing them is something you can do on your own to enhance your learning of the topic or gather deeper insight into your own managerial behavior. Most likely, we will not do them in class. The textbook will provide the theory and cases you need for cognitive understanding. The facilitation topics and “Key Action” practices will give you the opportunity to begin putting the theory into practice.
NOTE: If you find a typo or logistics error, don’t panic! Just let me know. My mistakes will not be yours!
Always check your email & the Announcement section of BB every week before you leave for class. This is how I will contact you, if there are any last-minute or unforeseen changes.
Discussion Board – Voluntary! [This option can only HELP your grade. No deductions will be taken for non-participation]. A minimum of 7 substantive postings will be required in order to be considered toward helping your grade. Your introduction does not count toward this requirement.
Each week we will use the Discussion Board to continue discussions started in class, to raise new issues or to address unexpected situations. You do not have to wait for me to ask a question or raise an issue. This is YOUR chance to ask questions, offer suggestions or raise issues you were not able to address during class time. It is also a terrific way to grow our learning community, build a network and see how others perceive you and how you help or get in the way of your intentions.
1. Rules of the Road
a. Be courteous; be specific; stay on topic.
b. If you disagree, address the issue or topic… not someone’s personality!
c. Don’t “should” on people! ;-) Offer suggestions as to what you might do in their situation rather than telling others what to do.
d. If you find articles of interest, post the web site.
2. Discussions must be "substantive": A substantive post responds to the issues or the instructor’s question in a way that clearly supports or disagrees with a position, begins a new topic, or somehow adds to the discussion by critically reflecting on what is being discussed; or moves the discussion in a new direction. While logging on and saying "I agree" or "Good job" will foster our learning community [and you are encouraged to do so…], such brief comments would not be considered a substantive response.
3. READ ALL POSTINGS EACH WEEK… not just the ones directed to you. While I may respond to one person, I may raise issues that offer insight or further discussion for everyone. I may even give an assignment or two on the spur of the moment! [I hear that’s not unheard of in the corporate world! ;-) ]
4. Support your conclusions: For whatever conclusion or opinion you post provide supporting data from something you’ve read, experienced, etc. Do not simply state something as fact without providing a source for what led you to your statement or conclusion. There’s enough of that on talk-radio and Facebook! While providing “the answer” may be appropriate and even important, tell us how you arrived at your conclusion and what will you do with this newly found insight to further your own managerial development [= critical thinking and applied learning].
EVALUATION & GRADING – All grades are averaged equally…no matter how many assignments. For example:
Class Participation [This includes Blackboard] 25%
Class Assignments [This includes Blackboard] 25%
Class Teaching Project 25%
Final Project 25%
Class Attendance – Classes are not videotaped
This class will not have a traditional format. Therefore, to understand its approach in context it is expected that you’ll be present for all class sessions, especially for the first 3-4 class sessions. The only exception is for a religious holiday or medical reason.
Be prepared to take full responsibility for your own learning. The outcome you choose to achieve for this class will impact more than your transcript. What will affect your grade, however, is your attendance. It will be IMPOSSIBLE to qualify for an "A" in this course, if you are not in class for ANY reason and participating in every class for the entire session. Secondly, if more than two (2) scheduled classes are missed without explanation, the instructor reserves the right to assign a failing grade. Scheduling job interviews during class time will be considered an absence.
All assignments are to be typed, double-spaced with one-inch margins all around. Type should be no larger than 12pts. Do not use fancy covers or binders. Simply put the title of your paper, your name, student ID # [last four numbers], phone number, and email address at the upper left-hand corner. Include your name on each page. Staple pages together. KEEP copies of whatever you hand in. Do not give me your only copy. Late assignments will be reduced by one + or - grade point.
At NYU Stern we seek to teach challenging courses that allow students to demonstrate differential mastery of the subject matter. Assigning grades that reward excellence and reflect differences in performance is important to ensuring the integrity of our curriculum. In general, students in this elective course can expect a grading distribution where about 50% of students will receive A’s for excellent work and the remainder will receive B’s for good or very good work. In the event that a student performs only adequately or below, he or she can expect to receive a C or lower. Note that the actual distribution for this course and your own grade will depend upon how well each of you actually performs in this course.
Guidelines for Group Projects
Business activities involve group effort. Consequently, learning how to work effectively in a group is a critical part of your business education.
Every member is expected to carry an equal share of the group’s workload. As such, it is in your interest to be involved in all aspects of the project. Even if you divide the work rather than work on each piece together, you are still responsible for each part. The group project will be graded as a whole: its different components will not be graded separately. Your exams may contain questions that are based on aspects of your group projects.
It is recommended that each group establish ground rules early in the process to facilitate your joint work including a problem-solving process for handling conflicts. In the infrequent case where you believe that a group member is not carrying out his or her fair share of work, you are urged not to permit problems to develop to a point where they become serious. If you cannot resolve conflicts internally after your best efforts, they should be brought to my attention and I will work with you to find a resolution.
You will be asked to complete a peer evaluation form to evaluate the contribution of each of your group members (including your own contribution) at the conclusion of each project. If there is consensus that a group member did not contribute a fair share of work to the project, I will consider this feedback during grading.
At NYU Stern we seek to teach challenging courses that allow students to demonstrate their mastery of the subject matter. In general, students in undergraduate core courses can expect a grading distribution where:
Note that while the School uses these ranges as a guide, the actual distribution for this course and your own grade will depend upon how well you actually perform in this course.
The process of assigning grades is intended to be one of unbiased evaluation. Students are encouraged to respect the integrity and authority of the professor’s grading system and are discouraged from pursuing arbitrary challenges to it.
If you believe an inadvertent error has been made in the grading of an individual assignment or in assessing an overall course grade, a request to have the grade re-evaluated may be submitted. You must submit such requests in writing to me within 7 days of receiving the grade, including a brief written statement of why you believe that an error in grading has been made.
In-class contribution is a significant part of your grade and an important part of our shared learning experience. Your active participation helps me to evaluate your overall performance.
You can excel in this area if you come to class on time and contribute to the course by:
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior. Students who fail to do so may be asked to leave the classroom.
Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission.
Course evaluations are important to us and to students who come after you. Please complete them thoughtfully.
Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:
The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:
Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505
To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin. Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications. Additionally, your document will become part of the Turnitin database.
Your class may be recorded for educational purposes
If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend. If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.