The Effective Organization - VSM | CityU



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Syllabus

School of Management

BSC 407 – THE EFFECTIVE ORGANIZATION

(5 Credit Hours)

Effective: October 2008

FACULTY

Faculty Name:

Contact Information:

[Instructor may insert personal message if desired]

Course Description

Students will investigate dilemmas that routinely plague organizations as well as possible solutions to these dilemmas. Topics include diversity within the organization; conflict and negotiation; perception, motivation and reinforcement; leadership roles throughout the organization and globally; human resource management; team building; organizational cultures; and organizational change and development.

Course Resources

Required and recommended resources to complete coursework and assignments are listed on the My.CityU portal at Library>Resources by Course.

CItyU Learning Goals

The content of this course addresses the following CityU Learning Goals:

• Professional Competency and Professional Identity;

• Strong Communication and Interpersonal Skills;

• Commitment to Ethical Practice and Service.

• Diverse and Global Perspectives

Program Context

The content of this course aligns with the following program outcomes:

• Objectively consider issues, identify alternatives, and choose and implement ethical solutions in order to deliver services and provide value that align with the company’s strategy, goals, and organizational culture;

• Integrate a broad array of business elements (diversity, conflict, team building, leadership, and human resource management) enabling students to recommend solutions for organizational issues.

Course Outcomes

In this course, learners will successfully demonstrate the following outcomes:

• Examine the effects of diversity, values, individual traits, conflict resolution, and leadership related to managerial challenges with working in teams;

• Explain the relationship among employees’ job satisfaction, organizational effectivess, and motivation;

• Develop a consolidated list of organizational topics to guide leaders in reducing organizational dilemmas as a learning organization;

• Ability to deliver a presentation as a team and examine team-building opportunities for improvement.

Core Concepts, Knowledge, and Skills

• Change management

• Conflict

• Decision making

• Diversity

• Empowerment

• Team building

• Communication

• Globalization

• Organizational dilemmas

• Leadership

• Human Resource Management

• Stress

• Motivation

• Learning Organization

Overview of Course Grading

The grade you receive for the course will be derived using City University of Seattle’s decimal grading system, based on the following:

|Overview of Required Assignments |% of Final Grade |

|Individual Paper: Virtual Team |15% |

|Individual Paper: Leadership Program |15% |

|Team Paper: Handbook for Managers |20% |

|Team Presentation: Handbook for Managers |10% |

|Instructor Determined Activities (additional assignments, activities, quizzes, |40% |

|exams, participation, discussion questions) | |

|TOTAL |100% |

Specifics of Course Assignments

|Required Assessment(s) Completed in this Module (Description and Rubric) |

|Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to|

|practice each of the rubric requirements? |

| |

|Individual Paper: Virtual Team |

| |

|Write a job description for each member of a three-person virtual team tasked to improve company morale (the virtual team must include at |

|least one international team member). You are creating this team, and you are the 4th member. You will choose team members based on function. |

|Identify the critical presentations required to be made by each team member in a two-month timeline. In bullet form, identify what each of |

|these presentations must address. |

|Assessment Rubric: |

|Undergraduate Percentage Scale: |0.00 – 57.49% |57.50 – 76.24% |76.25 – 93.74% |93.75 – 100% |

|Undergraduate Scaled Score: |0.0 – 0.6 |0.7 – 2.1 |2.2 – 3.5 |3.6 – 4.0 |

| |% of Grade |Below Standard |Approaching Standard |At Standard |Exceeds Standard |

|Requirements: Does the student |30 |Does not include |Includes most |Includes all |Fully includes all |

|meet the requirements of the | |requirements in |requirements in |requirements in |requirements in |

|assignment and remain focused on | |submitted work. Limited |submitted work. Makes |submitted work. |response. Establishes|

|the purpose of the assignment | |awareness of purpose. |an attempt to establish|Focused on a purpose |and maintains clear |

| | | |and maintain purpose. | |focus on a purpose. |

|Purpose/Thesis Statement: How |10 |Purpose/thesis not |Purpose/thesis unclear,|Purpose/thesis |Purpose/thesis easily|

|does the student frame the | |evident. Content in |unoriginal or offer |evident. Content in |identifiable, |

|content of the paper? | |paper does not support |little that is new. |paper supports the |plausible, novel, |

| | |the purpose/thesis |Content in paper |purpose/thesis |sophisticated, |

| | |statements. |loosely supports the |statements. |insightful. Content |

| | | |purpose/thesis | |in paper clearly |

| | | |statements. | |supports the |

| | | | | |purpose/thesis |

| | | | | |statements. |

|Content: How well is the content |20 |Central purpose or |Central purpose or |Central purpose or |Central purpose or |

|presented? Does the reader gain | |argument is not clearly |arguments are supported|arguments are clearly |argument are clearly |

|insight from the assignment? | |identified. Analysis is |at times. Analysis is |identified. Analysis |identified and show a|

| | |vague or not evident. |basic or general. |is clear and evident. |thoughtful, in-depth |

| | |Reader is confused or |Reader gains few | |analysis of a |

| | |may be misinformed. |insights. | |significant topic. |

| | | | | |Reader gains |

| | | | | |important insights. |

| |20 |Improper use of grammar,|Some improper grammar, |Mostly proper grammar,|Proper grammar, |

|Writing Mechanics: How well does | |spelling, syntax, |spelling, syntax, |spelling, syntax, |spelling, syntax, |

|the student incorporate grammar, | |punctuation, and |punctuation, and |punctuation, and |punctuation, and |

|spelling, syntax, punctuation, | |style (7+ errors) |style (4-6 errors) |style  (2-3 errors) |style (0-1 errors) |

|and style into the assignment? | | | | | |

| |10 |Resources selected are |Some resources are |Resources selected are|Resources selected |

|References: Are the selected | |not appropriate for the |appropriate for the |appropriate for the |are appropriate for |

|resources appropriate and | |purpose of this work and|purpose of this work |work and reflect ample|the purpose of this |

|sufficient for the purpose of | |demonstrate little to no|with limited research |research.  APA |work and reflect |

|this work?  Are they formatted in| |research.  APA citation |demonstrated.  There |citation style is used|substantial research.|

|APA style? | |style is not followed at|are frequent errors in |with minor errors. |APA citation style is|

| | |all. |APA citation style. | |used with no errors. |

| |10 |Lacks clear point of |Vague point of view and|Clear point of view |Clear and concise |

|Organization: How well is the | |view and logical |some logical sequence |and logical sequence |point of view and |

|content of the paper organized? | |sequence of information.|of information. |of information. |logical sequence of |

| | |Connections to |Connections to |Fairly clear |information. |

| | |information are not |information are |connections to all |Crystal clear & |

| | |evident. |confusing or flawed. |information. |direct connections to|

| | | | | |all information. |

|Required Assessment(s) Completed in this Module (Description and Rubric) |

|Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to|

|practice each of the rubric requirements? |

| |

|Individual Paper: Leadership Program |

|Choose two leadership styles and create a program using each style on how to reduce stress and increase productivity throughout your |

|organization. In your paper, add at least two email messages for each style (four total) to the general staff to kick-start the program. |

|Assessment Rubric: |

|Undergraduate Percentage Scale: |0.00 – 57.49% |57.50 – 76.24% |76.25 – 93.74% |93.75 – 100% |

|Undergraduate Scaled Score: |0.0 – 0.6 |0.7 – 2.1 |2.2 – 3.5 |3.6 – 4.0 |

| |% of Grade |Below Standard |Approaching Standard |At Standard |Exceeds Standard |

|Requirements: Does the student |30 |Does not include |Includes most |Includes all |Fully includes all |

|meet the requirements of the | |requirements in |requirements in |requirements in |requirements in |

|assignment and remain focused on| |submitted work. Limited |submitted work. Makes |submitted work. |response. Establishes|

|the purpose of the assignment | |awareness of purpose. |an attempt to establish|Focused on a purpose |and maintains clear |

| | | |and maintain purpose. | |focus on a purpose. |

|Purpose/Thesis Statement: How |10 |Purpose/thesis not |Purpose/thesis unclear,|Purpose/thesis |Purpose/thesis easily|

|does the student frame the | |evident. Content in |unoriginal or offer |evident. Content in |identifiable, |

|content of the paper? | |paper does not support |little that is new. |paper supports the |plausible, novel, |

| | |the purpose/thesis |Content in paper |purpose/thesis |sophisticated, |

| | |statements. |loosely supports the |statements. |insightful. Content |

| | | |purpose/thesis | |in paper clearly |

| | | |statements. | |supports the |

| | | | | |purpose/thesis |

| | | | | |statements. |

|Content: How well is the content|20 |Central purpose or |Central purpose or |Central purpose or |Central purpose or |

|presented? Does the reader gain| |argument is not clearly |arguments are supported|arguments are clearly |argument are clearly |

|insight from the assignment? | |identified. Analysis is |at times. Analysis is |identified. Analysis |identified and show a|

| | |vague or not evident. |basic or general. |is clear and evident. |thoughtful, in-depth |

| | |Reader is confused or |Reader gains few | |analysis of a |

| | |may be misinformed. |insights. | |significant topic. |

| | | | | |Reader gains |

| | | | | |important insights. |

| |20 |Improper use of grammar,|Some improper grammar, |Mostly proper grammar,|Proper grammar, |

|Writing Mechanics: How well does| |spelling, syntax, |spelling, syntax, |spelling, syntax, |spelling, syntax, |

|the student incorporate grammar,| |punctuation, and |punctuation, and |punctuation, and |punctuation, and |

|spelling, syntax, punctuation, | |style (7+ errors) |style (4-6 errors) |style  (2-3 errors) |style (0-1 errors) |

|and style into the assignment? | | | | | |

| |10 |Resources selected are |Some resources are |Resources selected are|Resources selected |

|References: Are the selected | |not appropriate for the |appropriate for the |appropriate for the |are appropriate for |

|resources appropriate and | |purpose of this work and|purpose of this work |work and reflect ample|the purpose of this |

|sufficient for the purpose of | |demonstrate little to no|with limited research |research.  APA |work and reflect |

|this work?  Are they formatted | |research.  APA citation |demonstrated.  There |citation style is used|substantial research.|

|in APA style? | |style is not followed at|are frequent errors in |with minor errors. |APA citation style is|

| | |all. |APA citation style. | |used with no errors. |

| |10 |Lacks clear point of |Vague point of view and|Clear point of view |Clear and concise |

|Organization: How well is the | |view and logical |some logical sequence |and logical sequence |point of view and |

|content of the paper organized? | |sequence of information.|of information. |of information. |logical sequence of |

| | |Connections to |Connections to |Fairly clear |information. |

| | |information are not |information are |connections to all |Crystal clear & |

| | |evident. |confusing or flawed. |information. |direct connections to|

| | | | | |all information. |

|Required Assessment(s) Completed in this Module (Description and Rubric) |

|Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to|

|practice each of the rubric requirements? |

| |

|Team Paper: Handbook for Managers |

|Each team will prepare a Handbook for Managers that includes the following topics: |

|Organizational culture |

|Organizational structure |

|Motivation |

|Personality types |

|Learning styles |

|Ethics |

|Conflict |

|Communication styles |

|Attitudes (about the work environment) |

|Values (of employees) |

|Need theories |

|Stress and stress management practices |

|Team skills and teamwork |

|Diversity |

|Internal Politics |

|Goal-setting practices |

|Mission |

|Vision |

|Communication (internal and external) |

|Globalization |

|Decision making |

|Ethical code of conduct |

| |

|The team members will explore the topics through library research of current literature and if directed by the instructor, may incorporate |

|some form of action research (such as an employee survey). The library research will include eight or more sources, at least four of which |

|will be from scholarly sources. If action research (eg. A survey) is included, a description of the process and a summary of the results will |

|be reported in the paper. The handbook is meant to be a current source of information for all managers in the organization while being |

|flexible enough for future revisions as situations change in the organization. Include a reference list and parenthetical citations per APA |

|5th edition style guide. Where possible, you are encouraged (but not required) to use LiveMeeting or other web conferencing technology in |

|preparing the handbook. |

|Assessment Rubric: |

|Undergraduate Percentage Scale: |0.00 – 57.49% |57.50 – 76.24% |76.25 – 93.74% |93.75 – 100% |

|Undergraduate Scaled Score: |0.0 – 0.6 |0.7 – 2.1 |2.2 – 3.5 |3.6 – 4.0 |

| |% of Grade |Below Standard |Approaching Standard |At Standard |Exceeds Standard |

|Requirements: Does the student |30 |Does not include |Includes most |Includes all |Fully includes all |

|meet the requirements of the | |requirements in |requirements in |requirements in |requirements in |

|assignment and remain focused on| |submitted work. Limited |submitted work. Makes |submitted work. |response. Establishes|

|the purpose of the assignment | |awareness of purpose. |an attempt to establish|Focused on a purpose |and maintains clear |

| | | |and maintain purpose. | |focus on a purpose. |

|Purpose/Thesis Statement: How |10 |Purpose/thesis not |Purpose/thesis unclear,|Purpose/thesis |Purpose/thesis easily|

|does the student frame the | |evident. Content in |unoriginal or offer |evident. Content in |identifiable, |

|content of the paper? | |paper does not support |little that is new. |paper supports the |plausible, novel, |

| | |the purpose/thesis |Content in paper |purpose/thesis |sophisticated, |

| | |statements. |loosely supports the |statements. |insightful. Content |

| | | |purpose/thesis | |in paper clearly |

| | | |statements. | |supports the |

| | | | | |purpose/thesis |

| | | | | |statements. |

|Content: How well is the content|20 |Central purpose or |Central purpose or |Central purpose or |Central purpose or |

|presented? Does the reader gain| |argument is not clearly |arguments are supported|arguments are clearly |argument are clearly |

|insight from the assignment? | |identified. Analysis is |at times. Analysis is |identified. Analysis |identified and show a|

| | |vague or not evident. |basic or general. |is clear and evident. |thoughtful, in-depth |

| | |Reader is confused or |Reader gains few | |analysis of a |

| | |may be misinformed. |insights. | |significant topic. |

| | | | | |Reader gains |

| | | | | |important insights. |

| |20 |Improper use of grammar,|Some improper grammar, |Mostly proper grammar,|Proper grammar, |

|Writing Mechanics: How well does| |spelling, syntax, |spelling, syntax, |spelling, syntax, |spelling, syntax, |

|the student incorporate grammar,| |punctuation, and |punctuation, and |punctuation, and |punctuation, and |

|spelling, syntax, punctuation, | |style (7+ errors) |style (4-6 errors) |style  (2-3 errors) |style (0-1 errors) |

|and style into the assignment? | | | | | |

| |10 |Resources selected are |Some resources are |Resources selected are|Resources selected |

|References: Are the selected | |not appropriate for the |appropriate for the |appropriate for the |are appropriate for |

|resources appropriate and | |purpose of this work and|purpose of this work |work and reflect ample|the purpose of this |

|sufficient for the purpose of | |demonstrate little to no|with limited research |research.  APA |work and reflect |

|this work?  Are they formatted | |research.  APA citation |demonstrated.  There |citation style is used|substantial research.|

|in APA style? | |style is not followed at|are frequent errors in |with minor errors. |APA citation style is|

| | |all. |APA citation style. | |used with no errors. |

| |10 |Lacks clear point of |Vague point of view and|Clear point of view |Clear and concise |

|Organization: How well is the | |view and logical |some logical sequence |and logical sequence |point of view and |

|content of the paper organized? | |sequence of information.|of information. |of information. |logical sequence of |

| | |Connections to |Connections to |Fairly clear |information. |

| | |information are not |information are |connections to all |Crystal clear & |

| | |evident. |confusing or flawed. |information. |direct connections to|

| | | | | |all information. |

|Required Assessment(s) Completed in this Module (Description and Rubric) |

|Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to|

|practice each of the rubric requirements? |

| |

|TEam Presentation: Handbook for Managaers |

|Each team (all team members) will present the Handbook for Managers created in your previous team assignment. In-class presentations will be |

|delivered orally; online presentations will be delivered in PowerPoint presentation format with notes section used to cover what would be |

|described if the presentation was oral. The presentation will be conducted as a formal business presentation, as if the intended audience is |

|the General Manager or CEO of an organization. Information provided will include an explanation of the handbook elements including |

|organizational importance of each element. Key sources and findings of the academic and action research efforts will be presented. Each team |

|member must present some portion of the content. Key sources will be noted during the presentation (and cited in the presentation notes). |

| |

|The presentation culminates in a team After Action Review (AAR) with the team addressing the team-building process throughout the creation of |

|the handbook – Describe team challenges, mistakes made, lessons learned, solutions, and what lessons the team will take to their next teaming |

|situation to improve overall team-building. |

|Assessment Rubric: |

|Undergraduate Percentage Scale: |0.00 – 57.49% |57.50 – 76.24% |76.25 – 93.74% |93.75 – 100% |

|Undergraduate Scaled Score: |0.0 – 0.6 |0.7 – 2.1 |2.2 – 3.5 |3.6 – 4.0 |

| |% of Grade |Below Standard |Approaching Standard |At Standard |Exceeds Standard |

|Organization |30 |Logic of arguments is |Listener can follow |Presentation is generally|Presentation is clear, |

| | |not made clear. All |presentation with effort.|clear and well organized.|logical, and organized. |

| | |team members |Not all team members |Not all team members |Not all team members |

| | |participated in the |participated in the |participated in the |participated in the |

| | |preparation and |preparation and delivery.|preparation and delivery.|preparation and delivery.|

| | |delivery. Listeners |Some arguments are not |A few minor points may be|Listener can follow line |

| | |are confused |clear. Organization seems|confusing. |of reasoning. |

| | | |haphazard. | | |

|Style |15 |Presentation |Aspects of the |Level of presentation is |Level of presentation is |

| | |consistently is too |presentation are too |generally appropriate. |appropriate for the |

| | |elementary or too |elementary or too |Pacing is sometimes too |audience. Presentation is|

| | |sophisticated for the |sophisticated for the |fast or slow. The |a planned conversation, |

| | |audience. Information |audience. Presenter seems|presenter seems slightly |paced for audience |

| | |is read to audience. |uncomfortable and can be |uncomfortable at times. |understanding. It is NOT |

| | |Audience has |understood only if the |The audience occasionally|a reading of the paper. |

| | |difficulty |listener is very |has trouble |Speaker is clearly |

| | |understanding, |attentive. Much of the |understanding, hearing, |comfortable in front of |

| | |hearing, or following |information is read. |or following the |the group and confident |

| | |the presentation. | |presentation. |of the material being |

| | | | | |presented. |

|Use of Communication Aids |15 |No communication aids |Communication aids are |Communication aids |Communication aids |

| | |are used, or they are |poorly prepared or used |contribute to the quality|enhance the presentation.|

| | |so poorly prepared |inappropriately. Font is |of the presentation. Font|They are prepared in a |

| | |that they detract from|too small to be easily |size is appropriate for |professional manner. Font|

| | |the presentation. |seen. Too much |viewing. Appropriate |on visuals is large |

| | | |information is included. |information is included. |enough to be seen by all.|

| | | |Unimportant material is |Some material is not |Information is organized |

| | | |highlighted. Listeners |supported by visual aids.|to maximize audience |

| | | |may be confused. | |understanding. Details |

| | | | | |are minimized so that |

| | | | | |main points stand out. |

|Depth of Content |40 |No reference is made |Explanations of concepts |For the most part, |Speaker provides an |

| | |to literature or |and/or theories are |explanations of concepts |accurate and complete |

| | |theory. Listeners gain|inaccurate or incomplete.|and theories are accurate|explanation of key |

| | |no new insights. |Little attempt is made to|and complete. Some |concepts and theories, |

| | | |tie theory to practice. |helpful applications are |drawing upon relevant |

| | | |Listeners gain little |included. |literature. Applications |

| | | |from the presentation. | |of theory are included to|

| | | | | |illuminate issues. |

| | | | | |Listeners gain insights. |

|Required Assessment(s) Completed in this Session (Description and Rubric) |

|Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to|

|practice each of the rubric requirements? |

|Due all sessions (as applicable) |

|Instructor Determined Activities, Participation, Discussions |

| |

|Online and Hybrid classes are required to use online discussion board (Blackboard – Bb). Participation through discussion is an integral part |

|of this course, although it is typically less formal than other assignments submitted throughout the course. Participation is active |

|engagement in discussions with enhancing points, new ideas, constructive disagreement, real-world examples, personal insight, expanded |

|resource material, and collaborative sharing. Instructors will determine the type of questions. The instructor will provide instructions for |

|in-class participation and discussions. To provide structure for balanced participation and enhancement of discussions follow these guidelines|

|for online discussions (the instructor will provide instructions for in-class participation and discussions): |

| |

|Post your initial responses to the instructor’s discussion questions (normally two per week) and (300-350 words per response) no later than |

|midnight, day three of class for Discussion Question #1 and no later than midnight, day five of class for Discussion Question #2 (ie. Saturday|

|class – post initial responses to the discussion questions by midnight Monday). |

|Post at least four thoughtful and topic-relevant comments to responses made by classmates on at least four days of the school week. The |

|expectation is to collaboratively share throughout the week rather than waiting until the last day. |

|Respond to any questions that your instructor or peers have regarding your original discussion question posts by the end of the school week. |

| |

|Note: Days above are an example – adjustment of days may be necessary depending on the start day of each specific class. |

Course Policies

[Instructor inserts course policies here, based on school and/or program guidelines.]

Late Assignments

[Late assignment policy here]

Participation

[Participation policy here]

Professional Writing

[Professional writing policy here]

University Policies

You are responsible for understanding and adhering to all of City University of Seattle’s academic policies. The most current versions of these policies can be found in the university catalog that is linked from the CityU Web site.

Academic Integrity

Scholastic honesty in students requires the pursuit of scholarly activity that is free from fraud, deception and unauthorized collaboration with other individuals. You are responsible for understanding CityU’s policy on scholastic honesty and adhering to its standards in meeting all course requirements. A complete copy of this policy can be found in the university catalog in the section titled Scholastic Honesty under Student Rights & Responsibilities.

Attendance

Students taking courses in any format at the University are expected to be diligent in their studies and to attend class regularly. Regular class attendance is important in achieving learning outcomes in the course and may be a valid consideration in determining the final grade. For classes where a physical presence is required, a student has attended if s/he is present at any time during the class session.  For online classes, a student has attended if s/he has posted or submitted an assignment. A complete copy of this policy can be found in the university catalog in the section titled Attendance Policy for Mixed Mode, Online and Correspondence Courses.

Support Services

Disability Resources

If you are a student with a disability and you require an accommodation, please contact the Disability Resource Office as soon as possible. For additional information, please see the section in the university catalog titled Students with Special Needs under Student Rights & Responsibilities.

Library Services

In order to help you succeed in this course, you have access to library services and resources 24 hours a day, seven days a week. CityU librarians can help you formulate search strategies and locate materials that are relevant to your coursework. For help, contact a CityU librarian through the Ask a Librarian service. To find library resources, click on the Library link in the My.CityU portal.

SmartThinking

As a CityU student, you have access to 10 free hours of online tutoring, including writing support, from certified tutors 24 hours a day, seven days a week. Contact CityU’s Student Support Center at info@cityu.edu to request your user name and password.

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