Effective management and leadership in the nonprofit sector requires both an understanding of the basic principles of nonprofit organization and associated management challenges (covered in PAFF 551) and familiarity with current debates that are changing how they operate (PAFF 552).

The purpose of PAFF 552 is to introduce students to a range of challenges facing nonprofit organizations and to identify approaches that nonprofit practitioners and academics have proposed for addressing those challenges.

PAFF 552 is an “Issues” course, intended to introduce students to a range of topics. This year, as last year, I have organized the course to address the role philanthropy plays in the nonprofit sector.  The course has a central service-learning component, the distribution of grants to local nonprofit organizations, with funding from Campus Compact/Fidelity Charitable Gift Fund, South Central New York Community Foundation and fundraising by students and alumni.

The course will involve close collaboration with the Social Work course, Advanced Social Work Practice with Communities, which also meets on Tuesday afternoons. The two classes will meet together periodically for discussions and presentations by outside speakers. One team assignment and organization site visits will involve members of both classes working together. In addition grantmaking decisions will be a shared process involving both classes.

Course Goals

1. To review the role of nonprofit organizations in the United States and the context within which they operate (theoretical explanations for nonprofit organizations, tax and legal setting, etc).
2. To introduce students to various forms of institutional philanthropy, how they operate and their strengths and limitations.
3. To review strategies and concerns related to grant making, including accountability, performance measurement, capacity building and relevant data analysis.
4. To introduce students to innovative approaches to nonprofit work, emphasizing marketization and social entrepreneurship.
5. To expose students to similarities and differences in the approach to nonprofit organizations in social work and public administration.

Course Knowledge & Skill Objectives

Upon successful completion of PAFF 552, students should be able to:

1. Discuss theories that explain the reason for a nonprofit sector and the implications of those theories for management;
2. Demonstrate critical thinking and writing skills;
3. Identify current and historic approaches to philanthropy, their strengths and weaknesses and their impact on nonprofit organizations.
4. Assess what information is useful in evaluating nonprofit organizations and requests for funding, with particular attention to accountability, capacity and data analysis.
5. Identify emerging debates in philanthropy and nonprofit management and relevant sources of information about them.
6. Identify and discuss differences in approaches to nonprofit organizations in social work and public administration.

I have organized the course content to cover this material in several blocks or units:

Week 1-2: Nonprofit Sector Role and Context and the Philanthropy Incubator

Weeks 2-6: Philanthropy, its Institutional Mechanisms, Strategy

Weeks 6-10: Management Issues in Philanthropy and Nonprofit Organizations.

Weeks 11-14: Emerging Approaches to Philanthropy and Nonprofit Work

Course Timeline

The distribution of funds to local nonprofit organizations is central to this course. To complete the process of assessing organizations and making grants requires careful adherence to deadlines.  I have summarized below key course milestones:

Timeline for Key Philanthropy Incubator Milestones

Feb 16:  Focus Area Selected

Feb 23:  Draft RFP

March 2: Finalize and Distribute RFP

March 23: RFP Due, Final Proposal Evaluation Rubric Developed

April 6:  Initial Review of Applications

April 6-20: Site Visits

April 20: Funding Decisions

May 4: Awards Ceremony

Required Texts

I require two books for purchase:  Fleishman, J. (2007).  The Foundation, A Great American Secret: How Private Wealth is Changing the World (Paperback Ed.).  New York: Public Affairs; and Frumkin, P. (2006).  Strategic Philanthropy.  Chicago: University of Chicago Press.

Other reading will be available through the BU library (e-journals), on electronic reserve, from websites (links provided) or handed out.

Method of Instruction

This course is organized as a seminar. Classes will involve a combination of presentation and discussion.  Students are expected to have read the material assigned for the day and be prepared to discuss it at that class.

Discussion expectations:

In pursuit of critical thinking, students are strongly encouraged to adhere to the following principles:

1. Recognize the difference between reason and emotion, thinking and feeling;
2. Build arguments with evidence, not feelings.
3. Realize that reason and critical thought are necessary inside and outside of the classroom.

Given these principles, the goal for this class is to emphasize civil discourse, establish fact-based viewpoints, and engage in focused discussions, rather than win arguments or engage in verbal altercations.

Determination of Grades

Grades will be determined based on four components, each of which (and its weighting) is listed below.  Assignments are outlined below; more detailed assignment information will be provided later in the semester.  Grades for each component will be by points.  The total points you receive during the semester will be the basis for your final grade.

Assignments

1) Class Participation (20 points)

Because students must work together in this class to accomplish a collective goal, class participation in this class is a more significant portion of your final grade than in other courses I teach. Participation is essential for creating an effective grants program.

Reading assigned material and participating in class discussion is central to success in this course. Readings are to be completed in preparation for class on the date listed. These are to be read by ALL students. The readings will serve as the starting point for lecture, discussion, the application of concepts, and the practice of essential skills. Readings and assignments have been selected to introduce students to issues in philanthropy that will make it possible for students to act as effective grantmakers. Students are expected to come to class having read the assigned readings and prepared to discuss those readings. Students may be called upon to lead discussions or explain sections of the readings without prior warning.

Class participation will be evaluated based on the contribution you make to class sessions and the work of the Philanthropy Incubator. I will assign participation grades at four points during the semester (after weeks 4, 8, 10 and at the end of the semester).

2)  Team Work (30 points total—15 team, 15 individual)

Students will work in teams across classes. The teams will be responsible for the major elements of the Philanthropy Incubator project: choosing a focus, designing an RFP, establishing criteria for evaluating proposals, conducting and reporting on site visits and analyzing proposals. Team members will receive both individual and team grades. Each team member will be responsible for one component of the team project; however, the full team will have responsibility for providing input and feedback to that team as he/she develops that element.

At each point in the semester when one of the components is due and the class must make a decision about its grantmaking process, three teams will present their recommendations (I expect there will be six to seven total teams). Teams that do not present will be asked to respond to the team presentations, adding any ideas that are substantially different from those presented. Each team will be responsible for two formal presentations over the course of the semester.

At the end of the semester students will assess the contribution of their team members to the work of the group and determine the distribution of five points of the other team members’ grade.

Team work will involve the following components:

• Each member of the team will be responsible for making recommendations for one elements of the Philanthropy Incubator.  (15 points):
  • Focus Area Recommendation.  Develop a recommendation for the area on which the Philanthropy Incubator should focus.  Use data about community needs to make your recommendation.  (Due February 16^th)
  • Request for Proposal. Design an RFP for the Philanthropy Incubator; provide a rationale to accompany it that explains your choices. (Due February 23^rd)
  • Evaluation Tools. Develop a rubric for evaluating proposals.  Provide a rationale to accompany that explains your choices.  (Due March 23^rd)
  • Site Visit Report.  Provide an analytic report about what you learned on your visit(s) to grant applicants.  (Due April 20).

• Analyses of Final Proposals.  (10 points).  Each group will be assigned a set of final proposals to review and analyze.  (Due April 20^th)

• Team Participation (5 points)

3) Course Reflection Papers (50 points)

Every week, students will be responsible for a one-to-two page, single-spaced reflection on the reading for the week. Questions for the reflection will be posted the week before. Reflection papers will be due at the beginning of each class session.

To generate a dialogue about course issues, I have set up a course blog. The address for the blog is:  http://buphilanthropyincubator.blogspot.com. Students will be responsible for posting all or parts of their reflections on the course blog. This blog is private and only available to students in PAFF 552, SW525, CCPA faculty and administrators and selected stakeholders (such as project funders). I will enter your names as blog authors to allow you to post.

Students may post on the blog at ANY time; however, you must post to the blog at least three times during the semester. In addition, ALL students must comment on the blog at least once a week.  I will provide you with a posting schedule at the second week of class.  If you are scheduled to post on the blog, you must make your post by the Saturday before class to provide other students with the opportunity to respond to your post.

I intend the reflection papers to provide you with an opportunity to engage with the course reading material and reflect on how those concepts relate to the issues we discuss in class. Your primary sources for your reflection papers are course readings, discussions, presentations from outside speakers, and if appropriate other scholarly writing or current events related to philanthropy and the nonprofit sector. I will evaluate reflection papers based on how well they address the reflection question, their engagement with the course reading, the use of evidence (based on experience, data or other reading) to support arguments and how well they demonstrate the ability to apply theoretical concepts to the practical work of nonprofit organizations and philanthropy.

Important Caveat About Assignments: I will review assignments with you mid-semester to assess workload.

Expectations Regarding Professional Communication

As a professional degree program, the MPA program demands that students demonstrate the level of professionalism that will be expected of them upon graduation. This applies to students’ communication in writing, as well as their conduct in and out of the classroom. I expect students to submit written assignments that meet professional standards in both content and style.  Professional content requires thorough research and the demonstrated ability to articulate logical and insightful arguments and to apply critical thinking skills. Professionalism in style requires that written assignments be professional in appearance, clearly written, and free of grammatical, spelling, and syntax errors.

Professional communication in class discussions begins with coming to class prepared and on time.  Students are expected to do all of the readings assigned for each class meeting and to be ready to discuss them.  As current or aspiring professionals in the field, students are also expected to be enthusiastic consumers of material related to their chosen profession.  Students should also read a national newspaper as well as a local paper to stay informed of current issues related to the nonprofit sector.   Similarly, the most committed students will also read nonprofit sector publications to monitor research within the discipline.  I encourage students to share news stories about the nonprofit sector; at times, I will begin class with discussions of relevant current events.

Class Schedule, Reading and Assignments

Date: Jan 26

Topic: Nonprofit Sector Overview, Philanthropy Incubator Overview, Public Administration/ Social Work Values and Ethics

Reading: Students4Giving Application, available under course materials on BlackBoard, Fidelity charitable gift fund website (www.charitablegift.org), “The Nonprofit Sector in Brief”  (www.urban.org/UploadedPDF/411664_facts_and_figures.pdf), “The Looking Glass World of Nonprofit Money: Managing in For-Profits Shadow Universe,” Clara Miller (www.nonprofitfinancefund.org/docs/The%20Looking%20Glass%20World%20of%20Nonprofit%20Money.pdf), Fleishman, Chapter 2:  The Third Great Force:  America’s Civic Sector, Recommended (for students who have not had PAFF 551):  Salamon, Nonprofit Sector Overview (on e-reserve).

P.I. Milestone or Class Assignment, Possible Speaker:  List of Eligible Grantees

Date: Feb 2

Topic: What is philanthropy?  Landscape of American Philanthropy

Reading: Frumkin, Introduction, Fleishman, Introduction and Preface, Video:  The Grantmakers Role (www.grantcraft.org/index.cfm?fuseaction=Page.viewPage&pageID=608)

Date: Feb 9

Topic: Role of Philanthropy, Selecting a Focus Area

Reading:   Frumkin, Chapter 1, Fleishman, Chapters 1, 3, Shared Reading/Discussion:  Scanning the Landscape:  Finding Out What’s Going on.  Available at:  http://www.grantcraft.org/index.cfm?pageId=627.  (Free registration required.)

Date: Feb 16

Topic: Institutional Philanthropy, Foundations, United Way

Reading: Complete foundation tutorial “Foundations today” available (with free registration) at the Foundation Center: http://foundationcenter.org/getstarted/tutorials/ft_tutorial/; Boris, E.  (1998).  Foundations.  In J. Shafritz (Ed.), International Encyclopedia of Public Policy and Administration (pp. 928-935).  Boulder, CO: Westview; Frumkin, Chapters 2-3; Ostrower, F. Limited Life Foundations: Motivations, Experiences and Strategies:  http://www.urban.org/UploadedPDF/411836_limitedlifefoundations.pdf

P.I. Milestone or Class Assignment, Possible Speaker: Focus Area Selected

Date: Feb 23

Topic: Strategy and Effectiveness in Philanthropy

Reading: Fleishman, Chapters 4-6; Frumkin, Chapters 4-5; Center for Effective Philanthropy Beyond the Rhetoric:  Foundation Strategy, at http://strategy.effectivephilanthropy.org; Using Competitions & RFPs, available at:  http://www.grantcraft.org/index.cfm?pageId=631 (registration required)

P.I. Milestone or Class Assignment, Possible Speaker: Draft RFP

Date: March 2

Topic: Emerging Forms of  Philanthropy and Approaches to Strategy; Donor Advised Funds, Giving Circles

Reading: Frumkin, Chapters 6-8; Review “Giving Circles Network” website (www.givingcircles.org), particularly “About Us,” “Knowledge Center” and “Giving Circle Central”; “Donors Turn to Giving Circles as Economy Drops,” at www.npr.org/templates/story/story.php?storyId=104151828; Review Fidelity charitable gift fund website:  www.charitablegift.org; Kramer, M. (2009).  Catalytic Philanthropy.  Stanford Social Innovation Review, 7(4), 30-35

P.I. Milestone or Class Assignment, Possible Speaker: RFP Finalized and Distributed

Date: March 9

Topic: Accountability

Reading: Fleishman, Chapter 9; BBB/Wise Giving Alliance Standards (Review the assessment for two to three nonprofit organizations.  Select at least one that does not meet the standards.); Minnesota Council of Nonprofits Standards of Excellence; Recommended: Benjamin, L.  (2008).  How accountability requirements shape nonprofit practice.  Nonprofit and Voluntary Sector Quarterly, 37(2), 201-223.

Date: March 16

Topic: Organizational Data Analysis and Grant Making

Reading: Review Charity Navigator website and article “Six Questions to ask Charities Before Donating,” at: www.charitynavigator.org/index.cfm?bay=content.view&cpid=28; Charity Navigator:  Methodology (all navigation bar elements), at:  www.charitynavigator.org/index.cfm?bay=content.view&cpid=33; Tuckman, H. & Chang, C.  (1991).  A methodology for measuring the financial vulnerability of charitable nonprofit organizations.  Nonprofit and Voluntary Sector Quarterly, 20, 445-460; Greenlee, J. & Trussel, J. (2000).  Predicting the financial vulnerability of charitable organizations.  Nonprofit Management and Leadership, 11(2), 199-210; Lammers, J. (2003).  Know your ratios?  Everyone ELSE does. Nonprofit Quarterly, 10 (1), 34-39; “Five Questions for Tom Pollak” at:  www.urban.org/toolkit/fivequestions/TPollak.cfm

Date: March 23

Topic: Performance Measurement and Effectiveness in Philanthropy and Nonprofit Organizations

Reading: Frumkin, Chapter 10; Fleishman, Chapter 15; Herman, R. & Renz, D. (2008).  Advancing nonprofit organizational effectiveness research and theory: Nine theses.  Nonprofit Management and Leadership, 18(4), 399-415; Easterling, D.  (2000).  Using outcome evaluation to guide grant making:  Theory, reality and possibilities.  Nonprofit and Voluntary Sector Quarterly, 29, 482-486; Carson, E.  (2000).  On foundations and outcome evaluation.  Nonprofit and Voluntary Sector Quarterly, 29, 479-481; Campbell, D. “Provider Perceptions of Feedback Practices in Nonprofit Human Service Organizations.”  (On Blackboard).

P.I. Milestone or Class Assignment, Possible Speaker: Proposals Due; Criteria for Evaluation Presented and Discussed

Date: March 30

No Class:  Spring Break

Date: April 6

Topic: Making Site Visits; Collaborative Decision Making

Reading: “Developing a Site Visit Program,” at www.cof.org/templates/311.cfm?itemNumber=16027 ; “Why We’re Sold on Site Visits,” at:  www.cof.org/files/Documents/Family_Foundations/Site%20Visit%20Companion/Why_We’re_Sold_on_Site_Visits.pdf ; “The Truth About Site Visits,” MN Council on Foundations, at:  www.mcf.org/Mcf/forum/1999/sitevisit.htm; Site Visit Worksheet, at:  www.cof.org/files/Documents/WebNotebook/July2003/Grants/Sample_Site_Visit_Worksheet.pdf; Sample Site Visit Evaluation, at  www.cof.org/templates/311.cfm?ItemNumber=16518; Sample Site Visit Checklist, at:  http://www.cof.org/templates/311.cfm?ItemNumber=16517

P.I. Milestone or Class Assignment, Possible Speaker: Initial Evaluation of Proposals; Proposed sample site visit evaluation forms; Site Visits Assigned

Date: April 13

Topic: Social Enterprise and Innovation in the Nonprofit Sector

Reading: Eikenberry, A. (2009).  Refusing the Market: A Democratic Discourse for Voluntary and Nonprofit Organizations.  Nonprofit and Voluntary Sector Quarterly, 38(4), 564-581; Phills, J., Deiglmeier, K., & Miller, D. (2008).  Rediscovering Social Innovation.  Stanford Social Innovation Review, at:  www.ssireview.org/articles/entry/rediscovering_social_innovation; review the Rockefeller Foundation’s Initiative: Advancing Innovation Processes to Solve Social Problems, at:  www.rockefellerfoundation.org/what-we-do/current-work/advancing-innovation-processes-solve; Select and listen to two Social Innovation Podcasts; “Scaling a Social Enterprise through Crowdsourcing” at:  sic.conversationsnetwork.org/series/socialEntrepreneurship.html; “Patient Capital and the Solution to Poverty” at:  sic.conversationsnetwork.org/series/philanthropy.html

Date: April 20

Topic: Site Visit Reports and Analyses; Collaborative Decision Making

P.I. Milestone or Class Assignment, Possible Speaker: Award Decisions Completed

Date: April 27

Topic: Debates and Discourse in Philanthropy

Reading: White House Social Innovation Fund, review draft “Notice of Funding Availability,” on reserve; Philanthropy Blog Analysis — select two of the blogs listed earlier in the syllabus and read through the posts from January 1 through this class day.  Come prepared to discuss:  a) What are the primary concerns of this blogger over the recent four months and how have readers responded; b) How does that content related to the issues we’ve discussed in this class; c) How do you evaluate the arguments made by the blogger and his/her respondents?

P.I. Milestone or Class Assignment, Possible Speaker: Standards for evaluating blog content

Date: May 4

Topic: Dinner and Reflection

P.I. Milestone or Class Assignment, Possible Speaker: Awards Ceremony

Description

This is an introductory course in the fundamentals of Operations Management. Students will be introduced to the basic concepts and techniques of managing operations both in the service and manufacturing and sectors.

Course Objectives

1. To develop an appreciation and comprehension of the contribution of operations to the overall competitive position of a service/ manufacturing organization.
2. To understand how Operations integrates with other functions of the firm, with an emphasis on the relationship between Information Systems/Technology and Operations Management.
3. To develop a basic understanding of the key issues, terms, and techniques in Operations Management that includes key topics such as Operations Strategy, Process Management, Quality Management, Supply Chain Management, Operations Planning and Control, and Project Management. Further, the student will develop an appreciation of the difficulties faced in implementing such solutions in a real company.

Service-Learning Project

This is a team assignment. Students will work in teams on specific real-world operations problems that have been identified by non-profit community organizations in our area. The details of the assignment will be discussed in class and further details will be provided on the course Blackboard site.

What is Service-Learning?

Service-learning combines service objectives with learning objectives with the intent that the activity would change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content.

Service-learning incorporates community work into the curriculum, giving students real-world learning experiences that enhance their academic learning while providing a tangible benefit for the community. It is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Service-Learning Projects

Organization: Pearl City Community Garden, Boca Raton, FL
Note: You will NOT communicate with any outside organization on behalf of Pearl City Community Garden (PCCG) unless asked to do so specifically for your project. When necessary, in your communications with any organization, you will state that you are working on a FAU class project and researching the issue (specify which type of project).

Infrastructure Project A: Develop plans for building 50 (8’x4’) gardening boxes and a tool shed at the PCGG. This should include proposed layout, complete bill-of-materials, potential sources of funding or donations for the material and/or labor, and sources of professional labor for installation.

Infrastructure Project B: Develop plans for providing permanent water supply to the PCCG. This should include the set up of permanent city water supply and a water irrigation system at the garden.

Product Design Project: Develop plans that detail what products (plants) should be grown at the PCCG. This should include decisions such as organic vs. regular products, identify the specific varieties to grow, define the annual schedule for growing these products, identify sources for seeds or plants, specify soil types needed and the sources, how to protect during a hurricane
(contingency plans), identify funding sources or donation mechanisms for a continual supply of resources to maintain your schedule.

Organizational Design Project: Develop plans for the future of the PCCG. This should include a road map for how this organization could develop based on how community gardens are being developed around the country. It should include identifying specifics such as who are the “customers”, what to do with the products (produce), how to achieve sustainable growth of the
organization (not the products/plants), and what are the funding sources available in the government and private sectors to support such an effort.

Volunteer Relationship Management Project: Design a volunteer relationship management system that will help operate the PCCG. This will include a proposed organizational structure to manage volunteers, and mechanisms to build and maintain relationships with volunteers in the community and at FAU.

Community Outreach Service Design: Design community outreach services with the PCCG as the center of activities. This could include talks, historic walks, cook-outs, etc.

Notes:

http://www.bocahistory.org/_pearl_city/index.asp

Pearl City, Florida : a Black Community Remembers by Arthur S. Evans, Jr. and David Lee
(FAU Library)
http://www.veggies4u.com/ (specifically see research and links sections)
http://www.slowfoodmiami.com/ and http://www.slowfoodusa.org/

Schedule

A tentative schedule is given below. It is a standing reading assignment unless modified by the Professor.

Dates Topics Chapters
1/5, 7 Course Overview
Operations as a Competitive Weapon 1

1/12, 14, 21 Operations Strategy 2

1/19 MLK Day Holiday

1/26, 28; 2/2, 4 Project Management 3

2/ 9, 11 Process Strategy 4

2/16, 18 Process Analysis 5

2/23 *** Midterm Exam Part A 1, 2, 4

2/25 *** Midterm Exam Part B 3, 5

3/2, 4 Spring Break Holiday

3/9, 11, 16, 18 Process Performance and Quality 6

3/23, 25 Constraint Management 7

3/30; 4/1 Lean Systems 9

4/6, 8 Inventory Management 12

4/13, 15 Supply Chain Strategy 10

4/20, 22 Scheduling 16
*** Service-Learning Team Project Report due on 4/22 in Class

4/27 Review for Final Exam

4/29 *** Final Exam (10:30am-1:00pm) 6,7,9,10,12, 16

Note: This syllabus is subject to change at the discretion of the Professor. All revisions will be announced in class. Students are responsible for being familiar with any revisions even if they were absent from the class on the days changes were announced.

“Vision without action is a daydream.
Action without vision is a nightmare.”
~ Japanese Proverb

COURSE OVERVIEW

Welcome to BA4503 Business Policy & Strategy. This course serves as the capstone experience for your business degree. In this section of the syllabus, you are provided with the foundational underpinnings of the course as well as an overview of what is expected. Please take the time to read the entire syllabus, and don’t hesitate to ask questions as you have them. This course will be a great experience – challenging, but very rewarding (and maybe even a little fun).

The core values of Lipscomb University (and of this course) are:

• Christlikeness – Lipscomb exists because of the redemptive power of Jesus Christ. The constant aim is for each member of the Lipscomb family to grow in His image.
• Truth – Truth is sought in each class and should be lived out in the behavior and speech of each employee and student.
• Excellence – In every facet of our work, Lipscomb University seeks the highest level of performance and service. “Perpetual improvement” is the mantra for each class, department, and administrative area.
• Service – Everything we do and teach should reflect the second great command “to love your neighbor as yourself.” Knowledge acquired and skills gained are to be used to bless the lives of others.

As a community of believers and learners, we will encourage each other to demonstrate these values in thought, in word, and in deed.

Mission of this Course

To prepare students for service to society and the Kingdom through excellence in strategic management and leadership.

Course Description

From the undergraduate catalog: Study of the development of company policy and strategy; impact of a company’s internal and external environment on strategic decisions; case practice in analyzing and formulating business policy and strategy. This course is an integrating experience to be taken in the final semester. Prerequisites: Senior standing and BA3603 Fundamentals of International Business (or equivalent College of Business global travel course), BA3703 Management Communication, FI3503 Principles of Finance, IT2043 Information Systems, MG3503 Principles of Management, and MK3503 Principles of Marketing.”

This course is intended to be a challenging capstone course for the business student, and as such will integrate and build upon the knowledge and skills you have acquired through your previous coursework. Unlike other business courses that concentrate narrowly on a particular function or aspect of business (accounting, finance, marketing, operations, human resources, or information systems), strategic management is a “big picture” course. It cuts across the whole spectrum of business and management. The center of attention is the total enterprise (the industry and competitive environment in which it operates), its long-term direction and strategy, its resources and competitive capabilities, and its prospects for success.

Throughout the course, we will focus on the foremost issue in running a business enterprise: “What must managers do, and do well, to ensure the success of their business?” The answer that emerges, and which becomes the theme for this course, is that good strategy-making and good strategy-execution are the key ingredients of company success and the most reliable signs of good management. Key activities of the course include exploration of why good strategic management leads to good business performance, understanding of the basic concepts and tools of strategic analysis, and mastery of the methods of crafting and competently executing a well-conceived strategy.

Finally, and most importantly, we will explore the social, moral, and ethical consequences of strategic management decisions. What responsibilities do we have as leaders to be socially responsible, moral, and ethical in our dealings? How should we as Christians function in the world of business? Our study, our work, and our discussions in this course will be viewed through a Biblical lens (faith-informed learning).

Course Objectives

The following table provides an overview of the primary objectives of this course. Each learning activity (requirement) has been specifically selected to help achieve one or more of these objectives.

OBJECTIVE LEARNING ACTIVITIES*

Strategic Thinking. To develop your capacity to think strategically about a company: its present business position, its long-term direction, its resources and competitive capabilities, the caliber of its strategy, and its opportunities for gaining sustainable competitive advantage.

Global Perspective. To develop your appreciation for global opportunities and threats. You should be able to identify global opportunities and determine key strategies to successfully pursue these opportunities. You should be able to identify global threats and determine key strategies to insulate a company from these threats. You should understand the challenges of a global market.

Strategic Analysis. To build your skills in conducting strategic analyses in a variety of industries and competitive situations, using what-if analysis to evaluate action alternatives.

Strategy Formulation. To give you hands-on experience in crafting business strategy, reasoning carefully about strategic options, and applying strategic analysis to make sound strategic decisions.

Strategy Implementation. To acquaint you with the managerial tasks associated with implementing and executing company strategies, drill you in the range of actions managers can take to promote competent strategy execution, and give you some confidence in being able to function effectively as part of a company’s strategy-implementing team.

Holistic Perspective. To integrate the knowledge gained in earlier core courses in the business school curriculum, show you how the various pieces of the business puzzle fit together, and demonstrate why the different parts of a business need to be managed in strategic harmony for the organization to operate in winning fashion. Additionally, you will complete an assessment instrument to measure how effectively your course work has provided a comprehensive foundation of business knowledge.

Business Judgment. To develop your powers of managerial judgment, help you learn how to assess business risk, and improve your ability to make sound decisions and achieve effective outcomes.

Business Communication. To exercise and improve your business communication skills. You will demonstrate your oral communication skills in both informal group settings and in formal presentations. You will demonstrate your writing skills in multiple business formats (including Strategic Plans, assessment documents, and recommendation documents). You will complete the transition from an “academic” style of communication to a “business” style of communication.

Time Management. To develop and improve time management skills. Maintaining a priority-focused life and managing time wisely are essential to success. This course is demanding. All of the course requirements are identified at the beginning of the course. Students who work ahead and manage their time wisely will find the workload reasonable. Students who procrastinate will find the workload unbearable. Includes all activities, measured by completion of all activities on time at acceptable levels of quality.

Team Skills. To develop skills for getting the maximum benefit out of group projects and for overcoming challenges that lead to group dysfunction. Most great accomplishments are achieved by groups. Teams (work groups, task forces, etc.) have become ubiquitous in the business community. Successful managers must be able to manage teams. The rigor and workload of this course require a well functioning team.

SALT Course Requirements

To satisfy the requirements of a SALT course (service-learning). Students will further develop skills in policy and strategy by applying concepts within an operating non-profit organization.

The Christian Foundation. To raise your awareness of the importance of exemplary ethical principles, sound personal and company values, and socially responsible management practices. Applying Christian principles, to determine what is right, ethical, and good for company leaders to do. To increase your desire and ability to “do good” in all situations.

“For we are His workmanship, created in Christ Jesus for good works, which God prepared beforehand that we should do.” ~ Ephesians 2:10

“And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through Him.” ~ Colossians 3:17

Achievements of objectives are assessed primarily through the mechanism of scoring learning activities. Scores will be determined based on the personal observations of the instructor (as with class discussions, team meetings, and presentations), evaluation by the instructor of submitted work (as with papers, annotated bibliographies, strategic plans, and case analyses), input from third-parties (as with peer reviews and investor panels), and performance on standardized tests (as with the ETS MFAT and BSG quizzes). Level of achievement will be determined by comparing points earned to points available for each assignment (and where appropriate for each component within the assignment). The minimum level of achievement considered “passing” is 70% (i.e., 70% of the available points are earned). The exceptions to the 70% rule are the standardized tests (ETS MFAT and the BSG quizzes). Achieving a score at the 50th percentile is considered “passing” for the standardized tests.

Course Structure

Classes will be discussion oriented. The instructor will use approximately 25% of the class time for lectures, guest speakers, and activities. The majority of class time, approximately 75%, will involve discussions and presentations about cases, strategic audits, and the Business Strategy Game.

A significant amount of time will need to be devoted to out-of-class team meetings. Approximately 8 hours of team meeting time (plus 8 hours of independent work) will be required prior to the first BSG decision. After that, approximately 2 – 4 hours per week of team meeting time will be required to complete BSG decisions and other team assignments. It is strongly suggested that you agree upon a fixed meeting time and place for each week (this should be one of the first things you do as a team).

Students typically spend 140 – 160 hours outside of class to successfully complete this course (an average of 10 – 12 hours per week outside of class). This time will include both independent and team work. You are encouraged to plan well, use your time wisely, leverage the strengths of your team, and meet/exceed your team’s expectations. Please remember: DON’T PROCRASTINATE.

This course is divided into three distinct phases, Foundation, Practice, and Application:

Foundation (first 5 weeks)

• ETS Major Field Achievement Test
• Discuss concepts from the textbook
• Discuss non-profits (in preparation for strategic audit project)
• Business Concepts Paper
• Discipline-specific strategy articles and summaries
• Cases
• Perfect Paper Assignment (Written Case Section)

Practice (next 5 weeks)

• During this phase, teams will often meet independently with instructor instead of meeting as a class. Carefully review the Course Schedule provided in this syllabus for days when team meetings replace class meetings.
• BSG
• BSG Strategic Plan and Roadshow presentation
• BSG Case Analysis Paper
• Shareholder’s Meeting presentation

Application (final 5 weeks)

• During this phase, teams will often meet independently with instructor instead of meeting as a class. Carefully review the Course Schedule provided in this syllabus for days when team meetings replace class meetings.
• Strategic Audit (research, paper, and presentation)

Significant efforts from faculty and students have gone into designing this course; however, there is no perfect design that works for all classes. This syllabus reflects our best collective thoughts of what is appropriate for the course. As we progress through the term, it may become apparent that minor scheduling changes or major structural changes are needed to better meet our objectives. If you have suggestions for changes, please share them. As changes are needed, please be receptive and supportive. Flexibility is important.

GENERAL REQUIREMENTS

1. Engaged Attendance. Most great successes are the result of collaborative efforts, synergistic work, candid discussions, shared information, challenged ideas, and mutual learning. Success in this course requires a collaborative effort. A significant part of that collaborative effort will take place in class.

a. You are expected to attend each class (and each team session with the instructor), but you are not required to do so. Emergencies and competing priorities may cause you to miss a class. While prior notification of an anticipated absence is appreciated, it is not required, nor are you required to provide an explanation of your absence. When you do miss a class (or a team session with the instructor), you are required to complete a makeup assignment (request the makeup assignment from the instructor). The makeup assignment is due within one week of your absence. Makeup assignments are graded on the basis of “pass/fail.” The assignment passes if it sufficiently demonstrates a mastery of the concepts discussed. Failure to submit a passing makeup assignment within one week of your absence will result in 20 points being deducted from your attendance score. You begin the course with 100 points for attendance. Please note that excessive absences (more than 5) will drive your attendance score below zero.

b. You are expected to be prepared when you come to class so that you can fully engage in discussions. Read the chapter from the textbook prior to the class in which it will be discussed. Complete your case analysis prior to the class in which it is discussed. Complete all assignments on time. Be prepared!
c. You are expected to participate. Each person brings valuable experiences and knowledge to the classroom. Optimal learning will be achieved only when all willingly share their experiences and knowledge. You begin the course with 100 points for participation. Points will be deducted if you attend a class (or team session with the instructor) and you are either unable or unwilling to make a meaningful contribution.

2. Teamwork. A significant portion of this course involves working as a contributing member of a team. The quality and sufficiency of your individual contributions to the team’s success will be graded through self and peer assessments. Each group assignment will include a “Contribution Assessment Form” to be completed and submitted by the project manager for that assignment. The BSG will include on-line modules for self and peer assessments.

3. Writing. This course includes several individual and group writing assignments. It is expected that you already know how to write well (if you need help, don’t hesitate to work with the Writing Center). The focus in this course will be to write in a style and format appropriate for business. Be sure that you understand the writing requirements detailed in this syllabus.

4. Financial Analysis. Whether you are engaged with a for-profit or a not-for-profit organization, understanding the financial health of the organization is essential. Be sure that you understand the financial analysis requirements detailed in this syllabus.

PHASE I, FOUNDATION REQUIREMENTS

5. ETS Major Field Achievement Test in Business. This assignment is worth 200 points. You are to sit for the ETS Major Field Achievement Test in Business. The test will be offered two times during the semester; you should arrange to take the test at one of these two sessions. This test provides an opportunity to compare your mastery of fundamental business concepts to other graduating business students throughout the country. You are encouraged to do your best. To help prepare for this test (and prepare for this course), you should review the material in the “Business Concepts Overview” folder in BlackBoard. If you are unable to sit for the test during the scheduled times, please let the instructor know as soon as possible.

6. Business Concepts Paper. This assignment is worth 100 points. This is a team project. As a team, you are to write a paper presenting and defending your collective positions on two foundational business concepts: the purpose of a corporation and the role of strategic planning.

7. Strategy Articles Annotated Bibliographies. This assignment is worth 100 points. This is an individual assignment. You are to select two articles from academic, peer-reviewed journals in your discipline. The articles should relate your discipline (accounting, economics, finance, HR management, management, or marketing) to some aspect of strategic planning. (A list of recommended academic, peer-reviewed journals is included in this syllabus.) For each article you will write an annotated bibliography.

8. Perfect Paper Assignment. This assignment is worth 100 points. This is an individual project. Each student will read the assigned case and submit the environmental scan section of a comprehensive written case.

PHASE II, PRACTICE REQUIREMENTS

9. The Business Strategy Game. The BSG is worth a total of 2000 points. Your team will be responsible for managing an athletic footwear company in competition against the companies of other students in the Business Strategy Game. You and your co-managers will address a number of strategic and operating issues facing your company. You will earn points for your work in the Business Strategy Game in the following ways:

a. Overall company score (500 points). Your team will be in competition with all other teams in this section. Your overall company score will be determined by your company’s EPS, ROE, Stock Price, Credit Rating, and Image Rating (all equally weighted). Your score will consider your performance as compared to both investor expectations and the performance of the best company in the industry. The score you earn in the course will be based on the better of your performance for the entire game (all 8 years) or just the last 2 years.

b. BSG Quizzes (200 points). You will take two quizzes, each worth 100 points. This is an individual effort. Quizzes will be taken through BSG-Online.

c. BSG Strategic Plan (500 points). Your team will produce a 5-year strategic plan. The strategic plan will present your company’s mission, vision, objectives, and strategies for years 14 through 18 of the Business Strategy Game. The strategic plan assignment has three components:

i. Written strategic plan (worth 300 points)
ii. Strategic plan objectives entered through BSG-Online (worth 100 points). You will earn points based on the strength of your objectives and how well your company achieves the objectives that it established.
iii. Roadshow Presentation (100 points plus up to $50 million cash award). Your team will make a Roadshow presentation to raise equity capital for your company. Each team member should participate in the preparation and delivery of your presentation.

d. BSG Case Analysis of your company (500 points). Each team member will complete a written case analysis of his or her company (this is an individual assignment; you may not work with your team members on this assignment).

e. Shareholders Meeting Presentation (100 points). Your team will present an assessment of past performance and outlook for the future at the annual shareholders meeting. Your grade will be determined by the amount of new investment you earn through this presentation.

f. Self-evaluation (100 points). You will evaluate your contributions to the management team as related to the operation and performance of your company. This evaluation will be made through BSG-Online mid-way through the game as well as at the end of the game. The end-of-game evaluation will earn points.

g. Peer-evaluation (100 points). Each of your co-managers will evaluate your contributions to the management team as related to the operation and performance of your company. These evaluations will be made through BSG-Online mid-way through the game as well as at the end of the game. The end-of-game evaluation will earn points.

PHASE III, APPLICATION REQUIREMENTS

10. Strategic Audit. This assignment is worth a total of 800 points. This is a team project. You will select a non-profit organization and perform a strategic audit (see Appendix 11.C of the textbook, beginning on page 179). Your earned points will be based in part upon feedback from an executive at the organization you select. You will need to complete a Strategic Audit Agreement form before you can begin this project. At the end of the project, your executive contact at the organization must complete an Executive Input form. You will find both of these forms in the syllabus. The individual components of this project include:

a. Strategic Audit paper (500 points).
b. Strategic Audit presentation (200 points).
c. Reflection paper (100 points). This is the only component of the project that is an individual assignment.

Phase III of the course focuses on applying the concepts you learned in Phase I and mastered in Phase II. You will apply these concepts by performing a strategic audit of a non-profit organization. This project meets the requirements of SALT Tier II.

This section provides detailed descriptions of the requirements for each assignment in Phase III of the course. Following the description of each assignment’s requirements is the assessment document for that assignment. The assessment document is the rubric the instructor will use to score your work. If you have questions about the requirements or about how your work will be scored, please seek clarification from the instructor well in advance of the due date.

Strategic Audit

A strategic audit is a comprehensive analysis of an organization usually performed during the strategic planning process or during due diligence prior to an acquisition. Appendix 11.c. of the textbook (beginning on page 179) provides a good overview of the scope of a strategic audit.

Each team will select a non-profit organization. You should select an organization that is of interest to your team members.

Upon selecting your organization, you will identify and contact an executive (senior manager) within the organization with whom you will primarily work. A completed Strategic Audit Agreement form will serve as the official launch of the project.

The project has three deliverables:

1. Strategic Audit Paper (team)
2. Strategic Audit Presentation (team)
3. Strategic Audit Reflection Paper (individual)

Strategic Audit Paper and Presentation

Requirements

1. Perform the strategic audit as outlined in Appendix 11.C of the textbook (beginning on page 179).

2. Produce a report of your findings and recommendations. The report should have a length of 12-15 pages. Follow the outline below. The finished report will be given to your key contact at the organization and to the instructor. Your key contact will provide feedback to the instructor concerning the quality of your report (Strategic Audit Executive Input form).

3. Make a 20-minute presentation of your findings and recommendations to the class. Your key contact should be invited to the presentation (however, there is not a requirement that he or she attend).

4. A Contribution Assessment form must be submitted by the project manager

This HCP course substitutes for BA 304: Management and Organizational Dynamics. Although we cover many of the same topics as the undergraduate management course (BA 304), the honors section adds several important new learning goals related to leadership and leadership development. This course begins with an introduction to leadership and the management process, and then continues further to examine organizational behavior from a social science and behavioral perspective. HCPers focus on understanding and analyzing individual and group behavior in organizations, specifically related to how leaders implement strategy to impact people, policy and organizational culture. You will study leadership and organizational processes both theoretically and in an experiential environment through both simulations and in organizational fieldwork. HCPers are expected to integrate theory and concepts studied in their HCP classes with current business practices, engaging each other and the faculty in dialogue around key management issues. The service learning team project enables you to do fieldwork with a community partner in an organizational environment, having the opportunity to test these issues, apply the leadership and group skills you are learning in the classroom, on your team, and with your community partner. The course enables HCP students to achieve the following learning goals:

• Assess individual leadership strengths and weaknesses, culminating in a personal action plan for leadership development
• Conduct a multiple frames analysis to understand the managerial and ethical implications of individual and group behavior in organizations
• Use multiple frames to analyze leadership action and strategy.
• Articulate and understand a set of managerial and behavioral theories along with related assumptions underlying workplace dynamics in each of the following areas: leadership, perception/attribution, motivation, job design, group/team dynamics, power and influence.
• Determine how to apply a set of theories in an organizational context
• Enhance interpersonal and organizational skills in the following areas: communication; giving and receiving feedback; managing conflict; valuing diversity; managing individual differences; teamwork; leadership; and, using JCT in managing work design.
• Demonstrate basic understanding of organizational power and influence; develop and/or enhance influence skills
• Identify and understand the relationship between organizational strategy and corporate culture
• Reflect how course concepts play out in a real-world organizational environment through the service learning project, assessing personal and professional impacts on self and the organization; understand how the organizations you are working with (our community partners) affect the society at large from a business leader’s perspective.

Class Time and Student Role in the Honors Cohort*

The HCP operates in a seminar format with full expectation that students will be active participants in their own learning, engaging each other, the faculty and outside guests in full discussion on the issues and topics of the day. The Organizational Behavior and Leadership course is conducted using a variety of pedagogical methods including case studies, lecturettes, discussions, video, group work and experiential activities both in and out of class. Students are expected to participate and contribute meaningfully. The classroom and related activities for the HCP serve three important functions:

1. Provide a forum for the exchange of ideas;
2. Serve as a laboratory for experimentation and experience in the development and/or enhancement of leadership and team skills
3. Enable students to use the skills they develop in “real-world” practice

* HCPers will participate in a mandatory “day-long” Leadership Development Organizational Simulation on Saturday, Nov 22 (9:00 am – 5:00 pm), Please calendar this date as a program activity. “Participation/Contribution” points will be given to you for the 494 course.

Required Texts and Materials

• McShane & VonGlinow, Organizational Behavior Essentials (McGraw Hill Irwin, 2007
• George, B. True North (Jossey-Bass, 2007)
• Business Leadership: A Jossey-Bass Reader (Jossey-Bass-Wiley, 2008)
• Materials for DrakeBeamMorin Styles, MBTI (info to be distributed in class)
• Class Readings – distributed in class, posted on Blackboard or put on reserve in the Library

Service Learning Requirement and University Mission

All HCPers in BA 494 are required to participate in the Service Learning Team project—a semester long experience exploring course concepts in a community-based organizational environment while providing a value-added contribution to that organization. An introduction to the definition and purpose of service learning, along with related activities will take place in class. We will be working in project teams with a set of community partners. This experience meets the service learning graduation requirement of the University Core Curriculum and is a critical component of this course.

The service-learning project allows you to explore the course concepts in an experiential context, bringing course concepts alive, and, ideally, aids in your own personal and professional leadership development in concert with the university mission. By working diligently with your teammates and community partner, you have the opportunity to experience (directly and/or indirectly) “educating hearts and minds to change the world” in some small but meaningful way. Members of the cohort who would like to make a longer-term commitment with an international dimension are able to partner with student teams in Professor Seth Wachtel’s architectural and community design cohort. Our programs will be working together on project possibilities in Africa, Asia and Central America.

Service Learning Project Notes-Community Partner Opportunities

• Quesada Gardens Initiative
• Women’s Community Clinic
• Youth Leadership Institute
• Coalition on Homelessness
• Tenderloin Health
• Glide Memorial
• Housing, Business & Community Development-Int’l Opportunities* (TBA—Liberia, China, Nicaragua and Zambia…these projects may require participation in 2 phases—phase 1 in the Leadership Class and phase 2 in the Marketing class with potential opportunity to add summer internship in the country of the project

Service Learning Team Project: Components and Presentations (35%)

HCPers will choose a project management team at the beginning of the semester. Goals for the team are twofold: (1) engage in a meaningful service learning project linking the missions of the university and Business School to concepts explored in the BA 494 course, and; (2) experience and learn from the many aspects of project and team management. This semester long project culminates in a multi-media, dynamic management presentation presented to the class and organization representatives. Additionally, teams complete a consulting report and/or other clearly defined deliverables to be shared with their community partner. These deliverables may vary depending on the expectations of your community partner. I will work closely with each of the project management teams to clarify these expectations.

Required deliverables for the service learning team projects are as follows:

a.  Project Proposal Memo & Statement of Team and Community Partner Expectations (1-2 pages outlining project ideas, statement of team expectations & personal team learning objectives related to what you hope to learn from your community partner, and the experience overall; potential benefits to your community partner, a 2-3 sentence suggesting how your project might help you with understanding course concepts and enhancing your personal/professional development as a manager and/or team contributor). HCPers should have communicated with their community partner prior to submitting this deliverable. A copy of this deliverable should be shared with the organization).

Due: email on or before October 1 (ungraded). I will provide you with detailed feedback on your proposal prior to your team meetings with me.

b.  Team Meeting w/Professor (Project team meeting w/Professor to be scheduled at mutually convenient times; teams will have met with their community partner a minimum of 2 times prior to this scheduled meeting. Student teams should have all contact information with them (name of organization, contact person, telephone number and address). Our time together will be spent doing team reflections regarding service learning, linking your project to the concepts explored in the course, addressing concerns, identifying outside resources and other related issues to the service learning project)

Team Meetings Should Take Place on or before October 15. Sign ups for meetings will be available on Blackboard and updated to reflect team-meeting openings. Teams ready to meet earlier may do so at mutually convenient times. (ungraded)

c.  Progress Report (1-2 page Project Team memo confirming the following: project parameters, contact source(s)/contact information within the organization; description of activity with the community partner to date; and, summary of reflections and findings. Template for writing this memo will be posted to Blackboard.)
Due: November 12 (5%)

d.  Peer Review Instruments/Peer Feedback Meetings (The class will develop a peer review instrument in mid November that will be used in team peer review meetings where members share feedback regarding performance and team/leadership development). Additionally, as a class, we will develop an instrument that we can share with our community partners giving your organization an opportunity to give you and your team performance feedback.

Due: Meetings to be held December 3 (graded as pass/fail)

e.  Consulting Report and/or Other Agreed Upon Deliverable(s) for the Community Partner (7-10 page “client-centered” paper providing clear descriptions of the challenges and/or opportunities and issues you and your community partner wanted to address; complete analysis of these issues; findings/conclusions and/or other appropriate material based on the analysis and final team deliverables as negotiated with your community partner. Teams may work with their community partner defining “scope of project and specific deliverables” targeted to meet the needs of the organizations and adjust their reports as appropriate to the project parameters. Teams will work closely with their organizations to identify the specific deliverables and get final approval from me (the instructor) on the project report due. Teams will send a copy of this paper (and/or comparable substitute) to their community partner as well as turning in the report to the instructor. All teams are required to write a 1-3 page executive summary describing the deliverable(s), summarizing how the team accomplished it’s objectives and articulating realized and potential benefits to the community partner as well as what they learned from the experience. I will be asking your community partner/client organization to provide input on this grade by asking them whether your deliverables contributed value to their organization(s). See grading expectations outlined below.)

Due: Friday, December 12 (20%)

f.  Management Presentation (20-25 minute team presentation summarizing project results and findings. Presentations should report on what the team learned professionally and personally about their organization; how course concepts, theories, etc. provided insights on addressing community partner needs; and, other pertinent issues. Please invite your community partner to attend the presentation; Refreshments will be served!)

Due: Wednesday, December 10 8:30-noon (10%)

g.  Community Partner Feedback (Each community partner will be contacted by the instructor and asked to provide project teams with performance feedback and at minimum, communicate whether the projects provided “value-added” to their organizations. I will be confirming that all students on the team were actively engaged in the SL Project, spent a minimum number of hours working with the partner and, as a member of a SL team, acted professionally in its interactions with their community partner. Students not meeting the expectations, spirit and intent of the assignment will receive “penalty points” in determining what grade they will receive on the report and presentation.)

The grade earned for the Service Learning Team project components is the grade earned by all members of the project management team. If the team feels that one of its members has not pulled his or her own weight, then the team should decide how to manage the award of the grade, point penalties, etc. and let me know how the team wishes to proceed. As noted above (2g), individuals may be penalized if the community partner feedback suggests that individuals and/or the team as a whole did not meet project goals. Teams may fire non-contributing members but should make every attempt to use their management skills to resolve performance problems. My assumption is that the team will try to work out the problems with the team members in question first. Should a team wish to fire a member of the team, the non-contributing member must (1) find a team that will “hire” him/her; or, (2) do a make-up project on his/her own and take a comprehensive final exam for the course.

Note: Service Learning Placements and Process

The requirements for this project involve students using their management, leadership, networking, and partnering skills. We have several community partners who are interested in working with the HCP. Project teams may also identify their own community partners to work with through their own personal networks. Use your best judgment in determining an appropriate community partner. In choosing and working with your partner, be sure to adequately address issues of geographic convenience, flexibility, time frame and personal safety given the course constraints and potential personal risks. Traveling to and from a community partner’s location is your responsibility. The university does not provide transportation. Students may also use the resources of the Community and in hardship cases, choose a service-based project within the University community. In the past, my students have found that the most rewarding learning experiences come from work with a community partner outside the university and with a partner that addresses social justice issues and/or needs either directly or indirectly.

Internet access or a copy of the Internal Revenue Code and Regulations most recent edition.

Summary: An introduction to the federal income tax structure as it applies to the individual taxpayer. Themajor focus of this course will be upon the conceptual and legal underpinnings of the Internal Revenue Code (IRC).

Course Objectives and Student Responsibilities

To learn and refine methods of reasoning and analysis, and apply these to problems arising in an individual’s situation, using the following steps:

a) Applying the rules of law (IRC) to specific facts, either real-life or hypothetical;

b) Discerning the range of possible outcomes or results;

c) Recommending appropriate courses of actions for individual taxpayers in similar situations; and

d) Identifying general rules or policies that might be established from the IRC and the facts.

Study methods of statutory analysis and interpretation (of the IRC) and apply them to individual problems.

Understand the basic principles of the IRC that relate to taxable and nontaxable transactions, and learn how to apply these principles to problems that arise in the context of the individual taxpayer’s personal and business transactions.

Learn the nature of the IRC, how tax laws are made, and the complex interactions between tax law and social, political, and economic forces.

To explain tax jargon in simple, plain, and yet accurate English so that such terms will be of use to you as a future accountant or business manager.

To develop an increased awareness of legal, governmental, and ethical restraints facing tax planners and business managers.

To raise and discuss issues in regard to actions which may be legal but not ethical or moral.

To increase skills in making decisions which have tax and legal ramifications.

To increase your awareness of when a CPA or legal counsel is necessary or appropriate and how to seek such counsel.

Course Competencies: Upon satisfactory completion of the course the student should be able to:

General: Demonstrate a broad understanding of the Internal Revenue Code–its evolvement and procedures.

Recognize broad principles of tax law relating to how an individual can plan to legally minimize the taxes that they must currently account for and pay.

To achieve the above objectives and competencies, students are expected to attend all classes; complete all written and reading assignments as advance class preparation; take an active part in class discussions; organize and participate in a study group (optional); and write out the answers for all assigned problems.

Grades: Class Curve (The typical curve has been “A” 86% “B” 72% “C” 60% “D” 50%). There will be three (3) essay style problem-solving examinations [one midterm and one final, this is truly where your letter grade is determined] given throughout the semester. These exams will be cumulative. This comprehensive nature is to assist the student in discerning the interrelationships among the various tax and legal concepts in the course. Your grade for this course will be determined by the weighted average of these examinations, the following constitute 25% of your grade on a pass/fail basis; the term paper or service-learning project, class participation and group case write-ups, and the individual tax return problem. Since the required assignments are varied and extensive, they are sufficient to determine your mastery of the course materials (basically if you do this part you will get the grade you earn on the tests. If you do not do this part then take the grade you would have gotten based on your test results and then reduce it by two full letter grades. This is the reason that I have stated that the highest grade you can get without the paper or service-learning project is a ?C?). (If there is any student in this class who has need for special accommodations for test-taking or note-taking, please feel free to discuss this with me.)

THE POLICY AND REGULATIONS OF THE UNIVERSITY ON ACADEMIC DISHONESTY WILL BE STRICTLY ENFORCED IN THIS COURSE.

Service-learning general information:

SERVICE LEARNING is a method by which students learn through active participation in thoughtfully organized service conducted in and meeting the needs of the community. Service learning is integrated into and enhances the curriculum. It includes structured time for reflection and helps to foster civic and corporate responsibility. As pedagogy, service learning emerges from experiential learning theory and encourages active student involvement in the learning process.

CRITERIA FOR A SERVICE-LEARNING COURSE:

1. NEEDED SERVICE: Students provide a needed service.
2. SERVICE-SUBJECT MATTER RELATION: Through the process students gain first-hand exposure to critical tax concepts.
3. CLASS CONTEMPLATES LEARNING THROUGH SERVICE: Throughout the course, class sessions are set-aside as “Workshops” for reflecting on the service experience.
4. CREDIT/ASSESSMENT OF LEARNING FROM SERVICE: Students are evaluated on the quality and accurateness of the services they provide.
5. SERVICE RECIPIENTS EVALUATE SERVICE: The completed output will be evaluated by the clients, supervising CPAs and attorneys and by your instructor.
6. SERVICE DEVELOPS CIVIC EDUCATION: To provide the service, students must learn about the tax system and its specific effects on those of low income in our society and how the agencies they are assisting serve the community.
7. KNOWLEDGE ENHANCES SERVICE: Students acquire both functional knowledge of the tax system and civic knowledge of disadvantaged populations within the community. The course is intended to raise the consciousness of students in applying their business and accounting knowledge to social problems.
8. LEARNING FROM OTHER CLASS MEMBERS: The highly interactive setting provides substantive and frequent opportunities for learning from collaborative experience.

Service-learning project information.

I. Overview of the Service-Learning Project

The IRS’s Volunteer Income Tax Assistance program (VITA) has been in existence for many years as a means of assisting lower income taxpayers with answers to their tax questions and assistance in preparing their income tax returns. I have been recognized by the IRS for having provided over twenty years of service through the VITA program. Come on now, you would not think that your instructors would ask you to do stuff they themselves are not doing, would you? The VITA program will provide the basic tax training for the participants in this service-learning project.

The program is expected to provide the following benefits to participating students:

• Provides a review of the basic tax rules learned in AC306, as well as supplementing that learning with various technical aspects of tax preparation and compliance.
• Provides instruction and practice in the preparation of Hawaii income tax returns
• Increases your communication skills through experience of interviewing clients and keeping a journal of your experiences. You will have to do 4 additional reflection papers and share some of your thoughts and insights in class.
• Provides exposure to a broad cross-section of the population. Students will gain knowledge about the general population’s understanding of the tax laws and the problems they face in complying with its provisions. 

The program is also a service to the community. This may be our client’s first one-on-one encounter with Chaminade students and with all the things that are being said about the need for private universities – try to represent your campus well and give the community one more reason why Chaminade is good for the state!

II. CLASS REQUIREMENTS

• Students must receive a passing grade on a federal tax returns test to be completed (individually!) by the beginning of class on Tuesday, January 29th (subject to change) see below for further details. There is no test for doing Hawaii tax returns.Note: You have four chances to pass the federal (IRS) test, you may take the “Retest? up to three times. A fail on the fourth grading will cause you to be disqualified from the VITA program and the service-learning option for this class. As such the term paper will be your only remaining option.
• Students must perform publicity activities.
• Help with bringing in clients by preparing the returns for at least 6 people you have personally contacted about VITA. Two of these 6 people (or their information) must be brought in during the first two weeks of the program.
• Work at least 16 hours (or four shifts) in the VITA centers during the tax season.
• Maintain an activity time log that confirms your activities and 6 taxpayers.
• Keep a folder with your time log, a record of your coordinating or publicity activities and a daily journal of your experiences at the VITA sites.

Based on the journal, you will submit a typewritten reflection papers on your experiences (2-5 typewritten pages) pursuant to the schedule that will be established by your instructor. This log and reflection paper are meant to be not just a summary of the number of people you assisted (we have to keep separate records on that) but comments and thoughts on new things learned, problems encountered, things you would do differently in retrospect, mistakes you realized you may have made, insights about people’s knowledge of, respect for the tax laws & the IRS. You will receive further guidance on the form and substance of the papers as they are assigned. ?You will also be required to spend approximately 4 hours learning and using tax preparation software. This will be covered outside of class in the tax law training sessions on January 26, 2008 at Chaminade.

As mentioned in the email that I sent out in December (I will be using the Chaminade email address assigned to every student for all class correspondence so please check it before every class session) ?The service learning option will require each student to participate in my tax clinics for the homeless project or with the Hawaii Asset Building Coalition?s sites. My clinics involve doing tax returns for welfare to work clients at homeless transition shelters, domestic abuse shelters and low-income housing projects and other volunteer sites around the island of Oahu. Before being allowed to provide assistance all students must pass at least the basic test given by the Internal Revenue Service (IRS). You may prepare and test online at http://www.irs.gov/app/vita/index.jsp (or go to www.irs.gov and search for “link and learn” if the link that I gave you does not open up to the link and learn site), but you still must attend the 1/26 (at Chaminade) session as there is no online substitute for that part of the training. On 1/26 we will be learning about Hawaii State taxes and the IRS approved software that we will be using for e-filing of federal tax returns. You must pass the tests for the BASIC module before being certified to go out and prepare returns for clients. You will need to submit to the IRS/site coordinator and for my files a printed copy of the passing test scores for at least the BASIC module. You may do the other modules if you wish, but they are not required for this project.

You can get more information about this project at the following website as well: http://www.cic.edu/projects_services/epe/chaminade.asp. If this does not work go to the Chaminade homepage at www.chaminade.edu then go to academics and faculty profiles, click on my profile (Tanna, Wayne) and then click on the Click here for CIC’s report on the Chaminade project.

III. DETERMINATION OF GRADE for the SERVICE-LEARNING OPTION (Pass/Fail)

• IRS test
• Publicity & 6 clients
• Tax preparation, including your attitude & quality of your work
• Log & Reflection papers
• Supervisor’s evaluation

IV. HOURS WORKED (Hey a standard workweek used to be 40 hours so we will make this a 40 hour project.

You will be given credit for hours spent learning the tax laws, worked at the sites, doing publicity, coordinating activities, learning & doing computer tax preparation, a maximum of 20 hours will be given for the training sessions that are listed below (this includes time to take the VITA certification test). Because of these varied possibilities it is your responsibility to keep track of your hours worked and have them verified after each activity by an authorized person (each site will have a site-coordinator and one or more professions [CPAs and/or Tax attorneys). You are responsible for fulfilling all your commitments. Last, but not least, you are going to have FUN. I guarantee it!

Two VITA tax Law Training Courses will all be held this semester. I will be doing one at Chaminade University, Kieffer Hall Room 9. I will be teaching the federal parts and representatives from the Hawaii Department of Taxation and the IRS will be teaching the state and tax software parts. The schedule will be as follows (lunch provided by Aloha United Way):

Saturday 1/12/2007 8:30am ? 4:30pm Federal Part I

Saturday 1/19/2007 8:30am ? 4:30pm Federal Part II

Saturday 1/26/2007 8:30am ? 4:30pm State taxes and TaxWise software

My Theme – AORTA (could not work out the acronym for HEART) this works for all careers that deal with serving clients or patients (as well as others in the community).

Acquire information
Organize the information and determine what is needed and what is not
Record the essential information in a formal fashion
Transmit the information to the required parties
Assess the process to continually improve the process

SERVICE LEARNING
ASSIGNMENT ONE

Your first service learning assignment will require you to investigate possible placements, choose one that you will be willing to stay with for the duration of the semester or the project’s required time commitment (whichever is longer) and to make your first visit or orientation meeting.

1. You may get assistance from others on campus to locate an agency to serve with. However, please remember that I must approve both the agency and the kind of work that is to be done at that agency.

 

2. Investigate each of the possible projects that interest you with respect to:
   • Practical issues–can you get there and back at the times the agency requires your time and service (do you have transportation, does the time fit into your schedule)?
   • issues–will you be working with a population or in a situation that is comfortable for you? Can you work there effectively or will this whole situation get you stressed out?
   • Course related issues–is the agency and the service to be performed the type of activity that relates to this course or generally to law or accounting; will the project meet with my approval?

   You may be able to talk with other students that have volunteered with the agency you are thinking about working with. You may want to interview the volunteer coordinator at the site you are thinking about working at. You may also try to talk with other instructors or administrators at our school that are involved with service learning in order to find out more about possible opportunities that may work for you

3. Set up your first visit and plan a regular schedule when you are ready to proceed with you service learning project.

Your first written report (1-2 typed pages) is DUE: January 31, 2008 (with the passing certification test results) and should include:

• A discussion of the place you have selected and your rationale for choosing the one you did. How does this fit in with the subject you are studying?
• A discussion of the things you did to check out the agency that you are thinking about working with.

Dear Student,

Teaching classes in business administration and law is my vocation. Both business administration and my students are important to me. I work hard at teaching and expect my students to work hard at learning. I am a parent, a professor, an attorney, an accountant, a tax and business consultant, an author, a non profit manager and a cancer survivor (I will be moving slower and may not be as understanding this semester).

My office phone number is 739-4606 (Chaminade). Please use this number or Email me at wtanna {at} chaminade(.)edu if you wish to reach me or if you have problems with the homework. I read email daily, I do not respond to them daily but I do return phone calls unless I am away. No cell phone use in class.

It is your responsibility to learn the material. It is my responsibility to make the learning process as productive as possible. If you miss a class, check the course outline to determine what you must do, read the material in the text, do the homework, and call if you need help.

Tests are like job interviews scheduled weeks in advance: treat them as such. Do not miss a test. If you do miss a test, be sure that I know about it as soon as you do or I will have to assume that you are no longer interested in passing this class.

Being a student is not an easy job. It is work. Plan time to attend class, as well as time to work on the material outside of class. If I can be of help, call me or see me in my office or just after class. Additionally, please keep in mind that knowledge of the law is cumulative. Do not fall behind in your reading. Work all assignments. And while you are in class please set all of your cell phones and pagers to a non-audible mode. I will penalize students who disrupt class (especially during exams, you can get an F for that test) with their pagers and cell phones.

I have one additional thought for you as we start this semester: If you have something to do, in the words of Nike “JUST DO IT”, if not, relax and have some fun. HAVE A GOOD SEMESTER.

Very truly yours,

Wayne M. Tanna

Wayne, your instructor

P.S. I have a teaching assistant that usually accompanies me to class. His name is R.P. Orange, the Reasonably Prudent (a term of great legal significance) Orangutan. You may have previously seem or heard of him. In reality, he is a stuffed animal. However, it is what he stands for that is important. There are three things that he is in class to promote: First, there is more to life than what is in any single class or classroom (priorities); Second, grades are not everything (it is what you learn or the knowledge that is gained that really matters); and Third, if you need a hug or something to make you take yourself (instructor included) less seriously, R.P. Orange is there for you.

Now, write a letter to me, Wayne, your instructor, telling me who you are. Tell me of your strengths, weaknesses, fears, and goals. Discuss your world and how your roles in this world might affect your performance in this class. Speak of your business background. Discuss how this class might play a role in your future.

Tell me what I might do to help you achieve your goals for this class. Include in your letter a statement that you have read and understood the grading for this class and the academic dishonesty policy of the university. This letter must be typed. Due Tuesday, January 29, 2008 (this will count for your first two weeks of attendance).

Non-profit organizations are the newest and fastest growing sector in the US with the number of such organizations doubling during the last 25 years. In addition to growth in numbers, nonprofit organizations have become increasingly complex entities influencing public policy, participating in community affairs, and forging partnership with private and public organizations. With increased growth and complexity, a significant need has emerged for sophisticated managers with organizational acumen, technical skills, and an in-depth understanding of what it means to work in the nonprofit world.

Nonprofit organizations touch on every aspect of our lives and on every level of institutions. Most are in social and health services like the American Red Cross, Compass, and the American Diabetes Society. But they include hospitals, universities, museums, social clubs, and economic development agencies. Nonprofit organizations have always been an important part of the public service system. To an increasing degree, governments are providing social services through contracts with nonprofits. For example, continued resource scarcity, devolution of responsibilities by federal and state governments, and privatization have put additional pressure on the not-for-profit sector to fill in where government withdraws and to work in partnership with other organizations in the delivery of public services. Often referred to as the ?third sector,? it is composed of charitable or public benefit, advocacy, mutual benefit, and religious organizations. Of the 1.6 million organizations in the third sector, our primary focus will be on the 1.2 million 501(c)(3) public serving or benefit organizations in the arts, health, and human services, education, and the environment.

This course focuses on issues in the administration and management of nonprofit organizations including relationships between the nonprofit, public, and private sectors. It is the mission of this class to familiarize you with the work of nonprofit organizations and with the challenges faced by this sector. This mission will be achieved by combining theory with practice. We will begin by examining the size, scope, role, sub-sectors, and distinctive characteristics of the nonprofit sector. We will then briefly discuss legal requirements involved in establishing a nonprofit organization and key management trends in this sector. Then our attention will shift to examining some of the critical management tasks involved in building an organization?s capacity to achieve excellence. This can include tasks such as leadership, setting direction and establishing accountability, creating a dynamic and effective board of directors, developing and managing financial and human resources, and effective marketing and communications. This course is an applied course designed for graduate students. As an applied course, you will be required to become involved in a nonprofit organization to experience hands-on and gain knowledge of the reality of nonprofit management. Interested nonprofit organizations are asked to submit proposals outlining clearly defined projects for you to undertake. The nonprofit organizations will get benefit from your analyses and recommendations.

Regarding theory, we will cover the following topics:

• History and extent of volunteerism and philanthropy in nonprofit organizations.
• Administrative leadership, administrative organization, board selection orientation and training, board/staff relations, communication, decision making, group leadership, etc.
• Leadership issues (role of the board of directors, executive leadership, relationship between board and executive director).
• Marketing, public relations, and managing the agency?s image.
• Management of nonprofit organizations (mission and mission statement, strategic management and strategic planning, financial management, human resource management, managing staff and volunteers).
• Legal aspects, including tax implications.

Regarding the practical aspect of the class, you will be asked to work on real projectsi n a nonprofit organization. The projects will vary from one organization to another, and must be directly related to the topics covered in class. At the end of the semester, you will have to prepare an organizational analysis report about your experience with the nonprofit organization.

Course Description: This online course is designed for graduate students, especially those working in the non profit sector as well as others who are interested in management of non profit organizations. The course is designed to respond in part to the following National Association of Schools of Public Affairs Administration (NASPAA) common curriculum components:

• Budgeting and financial processes,
• Policy and program formulation, implementation, and evaluation,
• Decision-making and problem solving,
• Political and legal institutions and processes,
• Organizations and management concepts and behavior.

This course covers the fundamentals of nonprofit administration including the historical development, role in contemporary society, and economic and political dimensions of contemporary nonprofit organizations, as well administrative issues including regulation, governance, and organizational management. This course also examines similarities and differences between for-profit and nonprofit organizations, major management issues specifically associated with nonprofits, and exposes students to career opportunities to the nonprofit sector. Particular emphasis will be place upon such normative concerns as mission development, reform strategies, and ethical perspectives as they impact the nonprofit environment. (Additional emphases and/or topics may be developed during the semester in response to student interests and needs.)

Goals, Objectives, and Assessments

Overarching goals of the course: 

This course is designed to enhance students understanding of the nonprofit sector in the U.S. and to build conceptual and practical skills needed to perform effectively in positions of
management responsibility in nonprofit organizations. These skills include in creating, developing, and managing a nonprofit organization.

Learning objectives of the course:
At the completion of this course you will be able to:

• Understand philanthropy, volunteerism, and nonprofit organizations and the role of
  the nonprofit sector in our society and economy,
• Explore and discuss managerial tools, techniques, and strategies for effectively
  administering nonprofit agencies,
• Identify the moral and ethical responsibilities of nonprofit administration,
• Discuss the leadership literature and application to nonprofit administration,
• Understand different legal issues as they pertain to the nonprofit sector,
• Explore the relationships among government, business, and nonprofit organizations,
• Identify trends, challenges, and opportunities in the nonprofit sector.
• Learn how to effectively communicate both orally and in writing

Course Outline
Module 0: The Syllabus: Introduction to the course
Module 1: Understanding Nonprofit Organizations: Historical & Contemporary Perspective
Module 2: Government, Business, and Nonprofit Relations
Module 3: The Board and Nonprofit Governance
Module 4: Human Resource Management for the Nonprofit Sector
Module 5: Marketing: Images of Nonprofit Organizations
Module 6: Financial Management: Financial Statements
Module 7: Resource Development & Management
Mid-term exam
Module 8: Strategic Planning and Management
Module 9: Managing Nonprofit Performance
Module 10: Sustainability & Nonprofit Leadership
Module 11: Nonprofit Capacity Building
Module 12: Nonprofit Effectiveness and Entrepreneurship
Module 13: Putting it together: Looking ahead

Required text(s):

• Hudson, M. 2005. Managing at the leading edge: New challenges in managing nonprofit organizations. San Francisco, CA: Jossey-Bass. ISBN: 0-7879-7806-X
• Ott J. Steven (ed.). (2001). Understanding Nonprofit Organizations: Governance, Leadership, and Management, Boulder, CO: Westview Press. ISBN: 0813367875
• Wolf, Thomas. (1999). Managing A Nonprofit Organization in the Twenty-First Century. New York: Simon & Schuster. ISBN: ISBN: 0684849909
• Additional materials are on reserve at the UCF library (online).

Course Requirements and Grading Policy:

You are expected to do the readings for each module and expected to participate actively in class discussions and exercises. I will evaluate your class participation on the basis of your meaningful contributions to class discussions. It is critical to manifest a respectful attitude toward the subject and to value the diversity of opinions reflected by your web-mates. I encourage all of you to freely ask questions and to express your opinions.

You are expected to be active participants in the learning process. Each of you is expected to complete the discussion area exercises and to respond to these weekly. Please follow the directions in the module assignments regarding the content of the discussions. Points are awarded for participation, and responses will be graded for understanding of the content, creativity, and the synthesis of information. To earn points for participation, each student must participate in the discussions assigned in the modules. Each module will provide detailed instructions on the content of the postings in the discussion and provide a grading rubric. Five points may be earned in each of the other assigned Discussions from the following modules, and these points account for 40% of the course grade.

Class Participation & Discussion Contributions Total

• Introduction & Understanding Nonprofit Organizations 5 points
• Discussion on Board Development 5 points
• Discussion on Human Resources 5 points
• Discussion on Financial Management 5 points
• Discussion on Strategic Leadership 5 points
• Discussion on Nonprofit Effectiveness 5 points
• Discussion on Government and Business Relations 5 points
• Discussion on Ethics & New Challenges 5 points

Mid-term:

There is a mid-term exam which accounts for 25% of the course grade. Students must take the mid-term at scheduled time. Study questions for the mid-term will be distributed.

Service-learning (management consulting) project:

There is a term project requirement for the class accounting for 35% of your final grade. The projects will be requested by the nonprofit organization in the Central Florida region and will be distributed to you based on your interests. Each of you will prepare an organizational analysis report about your practical experience in the nonprofit organization. To apply what you have leaned you will be required to administer a self-assessment of a nonprofit organization of your choice after consulting with your professor. Details will be discussed later and an outline will be provided. You will identify a key area or issue in nonprofit management and frame a research question on it. The paper will be based on the relevant literature and information collected from a nonprofit organization. You need to get approval of the instructor on the research question and the choice of the nonprofit agency. The deadline for getting the instructor?s approval on these is 05/24/05 (as posted). The final paper is due on 04/25/06.

The paper needs to be at least 10 pages in length (double spaced) and should not exceed double spaced 15 pages in length. The report should cover the key areas of application of the topic are to be included using the text, the modules, the discussions, and outside consultants (assessment of the mission, strategic plans, and activities of a local nonprofit community organization, using the course texts as primary references for example). The objective of this paper is to provide concrete examples through which you can better understand the importance of mission to the functioning and success of nonprofit organizations and obtain direct experience in the mission-action connection. The project should also give you an excellent opportunity to network in the nonprofit world. The use of the APA format is required with a reference list.

Research Paper Evaluation:

Papers will be graded on (1) how well they describe the organization?s mission/actions, (2) the degree to which they integrate materials and concepts from the course texts and lectures, (3) the depth of the evaluation of the organization being studied, and (4) style and structure. Your paper should include an executive summary, an introduction, a literature review, the organizational analysis, a conclusion, and references, (appendices if needed).

The milestones for the production of the paper are as follows:

a. Select a nonprofit organization
b. Find news articles about the organization (in print or online)
c. Contact the organization and arrange for obtaining mission statement & strategic planning documents
d. Complete the survey instrument
e. Obtain those relevant documents
f. Identify organization activities that you will observe
g. Submit an outline of the paper
h. Submit the final service-learning management consulting project

Statement for Service-Learning: This section of PAD 6149 Nonprofit Administration is a UCF sanctioned service-learning class. Students will spend a minimum of fifteen hours over the course of the semester on a service-learning activity. This activity will address a need in our community, support our course objectives, involve a connection between the campus and the world around it, challenge students to be civically engaged, and involve structured student reflection. We will spend time reflecting on our service-learning experience through a service-learning management consulting project. While there is a 15 hour minimum for service to pass the course, your service-learning efforts will be the core of much of the learning in the course. Therefore your ?grade? for service-learning will come from the tangible class-related projects that come out of it rather than simply from completion of the
hour minimum.

Our service-learning work in this Nonprofit Administration course will involve a service-learning management consulting project report for a local nonprofit organization, public school, or government agency. This will allow students to work with a real world audience and will ensure that the significant time you put into your class project leads to meaningful results. I?ll offer some suggestions for possible organizations groups of students may choose to work with and I?ll invite you to suggest other options. I must approve all projects and each project will begin with a signed agreement among the students, the agency contact person, and me. No student is required to participate in a service placement to which he or she has religious, political, or moral objections. It?s the student?s responsibility to let me know about such objections before we finalize group assignments.

Writing ability: Successful graduate level work requires the ability to write clearly using correct grammar and spelling. Be sure to check all your written assignments and postings before submitting them as points will be taken off for improper spelling and poorly worded sentences.

Course Goals Worksheet

Community Goals:
Train future leaders, set example for community, etc.

NASPAA Goals:
Ensure excellence in education and training for public service and promote the ideal of public service.

UCF Goals:
Goal 1: Offer the best undergraduate education available in Florida.
Goal 2: Achieve international prominence in key programs of graduate study and research.
Goal 3: Provide international focus to our curricula and research programs.
Goal 4: Become more inclusive and diverse.
Goal 5: Be America’s leading partnership university.

College Goals:

1. A commitment to service;
2. Quality;
3. Involvement in the work of improving our community. Contributions toward such goals as better healthcare, more effective crime prevention, the eradication of viral diseases and the development of higher living standards for all citizens through active partnerships with corporations, government agencies and non-profit organizations.

Department Goals:

1. Provide the highest quality graduate and undergraduate education for current and prospective public service officials in public and nonprofit organizations.
2. Achieve local, state and national prominence through contemporary curriculum, innovative instruction, scholarly and applied research, and community service.
3. Develop and enhance management skills essential to public and nonprofit organizations oriented towards an evolving metropolitan environment.
4. Promote leadership through adherence to democratic principles and the highest standards of ethical conduct.

Instructor Goals:
Three pillars: collaboration, mutual respect, and engagement. In order for the common goal, respectively learning, to be reached, collaboration needs to be developed. In this collaboration, each partner needs to be actively engaged in reaching the goals.
Participative lectures: most of my classes have some level of award for participation, as I believe the best way of learning. I believe that by building an atmosphere of respect, collaboration and engagement in a classroom, a teacher not only teach, but also prepares students for life.

Course Goals:
At the completion of this course you will be able to:

1. Understand philanthropy, volunteerism, and nonprofit organizations and the role of the nonprofit sector in our society and economy,
2. Explore and discuss managerial tools, techniques, and strategies for effectively administering nonprofit agencies,
3. Identify the moral and ethical responsibilities of nonprofit administration,
4. Discuss the leadership literature and application to nonprofit administration,
5. Understand different legal issues as they pertain to the nonprofit sector,
6. Explore the relationships among government, business, and nonprofit organizations,
7. Identify trends, challenges, and opportunities in the nonprofit sector.

Student Goals:
Please list at least three:

ENJOY THE CLASS!

Management 360A – Managing Corporate Ethics

Instructor: Dr. Gina Vega
Tel (978) 837 5000 x 4338
Home (978) 521 7601
Office: O'Reilly 402 (hours are posted and by appointment)
email: gvega {at} merrimack(.)edu

Required Text:
Johnson, Craig E. Meeting the Ethical Challenges of Leadership: Casting Light or Shadow. Thousand Oaks, CA: Sage Publications. 2001.

Please keep current on business/social/ethics/public policy issues by reading a newspaper such as The Wall Street Journal, The New York Times or The Boston Globe and a business magazine such as Fortune on a regular basis. Additional readings and video will be assigned on a periodic basis.

Course Description:

This is a course in applied ethical leadership. It will aid you in understanding the ethical conflicts you are likely to confront both in the business world and in your own communities, and will guide you in developing a foundation for your own managerial ethical system. Through directed readings, analysis, and classroom conversation and together with our community contacts, we will explore the meaning of socially responsible leadership, the various conflicting sets of values managers face in an increasingly global and diverse business context, and the manner in which different companies manage their ethical obligations and responsibilities.

You will participate in a service learning project that will permit you to apply the theories learned in class, your personal skills, and your sense of social responsibility to a community need, making stakeholder theory come alive on a very personal level. Thoughtful consideration and discussion of these experiences will assist you in learning about ethical concepts, while the service you provide will improve the quality of life of those who are touched by your actions.

Learning Objectives:

At the conclusion of this course, you will have accomplished the following:

1. You will understand the ethical and social responsibility issues involved in accountability to the various organizational stakeholders, including owners, employees, customers, stockholders, governmental agencies, suppliers, and society.

2. You will have found a way to examine your philosophy of personal conduct in organizational roles such that it supports integrity in balancing ethical, economic, and social values.

3. You will understand the factors that have an impact on typical management issues and problems associated both with local and broader business and community relations, contrasting socio economic systems, and competition.

4. You will be able to answer the question, "What does ethical leadership mean?"

Course Requirements:

Readings:

Weekly reading assignments from the text and from handouts will be required. Selections will be provided from the popular press, from books related to the subject material (e.g. selections from Lying, Sissela Bok and A Passion for Planning, Gina Vega), and from scholarly Journals. Please do the readings as they are assigned, before the class at which we will be discussing them. You are responsible for being prepared for class, as in class discussions are designed to add to not substitute for your own reading. Some of the readings are short, others are a bit longer. I offer my personal guarantee that most of these readings will be engaging. If you do not find the readings engaging or compelling, do them anyway!

Service:

Service learning is distinct from other forms of outreach and experiential education because it attributes equal weight to both service and learning goals. It is curriculum based, meaning that the service work is profoundly connected to and enhanced by a proposed course of study. The service performed is done as a way of learning about concepts in a course or discipline. Likewise, the learning that occurs in the course or discipline is intended to improve students' ability to respond meaningfully to important real world concerns and problems such as those evident at the service site. (Virginia Tech Service Learning Handbook, www.majbill.vt.edu/sl/fachand.html).

The elderly are often overlooked as a business stakeholder group, despite their growing numbers. As of the most recent census (2000), the population over 65 Americans now accounts for more than 21.7 million people, half of whom are living in non family households (such as assisted living communities, senior housing, etc.). This represents 12.5% of the total population, up from 11.3% in 1980. In Massachusetts, people over 65 are 13.5% of the population; in Essex County, this means 99,836 people. Elderly people often feel left out, isolated, and lonely for contact with family and friends (young and old) who are far away. It has been shown that the more connected a person feels, the better they can maintain their health and the happier they will be.

The service learning project that this class will conduct is designed to help elderly members of our community connect with the larger world. We will provide computers and training in their use for email and Internet surfing to elderly residents in assisted living communities and senior centers in Lawrence, North Andover, Haverhill, and Methuen to help people reconnect to distant relationships and to feel part of the important changes that are occurring through business advances.

Students, working in teams, will design a program of training for residents of one of the centers in the communities listed above and identified by the Stevens Service Learning Center, and will teach the residents how to use basic email, how to get on to the Internet and how to find sites of interest. The centers will be responsible for providing the computers, Internet connection and the commitment to maintain the connection at the end of the term.

The design and implementation of these training programs will permit students to exhibit a variety of leadership skills, to use their business computing skills, and to provide meaningful service to the local community in direct application of theories of ethical leadership behavior. I estimate 24 hours per student of direct service during this project, amounting to a total of 575 service hours from this class. If each student team can teach six individuals during the term to use email, they will have accomplished introducing more than 70 people who previously were without access to the Internet and its communication facilitating processes. More information will be provided about this project early in the term.

Writings:

You will be expected maintain a weekly Service Folio, a three-part journal consisting of an entry related to a reading of the week, a diary entry related to the service project, and a reflection entry. The reflection may relate to the connection between the reading and the service that week, it may relate to the focusing question that I will provide weekly, or it may relate to other connections to be discussed. Detailed instructions regarding this Service Folio will be provided at the first class meeting, along with formatting instructions. Service Folios will be turned in for grading at midterm and at the end of the semester.

Two 4-7 page papers will be required. These papers will be focused on one of several thematic areas, such as the multiple roles of leadership, the choice between light and shadow, the debate between bad apples and bad barrels (Trevino and Youngblood, 1990), or the expansion of ethical capacity. The first paper will be theoretical in nature; the second will be applications oriented, that is, a pragmatic method of applying the theories described in the first paper. The purpose of these
two papers is to bring to light the potential for divergence between one's espoused theory and the theory in use (Argyris and Schon, 1974).

Several short assignments that relate to class work will be assigned over the course of the semester. All writing assignments will be graded on both content and writing quality.

Grading:

Please type or word process all written assignments, papers, projects, and homework; I will not accept handwritten work. The papers will not be accepted after their due dates for any reason other than school closure or significant, documented personal emergency (this does not include crashing computers, nonstarting cars, broken alarm clocks, or misinterpreted schedules).

Your final grade will be computed as follows:

Mid Course Journal 20%
Final Journal 20%
Paper (a) 15%
Paper (b) 15%
Service Project 10%
Homework Assignments 10%
Class participation 10%

E-mail: smithdm {at} usfca(.)edu
Web Site Address: see USFconnect to access course web site using "Blackboard"

Office Hours: T, TH 9:00-9:45 am; 1:45-3:00 pm and by appointment
Classroom: Section 1: Harney 510 Section 2: Harney 143
Class Meetings: T, TH 10:00-11:45am T, Th 3:15-5:00 pm
Final Exam: May 17 – 8:00am May 20-12:30 pm

Course Description and Learning Goals

This course provides an introduction to the management process and organizational behavior from a social science and behavioral perspective. Emphasis is on the analysis and understanding of individual and group behavior in organizations with special attention to managerial and policy implications. Students will study organizational processes both theoretically and in an experiential environment through exercises and the service-learning project. After completing the course students should be able achieve the following learning goals:

• Articulate a set of management and behavioral theories in each of the following areas: perception/attribution, motivation, group/team dynamics and leadership; understand these theories and related assumptions underlying workplace dynamics; and, learn how to apply these theories in the organizational context,

• Conduct a multiple frames analysis to understand the managerial and ethical implications of individual and group behavior in organizations.

• Enhance interpersonal and organizational skills in communication, leadership and teamwork including but not limited to: giving and receiving feedback, managing conflict, valuing diversity, managing individual differences and using JCT in managing work design.

• Demonstrate basic understanding of organizational power and influence

• Identify and understand the relationship between organizational strategy and corporate culture

• Reflect on how course concepts play out in a real-world organizational environment; determine how your personal and professional development was affected through the service-learning project.

Class Time and Student Role

Classes are conducted using a variety of pedagogical methods including case studies, lecturettes, discussions, web-based newsgroups, video, group work and experiential activities-including the service-learning placement. Students are expected to participate and contribute meaningfully in the classroom; log in on Blackboard to obtain course information on a regular basis; participate in the newsgroup; and, actively participate in the service-learning experience. Time has been set aside over the 15 weeks in class and through facilitated web-based discussions to reflect and process class content and the service-learning experience. Our class time and related activities serve two functions:

1. provide a forum for the exchange of ideas, and;
2. serve as a laboratory for experimentation and experience in the development and/or enhancement of management/leadership skills

Service-Learning Requirement

All students in BA 304 are required to participate in the Service-Learning Team project – a semester long experience exploring course concepts in a community-based organizational environment while providing a value-added contribution to that organization. An introduction to the definition and purpose of service learning is provided through the URL link on the 304 Course Website on Blackboard. We will also be discussing this requirement in class. This experience meets the service-learning graduation requirement of the university Core Curriculum.

Required Texts and Materials

• Schermerhorn, Organizational Behavior, 8th edition (Wiley, 2003)

• Li Smith, D. Motivating People, 2nd edition (Barron's, 1997)

• Drake Beam Morin Decision Style Instrument; provided at cost in class (will collect materials fee of $4.20 to cover this fee in class)

• Class Readings – distributed in class

Recommended Reading

• Bell, A. & Smith, D. Learning Team Skills (Prentice Hall, '02)

Electronic communication (e-mail and course website) and Enrolling in Blackboard

Course communication and updates will occur via e-mail and through Blackboard, not just for this course, but for many of your other courses as well. The website for this course and your sections will be up and running by Friday, January 31. When you enroll in the BA 304 Blackboard (Be sure you enroll in the right course; I have several courses posted on Blackboard), use your USF user id. E-mails will be sent to your USFconnect email account. Get into the habit of checking your e-mail regularly. If you have an email account that you prefer to use, i.e. hotmail, yahoo, etc., be sure to forward your mail to this account from your USFconnect account. Please follow these instructions to forward your USFconnect e-mail. It will be up to you to forward your mail and check it regularly.

• You must have your USFconnect username and password
• Go to the following website: http://usfconnect.usfca.edu and login
• Click on the "e-mail" icon
• Click on "options;" then click on "auto-forward" and type your complete preferred e-mail address

Use USFconnect to find the links for enrolling on Blackboard for your section of the course.

Students must enroll in Course Website on Blackboard NO LATER THAN February 5! Teams are assigned on February 10 based on those folks enrolled on Blackboard. Failure to enroll will also result in loss of grade points for the Discussion Forums which begin on February 10. If you are having any problem enrolling in Blackboard and getting to the correct site-please contact me immediately so we can get you properly enrolled. Thanks for helping us manage the electronic learning community part of this course.

Required Assignments, Due Dates and Value

Below is a summary of the required assignments, due dates and grade value. A brief description of each assignment follows. Specific requirements, expectations and standards for evaluation for each assignment will be posted separately on Blackboard. Be sure to check on Blackboard under Class Assignments for the detailed descriptions. Students are encouraged to consult the professor throughout the semester to discuss assignments, grades, class material and/or to get additional guidance.

1. Quizzes (25%)

Twelve 10-minute quizzes will be given throughout the semester to assess comprehension of class discussion and reading material. There will be no midterm or final exam. Dates for quizzes are marked by a "Q" on the class schedule in the syllabus. Students may drop their two lowest scores from their final composite score. If a student misses a quiz, that score (0) will count as a "dropped" score. NO MAKEUPS! Quizzes start at the beginning of class. They are collected ten minutes past the start of class. Please be on time. (Instructor reserves the right to change the date/timing of the quizzes and/or combine quizzes or do a take-home, based on the need for schedule adjustment). Due: see syllabus; composite score of 10 quizzes make up quiz grade.

2. BA 304 Forums: Web- Based Facilitated Discussions (5%)

About every two weeks or so, a discussion question will be posted on Blackboard relating to in-class lectures, experiential exercises, current business events or the service-learning projects. Check "Announcements" on Blackboard to find out if a question has been posted in the forum. Then go to "BA 304 Forums." The purpose of the forum is to discuss, inform, reflect, consider alternative viewpoints and learn from each other as much as possible. Each student is required to post a response, comment and/or reflection point on the forum. Students may respond directly to the instructor or other students-making comments, asking questions, taking alternative points of view, etc. To receive credit for your posting, postings must be respectful, thoughtful and contribute to a valuable discussion. Postings can receive a maximum of 3 points (0 points for no posting or a comment that really doesn't meet the purpose as described above; I point for meeting expectations, 2 points for exceeding expectations and 3 points for significantly exceeding expectations-really adding to the discussion!). Points will be totaled at the end of the semester and weighted accordingly. Be sure that you are posting your responses in the right forum (Labeled Section One and Section Two). Due: begins February 10; varies after that– see posting announcements on Blackboard.

3. Service-Learning Team Project: Components and Presentations (30%)

Students will be assigned to a diverse project management team at the beginning of the semester. Goals for the team are twofold: (1) engage in a meaningful service-learning project linking the missions of the university and Business School to concepts explored in the BA 304 course, and; (2) experience and learn from the many aspects of project management. This semester long project culminates in a multi-media, dynamic management presentation and the completion of a consulting report shared with the class and your client. (Examples of previous projects appear at the end of the syllabus.) This assignment meets the SL graduation requirement of the University Core Curriculum. Required deliverables are as follows:

a. Project Proposal Memo, Statement of Team Expectations and Risk Management Waivers (1-2 pages outlining project ideas, statement of team expectations & personal team learning objectives, potential organization benefits, and university SL paperwork) Due: on or before Feb 24 (ungraded)

b. Team Meeting w/ Professor (Project team meeting w/ Professor to be scheduled at mutually convenient times; teams will have met with the client organization a minimum of 2 times prior to this scheduled meeting. Student teams should have all client contact information with them (name of organization, contact person, telephone number and address). Our time together will be spent doing team reflections regarding service learning, problem shooting, identifying outside resources and other related issues) Due: on or before March 25. Sign ups for meetings will be posted on Prof. Smith's door. Teams ready to meet earlier may do so at mutually convenient times. (ungraded)

c. Progress Report (1 -2 page memo confirming project parameters, contact source within the organization, service performed to date, use of external resources and brief summary of reflections and findings) Due: March 30 (5%)

d. Peer Review Instrument (team development of a peer review instrument that can be used in the individual assignment for peer reviews) Due: Rough drafting in class, April 6; Final Instrument due May 4 (for team member use in another assignment due May 20).

e. Consulting Report (7- 10 page "client- centered" paper providing clear descriptions of the problem(s) or challenges client faced; analysis of the problem, findings/conclusions based on the analysis and final team recommendations. Appropriate integration of theories/models/etc. expected. A copy of this paper will go to the actual client.) Due: May 13 – 15%

f. Management Presentation (20-30 minute team presentation summarizing project, findings and what team learned professionally and personally; presentations should also demonstrate how course concepts, theories, etc. provided insights on addressing client needs.) Due: May 11 or 13 – 10%

g. Client Feedback (Each client will be contacted by the instructor to confirm that all students on the team were actively engaged in the SL Project, spent a minimum number of hours working with the client and, as a member of a SL team, acted professionally in its interactions with the community partner(s). Students not meeting the expectations, spirit and intent of the assignment will receive "penalty points" in determining what grade they will receive on the report and presentation.)

The grade earned for the Service-Learning Team project components is the grade earned by all members of the project management team. If the team feels that one of its members has not pulled his or her own weight, then the team should decide how to manage the award of the grade, point penalties, etc. and let me know how the team wishes to proceed. As noted above, individuals may be penalized if the client feedback suggests that individuals and/or the team as a whole did not meet project goals. Teams may fire noncontributing members but should make every attempt to use their management skills to resolve performance problems. My assumption is that the team will try to work out the problems with the team members in question first. Should a team wish to fire a member of the team, the non-contributing member must (1) find a team that will "hire" him/her; or, (2) do a make-up project on his/her own and take a comprehensive final exam for the course.

Note: Service-Learning Placements

Parts of the requirements for this project involve students using their management, leadership and communication skills in identifying, making contact with and negotiating the project with a potential client organization. To assist you in your search for a potential client, the course website provides information about the Office of Service Learning, links to databases and lists organizations that regularly look for volunteers and assistance. This list is intended as a resource only; none of the organizations posted should be construed as a recommendation from me. Use your best judgment in determining an appropriate client. Feel free to use this list and others as a first step in networking with prospective clients to find an appropriate service-learning placement. I am available to work with your team in helping to finalize a placement. Often, I get requests for student teams to work on projects so do check Blackboard early in the semester for leads. In choosing and working with your client, be sure to adequately address issues of geographic convenience, flexibility, time frame and personal safety given the course constraints and potential personal risks. Traveling to and from the client's organization is your responsibility. The university does not provide transportation. Students may also use the resources of the Community.

4. Project Management Analysis (PMA) Paper (20%)

This individually written paper (4-6 pages) should analyze the group dynamics, leadership, motivation and other organizational concepts and constructs experienced throughout the semester long group project. Papers should integrate theory and course concepts when analyzing and evaluating individual and group behaviors and team management processes. The approach in writing this paper should be that of “participant-observer."

Students should keep a journal during their service-learning team project to make note of personal reflections and analyze critical incidents. These journals will enable you to write your paper more easily and provide a thoughtful analysis of key issues. In your journal, take note of what is happening regarding the stages of group development, general observations and critical incidents/situations, and your own personal and professional development throughout the project. Journal entries will make writing this PMA paper much easier. Additional details for this assignment are provided in the PMA assignment handout at the end of the syllabus. Due: Date of final exam (May 20). This individual portion of the grade is in lieu of a final examination.

5. Peer Reviews (5%)

The project team will develop a peer review instrument collectively (see 3d above). Then each team member will use the instrument to prepare peer reviews for each of his/her team members and turn the peer reviews into me in duplicate. These reviews will not be used to affect another member's grade. Each member of the team will receive copies of the peer reviews without knowing who prepared the evaluation. The peer reviews from your team members should provide you with meaningful, developmental feedback. Remember: Turn in 2 sets of the peer reviews-an original set and a copy for distribution. Students turning in only one set will be penalized two letter grades! Although the group will create the instrument, filling out the instrument is an individual assignment; individual grades will be assigned. Rough drafting of this instrument will take place in class on April 6. Come prepared to work on the instrument on that day. Final Version due May 4 for use in the Final Projects due in duplicate on May 20.

6. Reaction Learning Papers (RLP)/Contributions/Participation* (15%)

Attending class, doing the reading, and actively participating in class discussions and activities are critical for creating a meaningful learning environment. This last portion of the grade is comprised of how you maximize your learning experience. To develop and /or enhance your management skills, it is imperative that you view the classroom, experiential activities such as the class exercises and the Service-Learning Project as your laboratory for learning. Reflecting on your participation in these activities is a significant part of the learning process. Thus, students are asked to write 3 reaction papers. Format for writing these papers appears on Blackboard under Class Assignments. Students will write one Critical Incident Analysis reaction paper and two Experiential Exercise reaction papers. Due Dates: on or before February 26, April 1, and April 22 (each paper is worth 5%).

a. Critical Incidents Analysis (write one)

From the time your team is assigned until the end of the project, you should be keeping a journal noting general observations, and describing critical incidents and/or situations that occur among members in the group or with the client organization. In this first reaction paper, choose an incident that you can analyze, using theory and course concepts to inform the analysis. Explain what management principles or strategies apply and how you will pursue these to manage the dynamics as the project continues. Paper should be 1-2 pages in length.

b. Experiential Exercise Analysis (write two)

In this paper, you will write a 1-2 page reaction paper analyzing an in-class experiential learning activity. Students may choose any approved exercise (announced in class) to respond to for these two papers.

*Adjustments to the formula grade on the final course grade may be made on the basis of participation and contributions, especially in borderline cases.

A Note Regarding the Scheduling of Assignment and Skill Development:

Looking over the syllabus, you may notice that a major portion of the final grade will be determined in the last part of the semester. Recognize that this type of course is designed to come together at the end and that your skill development and reflection of that process is a culminating effort. Please plan accordingly. Assignments and class exercises have been designed to give you ongoing valuable feedback. This feedback will help you in completing and assessing the final projects. Feel free to visit with me at any time to discuss how you are doing or get additional guidance on class readings, exercises and assignments.

Policy on Late Assignments

Assignments are to be handed in on the date due. A half letter grade will be deducted for each day an assignment is late. Should there be extenuating circumstances, talk with me as soon as possible-preferably in advance-to make special arrangements. There are no make-ups for quizzes!

Honor Code

You are encouraged to discuss course readings, cases, class material, etc. with one another. Group assignments are undertaken with the understanding that groups will work together fairly and equitably. However, individual assignments should be your own work. Plagiarism in an assignment will result in a failing grade for that assignment and may, if appropriate, result in more significant consequences. If any situation arises in which there is ambiguity or uncertainty about whether you or others are fulfilling the letter and/or spirit of this code, please bring it to my attention. You are on your honor with respect to this matter.

Grades and Expectations

I consider a [B-/C+] to be a very respectable grade in this class. As in many work environments, I tend to view work falling into the following categories: (1) Does not meet expectations; (2) Meets expectations generally; (3) meets expectations fully; (4) exceeds expectations; and, (5) significantly exceeds expectations. [A's] are reserved for those students who significantly exceed expectations and do exceptional work. [B+'s/A-s] are reserved for those students who exceed expectations.

Although this is not a strict rule, the following applies to most grading situations:

Category (1) translates as a [D] or below
Category (2) translates as a [C] or [C+]
Category (3) translates as a [B-] or [B]
Category (4) translates as a [B+] or [A-]
Category (5) = [A]

For the discussion forums points are qualified as follows

0 points = does not meet forum expectations [F]
1 point = posted a comment [C]
2 points = posted one or more comments to a thread, making a contribution [B]
3 points = posted one or more comments to a thread, responded to other student contributions and made a significant contribution to forum learning [A]

TENTATIVE CLASS SCHEDULE

Below is listed the schedule for the course. Headings identify the general topic area. In parentheses you will find the reading assignment for that class meeting. Reminders of due dates are also included for your convenience. An asterisk marks these dates.

T, Jan 27 – Course Overview and Orientation Activities

Th, Jan 30 – Management and Organization Behavior and New Perspectives
(SHO, Ch 1-2; preview Ch 11)

T, Feb 3 - Perception and Human Behavior: Models & Methods
(SHO, Ch 5)

Th, Feb 5* - Attribution Theory: Cases and Applications
Q 1 (SHO, Ch 5 cont'd)
* must be enrolled in Blackboard Course Site; be sure to have Rdg. #1

T, Feb 10 - Reframing: An OB and Leadership Tool
(Bolman & Deal, Rdg. #1)
*SL Project Teams Posted; Discussion Form # 1 begins

Th, Feb 12 - An International Perspective on Organizational Behavior: Constraints on Cross-Cultural Theory Applications
Q 2 (SHO, Ch 3)

T, Feb 17 - Team Meetings: No formal class meeting today.

Th, Feb 19 - Diversity: Cases and Applications
(Take home DBM instrument to complete for Tuesday)

T, Feb 24* - Managing Individual Differences: Management Styles
(SHO, Ch 4)
*Completed DBM instrument due
*Project Proposal Memo Due

Th, Feb 26* - Managing Individual Differences: Adaptation
Q 3 *First RLP due on or before this date

T, Mar 2 - Motivation: Theory and Practice
Q 4 (Smith, Motivating People, all; SHO, Ch 6)

Th, Mar 4* - Motivation Theory & Practice
(SHO, Ch 6 con't)
Q 5 *SLP Teams should schedule their meetings with Professor Smith.
All SLP Teams should be scheduled to meet w/ Prof. Smith sometime during the next few weeks: March 9 – March 25.

T, Mar 9 - Strategies Linking Job Design & Performance
(SHO, Ch 7-8)

Th, Mar 11 - Managing Reward Systems
Q 6

SPRING BREAK- March 15 – March 19

T, Mar 23 - Understanding Group Behavior
Q 7 (SHO, Ch 9-10)

Th, Mar 25 - The Business Team: Cases and Applications
Q 8 (SHO, Ch 10 cont'd; recommended: Bell& Smith on Teams, all)

T, Mar 30 - Leadership Practicum: Theories and Applications
(SHO, Ch 14)
*Team Progress Report due

Th, Apr 1* - Leadership Practicum: Theories and Applications
(SHO, Ch 14, cont'd)
Q 9 *Second RLP due on or before this date

T, Apr 6* - Leadership: Managing the Performance Review
(Readings posted on Blackboard)
*Rough Drafting of Peer Review Instruments
(SHO, Ch 14 cont'd; Ch 17)

Th, Apr 8 - Service-Learning Team Meetings

Th, Apr 22* - Managing Communication and Conflict
(SHO, Ch 16, 18)
Q 10
Third RLP due on or before this date

T, Apr 27 - Organizational Culture and Strategy
(SHO, Ch 13)

Th, Apr 29 - Organizational Culture and Strategy
Q 11 (SHO, Ch 19)

T, May 4 - Power and Influence Strategies
Q 12 (SHO, Ch 15)

Th, May 6 - Org'l Structure and Design
(SHO, Ch 12; review Ch 11)

T, May 11* * – SLP Management Presentations & SL Reflections

Th, May 13* * – SLP Management Presentations & SL Reflections (con't)
*Client consulting reports due

Final Exams: May 15/20 – PMA Papers for both sections are due on or before May 20. Turn in to MC 218 by 1:00 pm.

Background

To help you develop and/or enhance your interpersonal, team, and management skills, the Service-Learning Team Project (SLTP) has been designed to provide you with a skill based management consulting opportunity which allows you to apply course concepts while engaged in the service-learning experience. This project also allows you to meet the University Core Curriculum requirement for service learning.

Integrating service learning into BA 304 provides us an opportunity to "live the mission" – both of the University and the McLaren School of Business. This SLTP assignment allows you to "give something back "to the community in some meaningful way, while simultaneously applying the theories and concepts of management and organizational dynamics and achieving the learning goals developed in the class. You will have the opportunity to reflect how course concepts play out in a real world organizational environment and determine how, through service, your personal and professional development is affected.

During the next 2 months or so, you will be involved in all the phases of project management. These activities include but are not limited to: planning, decision making, resource management, coordination of staff, design issues, scheduling, working with external clients, working as a team, sharing leadership, and communicating a set of final deliverable products to both the class and a client. Additionally, you will be engaged in ongoing personal reflection of your impact on the team and client as well as the impact of team dynamics and the client on you.

Specific Task Requirements

Students will be assigned to a diverse project management team at the beginning of the semester. The goals for your team am are twofold: (1) engage in a meaningful service-learning project linking the missions of the university and Business School to concepts explored in the BA 304 course; and, (2) experience and learn from the many aspects of project management and your reflection on that process. This semester long project culminates in multi-media, dynamic management presentation and the completion of a consulting report.

Step 1: Finding the Organization – DO THIS EARLY!

As a team, identify some possible community based organizations that you could work together with in meeting an organizational/management/leadership challenge. Potential clients can be found by visiting the Office of Service Learning in the University Center, talking with current contacts and/or the people involved with service projects you may currently be engaged in, checking with City/County Volunteer Placement Organizations, checking out the "At Your Service" organization list and/or checking out the Service-Learning Website (see Blackboard for helpful URLs) and using the tools on this site to identify possible client placements. Networking is a management skill you will be developing through the "finding client" part of this project. Part of the experience is working with your team to communicate with a client what services you might offer-even if that isn't what the organization is advertising for in their quest for volunteers. When meeting with prospective clients, remember that you are representing not only your team but the university as well. Share with them the assignment particulars. Feel free to give them my number and contact information. Be sure to discuss the whole idea of service learning and how it is used to benefit both client/community and the student in their academic endeavors. I also will be glad to write "letters of introduction" on your behalf to lend legitimacy and assuage concerns on the part of the client. I am willing to work with you to finalize your service-learning placement. Occasionally, I have organizations that call me asking for student teams to assist them in projects. Check Blackboard for leads on potential clients.

Step 2: Identifying Challenges, Problem Areas and/or Opportunities

The organization you work with does not, necessarily, have to be experiencing problems. Rather, you can work with your client to present them with a project that creates opportunity for them to leverage current management practices. Conversely, should the organization have problems and/or specific challenges, the team is free to work with the client in addressing these as well. In anticipating the areas you could provide assistance with, review your text and course concepts so you have tools to apply in helping your client with their organization. Examples of projects that have been done with community-based organizations are listed on the course blackboard site. If you are not sure what might constitute an appropriate project, please contact me so we can go over possible ideas/concerns, etc. You have many resources at your disposal. Use them!

Step 3: Complete SLTP Team Deliverables

Each team is required to complete a set of deliverables to get full credit for the assignment: These deliverables include the following:

a. Project Proposal Memo – prepare a 1-2 page proposal outlining project ideas and potential benefits to the organization – e.g. goals for the project; a statement of your expectations for each other as team members; and, personal team learning objectives. If you are considering more than one organization at this point, identify project ideas and potential benefits for each. Should the team end up changing organizations at any point during the semester, teams are required to update me with another Project Proposal Memo and get final "go-ahead" approval. Otherwise teams are held accountable for the project initially proposed. Use a proposal format for preparing this document (Business Proposal, Executive Memo format w/ headings, single spacing, bullets, etc.)

Due: On or before February 24 – ungraded

b. Team Meeting w/ Professor – Set up a time to meet with me at a mutually convenient time to discuss your team's progress. Sign-Up Sheets for available meeting times will be given out in class and posted on Blackboard October 2. Plan to meet for approximately 20-30 minutes. Teams may also schedule meetings during my office hours or another mutually convenient time prior to the due date to meet this requirement. All members of the team must be present. During this meeting, I will ask you questions about your client, how the project is going, what external resources you are using and help you in the reflection process. At this time, we may identify "experts" you can work with to help you develop appropriate recommendations. Teams should also feel free to set up meetings with me at any time during the semester.

Due: March 9-25 – ungraded

c. Progress Report – Prepare a 1-2 page memo confirming project parameters, providing contact source within the organization, identifying external/expert resources, indicating the service performed to date and briefly summarizing findings and reflections. Use business report format in an executive style memo (headings, single spacing, bullet points as appropriate, etc.)

Due: March 30 – 5% of final project grade

d. Consulting Report – Prepare a 7- 10 page "client-centered" paper providing clear descriptions of the problem(s) or challenges client faced; analysis of the problem, findings/conclusions based on the analysis and final team recommendations. Appropriate integration of theory/course constructs, etc. is expected. Resources/Bibliography must be included. Sample Consulting Reports are in my office. Feel free to make an appointment to look over what teams have done in the past. Reports are formal business documents. Use a Business Report format. Include an executive summary, table of contents, appropriate headings, bullets, graphs or figures and visual breaks as needed. We will spend some time in class reviewing format issues. A copy of the final paper should go to your client as well. Teams are encouraged to submit this final paper to the USF Journal for Real World Writing. We will discuss this further in class.

Due: May 13 -15% of final project grade

e. Management Presentation – Prepare a 20-30 minute multi-media team business presentation summarizing project and findings. In the presentation be sure to demonstrate how you used course concepts and theories to get to your final recommendations. The presentation should provide insights on how you addressed client needs and summarize how the team's learning goals were met during the SLTP. Clients may be invited to the presentation. Many teams in the past have also made their presentations formally to the client at their location. We will spend time in class talking about the specific organization of these presentations.

Due: May 11 or 13 – 10% of final project grade

f. Peer Review Instrument – Each team will collectively develop a peer review instrument that can be used for the individual peer review assignment (see PMA/Peer Review Handout). We will work on a rough draft of this instrument on April 6. The instrument should consider those items that each member of the team would like feedback on to further their personal and professional management development. Teams may be creative with the instrument but all instruments should include areas for specific and descriptive feedback. Numerical rating systems by themselves are not sufficient. Instruments must provide for descriptive, qualitative feedback to get full credit.

Due: Instruments should be available for use by individual team members no later than May 4. Completed peer review instruments (in duplicate) are due with PMA paper May 20.

Client Feedback

I will be contacting each client to confirm how the team was perceived. I will be confirming that all students on the team were actively engaged in the SL Project, spent a minimum number of hours working with the client and, as a member of a SL team, acted professionally in its interactions with the community partner(s). Additionally, clients may be asked to fill out a short "SLP Evaluation" to assess the experience. Should the feedback from the client indicate that students did not meet the expectations, spirit and intent of the assignment, "penalty points" will be assessed in determining the final grade on the Report/Presentation parts of the SLTP.

Evaluation and Grading for the Service-Learning Project

The grade earned for this team project is the grade earned by all members of the service-learning project management team. The grade will be determined on the ability for the team to meet the minimum expectations defined in the deliverables described above. Teams must complete all parts of the assignment, as noted above. Additionally, teams will be evaluated on the following: Overall Quality and Professionalism, Strength of the Consulting Report, Theoretical Soundness, Client Usefulness, Client Feedback, Innovation and Creativity. Use the Writing Center as a resource for this and other assignments. Smith's Guide for Excellence in Written and Oral Presentations will be used in determining overall quality and ability for teams to significantly exceed expectations. The SLTP is worth 30% of your final grade broken down as described earlier.

Individual versus Team Contributions

Individuals who do not complete all of the requirements can have their individual grades affected. Teams may ask that a team member be "docked" points for not fulfilling team expectations. If the team feels that one of its members has not pulled his or her own weight, then, that team should decide how to manage the award of the grade, point penalties, etc. and let me know how the team wishes to proceed. Teams may fire non-contributing members but should make every attempt to use their management skills to resolve performance problems. My assumption is that the team will try to work out the problems with the team members in question first. Should a team wish to fire a member of the team, the non-contributing member must a) find a team that will "hire" him/her, or b) do a make-up project on his/her own and take a comprehensive final exam for the course. I will respect the wishes of the team if the team has taken the appropriate steps to modify a particular individual's performance.

Project Notes:

Team Assignment: SLPT # _____________________

Members/Addresses/Tel/Emails:

Scheduled Team Meeting Date w/ Prof. Smith: ______________________

Sample Service-Learning Student Projects (updated December 2003)

• Seniors Emergency Grocery Bag Program (Worked with organization founder to improve organization structure, volunteer recruitment and retention and creating a goal-setting program to meet organizational goals)

• 16th Ave Tiled Steps Project (Worked with grass-roots neighborhood beautification project, recommending communication strategies for program sustainment; leadership succession and coordination of action. Developed community website and raised money for the project)

• Central City Hospitality House (Analyzed management structure and processes, recommending strategies for maximizing use of limited resources to meet the needs of citizens in the Tenderloin District in staffing and funding; developed job design strategies to offset understaffing challenges; assisted in new avenues for fundraising)

• Upward Bound (Developed plan to improve communication and develop a business
plan to help outreach efforts to low income and minority high school students for the
local office on campus)

• Golden Gate School (Set up activities and created a structured volunteer system to aid an afterschool program recruit and motivate volunteers and meet its program goals)

• Alzheimer's Day Center, Institute on Aging (Through volunteering and research, helped this center explore diversity in activities; made recommendations regarding training manuals for volunteers, outreach for recruitment and used motivation and job design strategies to help organization meet program goals)

• San Francisco Clean City Coalition (Assisted in improving organizational outreach to recruit volunteers; made recommendations on changes to improve effectiveness and created a set of networking strategies for the organization to use)

• Hamilton Family Emergency Center (Worked with this homeless shelter to improve and expand the after school tutoring program; assisted with tutoring, developing curriculum material and recommending strategic changes to sustain a tutoring program)

• Back on Track (Provided assistance to a tutoring program for disadvantaged youth in areas of management efficiency, expansion of program; reorganizing offices, tutor recruitment and retention)

• Lines Ballet School (Worked with founders of the school to create a business model for efficiency, improve human resource management, and create stronger relationships between the non-profit arm and the Dance Company)

• Food Runners Inc. & San Francisco Food Bank (Developed a "Canned Film Festival" by partnering with local theatres and the Food Bank to coordinate a canned food drive in exchange for discounted movie tickets)

• USF Shuttle Service for Students with Disabilities (Analyzed how campus shuttle system met needs of students; developed a new organizational structure and system to better meet the needs of students with disabilities and coordinate with Office of Disability Related Services)

• Ronald McDonald House and Mt. Sinai Hospital (Explored the challenges of blending two distinctly different cultures. Made recommendations for integrating RMH into a hospital environment to capture the RMH culture within a more bureaucratic culture)

• UCSF Comprehensive Cancer Research Center (Worked with directors of the center to analyze the organizational framework and structure of their center, providing an "OB toolkit" with recommendations around job enrichment, leadership practices, building relationships with local communities, strengthening shared vision and increasing center visibility in order to increase the amount of unrestricted funds)

• USF Learning and Writing Center (Looked at ways to make the Center more effective and efficient for students as well as how to develop stronger relationships with faculty and within the center itself).

• Salesian Boys and Girls Club (Analyzed the organizational aspects of the Club that affected operations. Discovered problems with the organizations ability to deal with safety for children coming to and going from the club. Developed a cohesive safety protocol, working with surrounding organizations and the Center in terms of supervision and relationships)

• CompuMentor (Worked with this not-for profit organization that provides technology assistance and low cost computer hardware/software to other non-profits. Analyzed the organizational structure, motivation, job satisfaction, work teams and decision-making processes to determine how the company could operate more efficiently and productively to serve client needs)

• Institute on Aging (Worked with this non profit that strives to help seniors live independently in the community; focused on the challenges present in the Rosenberg Adult Day Health Center due to language and cultural differences; provided organization with set of recommendations related to communication and cross cultural strategies to bridge the cultural conflicts that impeded center effectiveness)

• Dorrwin Jones Senior Center (Worked with the Center's Administration to determine ways to improve lack of funding, promoting activities, managing cultural barriers and communication with multilingual clients, improving efficiency of org'l structure and improving motivation of volunteers)

• Junior Achievement (Analyzed the leadership style of the new president and developed plans for implementing strategic changes in the organization)

• Project Open Hand (Provided an analysis for how leadership of the organization could reach out to better meet the needs of the community particularly an underserved East Bay)

• Project R.E.A.D. (Developed new vision and mission for the San Francisco's Public Library's literacy program; helped the director identify new ways of attracting interest and financial support)

• The Children's Garden of California (Explored leadership challenges in a non-profit organization; focused on leadership style and dynamics with the volunteer staff; developed recommendations for motivating the staff more effectively)

• American Red Cross (Focused on evaluating the leadership style of the director in the Bay Area chapter. Made recommendations related to motivating and communicating with staff more effectively; provided feedback on leadership effectiveness through needs analysis of staff and volunteers)

• Jewish Federation of San Francisco (Analyzed how restructuring had affected the newly reorganized organization; provided feedback and recommendations related to the problems experienced with the reorganization)

• Big Brothers/Big Sisters of San Francisco (Studied the challenges facing leadership; Developed a speakers bureau for leaders to help gain greater involvement and recognition in the community)

• Larkin Street Youth Center and Larkin Business Ventures (Studied how to plan for the future; developed a strategic plan for the development of business ventures in the community so that runaways and homeless youth can be employed and exit street life permanently)

• Irwin Memorial Blood Centers (Helped leadership identify how the organization could improve public perceptions and increase blood donorship; developed a program to implement "cobranding" in unique ways by involving local business in the community)

• Rafael House (Worked with director and staff to identify how to extend their leadership in the community; developed plans for increasing community awareness for special programs)

• Bay Area Discovery Museum (Analyzed and evaluated how the new executive director's leadership style and plans would impact organization values, staff attitudes and museum culture; helped director identify organizational challenges related to staff, volunteers and outreach issues)

• Volunteer Center of Marin (Conducted a needs analysis for improving organizational effectiveness; focused primarily on effective human resource management and positively impacting organizational culture)

• Young, Loud and Proud (Worked with the YLP Development Committee to identify ways of building a stronger more cohesive team in order to bring positive benefits to the organization; made recommendations related to recruitment and retention, rewards systems, motivation, meeting management and teambuilding)

• Delaney Street Programs (Worked with the director to identify future strategic plans)

• Resourceful Women (Prepared a needs analysis and competitive market analysis for the Executive Director to identify more ways of reaching out to potential donors and increasing membership for an organization dedicated to helping women make significant philanthropic contributions to organizations and making a positive change in their communities)

• University of San Francisco (Studies and reports for a number of on-campus clubs, and organizations, reporting on organizational efficacy, culture, leadership and marketing aspects)

• Blood Centers of the Pacific (How to motivate increase in donors and donor retention)

• Family House (Help manage the culture and structure of organization as the organization grows and changes to meet the needs of the increasing number of families served)

• Aim High (Looked at teacher retention and motivation and organizational structure for an organization that inspires low-income students to achieve)

• AS Express (How to build a strong culture and motivate student works in order to be more productive and enhance profitability)

• Summerbridge National (worked with Summerbridge to increase student learning through changes in org structure, redesigning the teachers' job descriptions, etc. in order to increase motivation of both students and teacher. Org. mission is to increase educational opportunities for underprivileged youth.)

• Tenderloin Children's Playground and Recreation Center (developed a program to recruit and retain 13-18 year olds by analyzing other programs and identifying best practices of programs that meet the needs of at-risk youths)

• San Francisco Zoo (Analyzed the Zoo to determine ways to improve management and labor relations; evaluated Directors Leadership and effects and made recommendations for improvement)

• SF Child Abuse Prevention Center (made recommendations to improve the organization's effectiveness through leadership, motivation, advertising and fundraising; used org structure and job design solutions to make the recommendations)

Other projects have been concluded with Boys and Girls Clubs, Marin Mammal Association, CHALK Tutoring Program, Goldman Institute of Aging, Walden House, UCSF Cancer Center and others.

Background

This assignment is designed to help you reflect on the SUP, analyzing the Project Management Process. Each member of the team writes this paper individually. Through reflection on the process and writing up the findings, the paper helps you gain insight into the application of the theories and concepts covered throughout the course and understand how you were affected by the team dynamics and interactions with the client organization. The Peer Reviews give you a chance to further enhance your managerial skills in giving feedback as well as providing you with an opportunity to receive developmental feedback on your own performance. In other words, the PMA paper, along with the reviews enables you to apply what you have learned during the semester.

Specific Task Requirements

1. PMA Paper

Papers should be no longer than 4-6 pages in length using Business Report Format. This paper is NOT a group assignment. Papers should be done individually based on your analysis of the team with respect to: group dynamics, leadership, motivation and other organizational concepts and constructs experienced throughout the semester long group project. Papers should integrate theory and course concepts when analyzing and evaluating individual and group behaviors and team management processes. Paper should also explore how you were affected by the project itself, both personally and professionally. The approach in writing this paper should be that of "participant-observer." Papers should include analysis of a minimum of 3 course constructs along with a personal reflection summary. To receive an A or B for this paper, analysis should focus on a minimum of 5 course constructs.

Journal Entries

Students should keep a journal during their service-learning team project to make the writing of this paper and the analysis easier. In your journal, take note of what is happening regarding the stages of group development and critical incidents or situations that occur affecting you, the client and/or the team. As you interact with team members and the client organization, analyze the dynamics-explore how course concepts may help you derive meaning from the interactions. Suggested journal entries may cover the following:

• Meeting or Interaction (brief description)
• Critical Incident or Situation that piques interest, pleases you or irritates you
• Observed Behaviors
• Course Constructs (theories, concepts) which explain/predict behavior
• Impact or Implications (what the end result is/what can you learn and apply in the future)

* A journal entry should be used for writing the Reaction Learning Paper for a "critical incident analysis."

2. Peer Reviews

The team will develop a peer review instrument collectively. We will be working with these instruments in rough draft form on April 6. In creating the review instrument, team members identify what aspects of management, leadership, and group dynamics they would like peer feedback on. Instruments should be behaviorally oriented and offer the opportunity for team members to provide numerical ratings and significant qualitative comments. Comments should be descriptive and specific. Final draft of this document must be available on May 4. Each team member will use the instrument to individually prepare peer reviews for each of his/her team members and turn in two sets of the peer reviews (i.e. the originals with your name as reviewer and copies of each review with no identification of the reviewer). Students not turning in two sets of the peer reviews will be penalized with significant reductions in the grade awarded for this assignment.

These reviews will not be used to affect another member's grade. Each member of the team will receive copies of the peer reviews without knowing who prepared the evaluation. Team members only receive copies of their feedback. All other feedback is treated confidentially by the professor. The peer reviews from your team members should provide you with meaningful, developmental feedback. One of the major learning goals for the course is your personal and professional development. This part of the assignment-receiving peer reviews from members of your team-helps us meet that goal.

Evaluation and Grading

The PMA paper is worth 15%. Peer reviews are worth 5%. This individual portion of the grade is in lieu of a final examination. Review Smith's Guidelines for excellence in written work. Use the Writing Center as a resource for this and other assignments. Additionally, consider the following criteria used for evaluating these assignments: depth of analysis and insight; integration of course theory/concepts; readability; completeness; and, overall quality. The team develops the peer review instrument, preparing a quality instrument designed to elicit developmental feedback. Your individual peer reviews of each other will be evaluated on your ability to give descriptive, specific, clear feedback. This feedback should be useful to the receiver and designed to help the receiver develop his/her managerial skills and abilities. Failure to provide significant qualitative feedback to your peers results in a lower grade on the peer review assignment. The peer review instrument should be completed by May 4. The completed forms (in duplicate) are with the PMA paper on the day of the final exam: May 20.

Text: Accounting Information Systems: Essential Concepts and Applications by Wilkinson and Cerullo. Wiley & Sons, ISBN 0-471-05592-1.

Course Objectives: To develop a knowledge base of the elements, the relationships, and the issues associated with manual and computerized accounting information systems, of internal control concepts and to develop strong documentation and communication skills.

Suggestions for the Students: Nurture interest in the topics of this course. Read related current events. Talk with professionals. Ask questions when you do not understand. Help your classmates out when needed. Do your part to create a valuable and rich learning experience.

Grade Determination:
Journal —————————————————10%
Midterm 1 – Chapters 1-6, 17 —————————15%
Midterm 2 – Chapters 7-10 —————————–15%
Homework and Participation —————————–10%
Internal Control in Non-profit Organizations ————–30%
Final Exam – Chapters 11-16 —————————-20%

Rules: Grades are determined as follows:

A=90+; B=80-89; C=70-79; D=60-69; F< 60

Work must be typed and turned in on time (or early) for credit. Exams include lecture and textbook material. Make-up exams are only provided for university-approved reasons. Disruptive/unethical behavior will not be tolerated.

Journal: You will be given weekly questions to ponder and write about your reflections and insights related to the course experiences.

Participation: You are expected to have a positive attitude for learning in this course. This may be demonstrated by volunteering answers and by engaging active and efficient effort in class exercises.

Homework: You may be periodically assigned homework to be completed for the next class period. Each of these will count the same as a journal entry.

Schedule of Events:

Date 1/21 1/23 1/28 1/30 2/4 2/6 2/11 2/13 2/18 2/20 2/25 2/27 3/4 3/6 3/18 3/20 3/25 3/27 4/1 4/3 4/8 4/10 4/15 4/17 4/22 4/24 4/29 5/1 5/6 5/8

Event Course Introduction Chapter 1: The Study of Accounting Information Systems Ch. 2: The Business Environment and the AIS Ch. 3: Information Technology and the AIS Ch. 17: Specialized Information Systems and Networks Ch. 4: AIS Development and Documentation Tools Ch. 4: cont. Ch. 5: Computer-Based Transaction Processing Ch. 6: Data and Data-Base Management Ch. 6: cont. ******* Midterm Exam 1 ******* Ch. 7: Risk Exposures and the Internal Control Structure Ch. 7: cont. Ch. 8: General Controls and Application Controls Ch. 8: cont. Ch. 9: Security for Transaction/Information Processing Systems Ch. 9: cont. Ch. 10: Auditing of Information Systems Ch. 10: cont. Review ******* Midterm Exam 2 ******* Ch. 11: The General Ledger and Financial Reporting Cycle Ch. 11: cont. Ch. 12: The Revenue Cycle Ch. 12: cont. Ch. 13: The Expenditure Cycle Ch. 13: cont. Ch. 14: The Conversion Cycle Ch. 14: cont. Ch. 15: Managerial Decision Making and Reporting Ch. 16: Decision Support and Expert Systems Internal Control Project Course Summary – Future Outlook

Final Examination:
8:00 AM class: Tuesday, May 13, 9: 10 AM in Weber 210
9:30 AM class: Monday, May 12,9:10 AM in Weber 210

"Internal Control in Nonprofit Organizations"

This semester’s focus area is internal control in private nonprofit organizations. During the semester, you will learn about the specific issues of internal control that relate to nonprofit organizations, the desperate need in these organizations for individuals with accounting expertise, and the valuable career benefits available to you from volunteering in these organizations.

You will either pick your preferred or be assigned a local nonprofit organization. You will research this organization to become familiar with its mission, its long and short-term strategies, its current activities and services, and its current system of operation. You will volunteer time in the office of this organization to help with their accounting needs.

You will present a mini-lecture on Internal Control in Nonprofit Organizations to your organization's board of directors or finance committee. This presentation will be conducted with state-of-the-art presentation technology. The course lectures and handouts will provide you with a strong foundation for your presentation. If you are insecure about your presentation skills, you are welcome to practice your presentation during office hours.

This presentation will satisfy three goals:

(1) it will put into action your knowledge about internal control,

(2) it will increase your awareness of the issues, needs, and resource constraints of these organizations, as well as the many ways that you can help, and

(3) it will further enhance your presentation skills.

Your presentation is an important piece of a larger research project involving internal control on nonprofit organizations. This research has been jointly funded by the Colorado Society of Certified Public Accountants, CSUs College of Business, and CSU's Department of Accounting and Taxation. The first stage of this research interviewed 80 local nonprofit organizations and determined the primary internal control issues for these organizations. The second stage of this research surveyed 550 nonprofit organizations throughout the state of Colorado to further examine the identified issues. An internal control pamphlet was created from the responses to this survey to assist nonprofits in efforts to improve their internal control. Your presentation is essential to this third and last stage of research, the dissemination stage of scholarship. The goal of this stage is to determine whether awareness of internal control risks motivates action to improve internal control in these organizations.

Here's an example to help you understand your role in this project: Imagine that a person came to your home and pointed out all of the different ways that a burglar could enter your home. Then, that same person points out several cost-free or inexpensive things that you could do to better secure your home, such as put a broomstick in your sliding glass door runner, making a lock-check run through your home before leaving or going to bed, etc. Ask yourself what would motivate you to you continue to think about what you had learned? When would you be motivated to adopt some of the suggestions made by that person?

Co-Requisite: ACG2071L (Managerial Accounting Lab)

Pre-Requisite: ACG2001 and ACG2011 or ACG2021

Objectives: You, the student, will learn the needs of internal reporting, and how these reports should be presented to management. Also, you will learn concepts, principles, and procedures related to the following subject matters:

1) Job Order and Process Cost Systems
2) Cost Behavior
3) Cost-Volume-Profit Analysis
4) Budgeting
5) Standard Cost System
6) Differential Analysis and Product Pricing
7) Capital Investment Analysis
8) Activity Based Costing and Just-In-Time Systems (Overview)

Required Materials: Textbook: Warren, Reeve, and Fess, Financial and Managerial Accounting, 7th Edition, South-Western Publishing Co., Cincinnati, Ohio 2002.

Workbook: Warren, Reeves, and Fess, Financial and Managerial Accounting, 7th Edition, South-Western Publishing Co., Cincinnati, Ohio, 2002.

Supplementary Materials: Study Guide (Optiona, l)Spreadsheet – (To be discussed in class)

Evaluations:

Exam I-IV                52.0% (13% each)
Comprehensive Final     17.0%
Homework                      9.0%
Class Participation           6.0%
Special Project                11.0%
Attendance                      5.0%

      Total                      100.0%

Grading Scale: The grading scale established by the Accounting Department for this course is as follows:

A = 90-100      B = 80-89      C = 70-79      D = 60-69      F =Below 60

Exams: There will be five exams during the semester. The final exam is comprehensive. No make up examinations will be offered unless medical certification is presented.

Homework: All homework, except for assigned project, is due the date of the exam.

The following rules apply to all homework. NO EXCEPTIONS

I ) Homework must have your name and date.
2) No late homework will be accepted.
3) Computer homework must be done in order to pass the course.
(Note: Remember, Homework accounts for 20% of your grade.)

Homework Assignments: Homework is comprised of three elements: manual problems, computer problems, and written assignment. The following is the list of the assigned problems:

Manual Problems
Chapter I                        1-3B, 14B
Chapter 2                       2-1B, 2-21B; Extra Cr. 2-4B
Chapter 3                       3-2B, 3-6B
Chapter 5                       5-3B, 5-4B
Chapter 6                       6-1B, 6-4B
Chapter 8                       8-1B, 8-4B
Chapter 9                       9-1B, 9-2B

Computer Problems
Chapter 2                       2-4B
Chapter 3                       3-2B
Chapter 5                       5-4B
Chapter 9                       Ex. 9-1
Computer work must be manually solved before being solved at the computer.

Written Assignment
Special Projects – (select only one)
Service Learning Activity – 20 hours
Restaurant Project – Report and Presentation
Mentor Program – 20 hours

Due Date of the Project: _____________

(the class will be divided in groups for the restaurant project).

Class Discussions:  The following assignments will emphasize your critical thinking skills as well as your communications skills.

Chapter I
Oak Enterprises – Discuss whether Cheryl behaved in an ethical manner.

Chapter 5
Webvan – How would a master budget support planning, directing, and control in Webvan's business?

Chapter 8
Winner's Sporting Goods Company – What are some considerations in accepting or rejecting this order?

Lab Grade: The grade for the lab will be the same grade given for the class. However, you are responsible to accumulate a minimum of 15 hours at the lab in order to earn a lab grade.

Extra Credit:  There will be bonus quizzes given in class as time allows.

Academic Dishonesty:
Academic Dishonesty is defined as an action inconsistent with the ethical standards of Miami Dade Community College. Academic dishonesty includes the following actions, as well as other similar conduct aimed at making false representation with respect to a student's academic performance. The following are some examples of Academic Dishonesty:

A) Cheating on an examination.

B)  Collaborating with others in work to be presented, if contrary to the stated rules of the course.

C) Plagiarizing, including the submission of others' ideas or papers (whether purchased, borrowed, or otherwise obtained) as one's own.

D) Submitting, if contrary to the rules of a course, work previously presented in another course.

E) Knowingly and intentionally assisting another student in any of the above actions, including assistance in arrangement whereby any work, classroom performance, examination, or other activity is submitted or performed by a person other than the student under whose name the work is submitted or performed.

Some actions of academic dishonesty, such as stealing examinations or course material and falsifying records, may be processed through the Student Disciplinary Procedure. (For more information, see Students' Rights and Responsibilities).

Incomplete:  An incomplete grade will be given only in extraordinary circumstances. Also, you must have completed 80% of the assigned work.

Misc. Information:
1)  Additional exercises from each chapter will be done in class, so you are encouraged to read the chapters and be prepared when you come to the class meetings.

2)   If you find that you are not doing well in the course and wish to drop, it is your responsibility to complete the withdrawal process. I do not initiate instructor drops.

3)   Beepers and cellular phones must be turned off during the class period.

Note:   This schedule is subject to revision by instructor if required.

Final Exam date pending to be confirmed. The last day to drop the course with a grade of "W" is _________, 2004.

ADDENDUM TO THE COURSE SYLLABUS (ACG 2071)

Special Projects:

Case Analysis – This is a case published by the AICPA which presents a real business situation. The four sections listed in the case must be analyzed thoroughly as if you were in the restaurant business. Research can be conducted at the library or through the various sources available on the Web. The students are to organize in groups of three or four members for purposes of conducting the research, preparing the budget and variance report, and assembling the final paper to be presented for a grade. In addition, each group will be discussing the case before the class.

Mentor Program – Managerial accounting students, who are interested in tutoring accounting I students, are encouraged to participate in this project. This project requires a total of 20 hours and must be done within the premises of the College. Mentors need to get together with their assigned students in order to determine the schedule of the meetings and the financial accounting topics to be covered. A signed time sheet must be kept to substantiate the time donated to this project. Reflection sections will be conducted in class to analyze the strengths and weaknesses of the program.

Service-Learning Activity – This project consists of donating your time to work in the accounting offices of specific non-profit organizations that have been selected for this purpose. These entities have been provided with a detailed list of the requirements for this class and they have agreed to give you the necessary assistance to complete your project. The total time of your work is 20 hours. Your time should be recorded on a time sheet which should be approved on a daily basis by your supervisor. Reflection sessions will be conducted in class, thus the analysis of your assignments should correspond with the material you have learned in class. At the end of your project, a written paper, describing your experience and the strengths and weaknesses that you noticed, must be prepared. Professional and ethical behavior should be maintained at all times in your place of service

Pre-Requisite: None

Objectives: Students will learn the following :

   Procedures and Techniques on how to interview the taxpayers to successfully obtain the necessary information to complete their individual income tax returns.

   Ethical Behavior and Responsibilities inherent in the preparation of individual income tax returns.

   Tax Rules and Regulations on how to prepare the Forms 1040EZ, 1040A and 1040.

   Miscellaneous Advanced Topics related to individual income tax returns.

Required Materials: Textbook: VITA Volunteer Income Tax Assistance (Provided by the Internal Revenue Service).

Supplementary Materials:  Publication 17 – (provided by IRS)

Journal and Newspaper Articles – (provided by the professor)

Evaluation:

Exam I           13%
Exam II           13%
Exam III           13%
Comprehensive Final           20%
Homework           6%
Report on Service Learning Activity          10%
Class Discussions of Service Learning Experience           5%
VITA Participation           15%
Attendance          5%

Total            100%

Grading Scale:  The grading scale established by the Business Department for this course is as follows:

A = 90-100              B = 80-89              C = 70-79              D 60-69              F Below 60%

Exams: There will be four exams during the semester, including the comprehensive final test. No make up examinations will be offered unless medical certification is presented. For the final exam, you will be using a current tax software to enhance your computer skills and to familiarize yourself with a commercial package.

Homework: Homework is due on the next class day following the assignment date. The following rules apply to all homework – NO EXCEPTIONS:

Homework must have your name and date.

Homework must be handed in properly organized in a folder.

No late homework will be accepted.

Homework assignments will be announced in class following the lecture.

Report of Service Learning Activity: The report should be typed written and state the following:

The benefits of the experience gained by participating in the preparation of income tax returns.

The benefits of this service to the community.

The strengths and weaknesses found in the program.

Reflection Sessions on Service Learning Experience: There will be various class discussions throughout the course analyzing the learning process utilized at the VITA Center, and the actual situations being confronted at the site. It is important that you are prepared to describe your experience at the Center in a detailed manner so that all students will benefit from this reflection exercise.

VITA Participation: Students are required to join the VITA Center to prepare tax returns. This is 15% of the final grade. In order to participate, you need to attend a training session on tax software and e-filing and complete the IRS exam that will be distributed the same day the training is finalized. If a student is unable to meet this requirement because of circumstances beyond his/her control, a term paper must be prepared on a tax topic.

Academic Dishonesty: Academic Dishonesty is defined as an action inconsistent with the ethical standards of Miami Dade Community College. Academic dishonesty include the following actions, as well as other similar conduct aimed at making false representation with respect to a student's academic performance. This following are some examples of Academic Dishonesty:

A) Cheating on an examination.
B)  Collaborating with others in work to be presented, if contrary to the stated rules of the course.
C) Plagiarizing, including the submission of others' ideas or papers (whether purchased, borrowed, or otherwise obtained) as one's own.
D) Submitting, if contrary to the rules of a course, work previously presented in another course.
E)  Knowingly and intentionally assisting another student in any of the above actions, including assistance in arrangement whereby any work, classroom performance, examination, or other activity is submitted or performed by a person other than the student under whose name the work is submitted or performed.

Some actions of academic dishonesty, such as stealing examinations or course material and falsifying records, may be processed through the Student Disciplinary Procedure. (For more information, see students' Rights and Responsibilities).

Incomplete: An incomplete grade will be given only in extraordinary circumstances. Also, the student must have completed 80% of the assigned work.

Misc. Information:

If you find you are not doing well in the course and wish to drop, it is your responsibility to complete the withdrawal process. I do not initiate instructor drops.

Beepers and cellular phones must be turned off during the class period as a courtesy to your professor and other students.

Mission Statement: The mission of Miami-Dade College is to provide accessible, affordable, high quality education by keeping the learner's needs at the center of decision making and working in partnership with its dynamic, multicultural community.

Note:  This schedule is subject to revision by instructor if required. The last day to drop the course with a grade of "W' is ___________, 2004.

Office: Room 351, Group I
Office phone: 910-6469
Office Hours: Wednesday 2-5 p.m. or by appointment
Email: cbenavides {at} umassd(.)edu

Textbook:
-Saldo a Favor and accompanying Workbook (Manual de Actividades e Investigaciones)
-A bilingual dictionary is strongly recommended.

Course Description:
Spanish for correspondence, banking, administration, personnel, and publicity. Practice in business-related vocabulary and writing. Readings and selections on business-related and cultural topics for comprehension. Service learning project, in collaboration with the Community Economic Development Center (CEDC) of Southeastern Massachusetts.

Goals:
By the end of this course, students will be able to:

Use a variety of communicative strategies while engaging in conversations within the Hispanic cultural and business environment.

Understand the culture and values of the Hispanic world of business within the context of the U.S., Latin American and global economies.

Understand the similarities and contrasts between Hispanic culture and their own.

Use critical thinking and problem solving skills while reading authentic business-related materials in Spanish.

Understand the key elements of writing, including grammar and writing formulas, and apply that knowledge to create business-related documents in Spanish such as resumes, letters, reports and advertisements.

Understand basic public speaking techniques and apply them in oral presentations.

Assessment and Evaluation: The scores for all graded work are distributed as follows.

Service Learning Project
The class will participate in a project in collaboration with the Community Economic Development Center (CEDC) of Southeastern Massachusetts, whose central goal is to create a more just local economy by building bridges to resources, networks and cooperative action for low-income members of the community. The CEDC fulfills this mission by providing support in the following key areas:

1. Microenterprise development
2. Computer literacy and access for low-income residents
3. Grassroots community organization training and capacity building
4. Central American immigrant workers support services and advocacy
5. Affordable Housing Development feasibility and strategic planning

Through a business survey developed by the CEDC, the class will develop a project that, by gathering important information, will help fulfill the main goal as well as the functions of the CEDC, particularly (1) above, but also (2). The goals of this course will also be fulfilled by this project, especially the first three goals, all having to do with understanding the Hispanic business environment and culture (see page 1). For this project the class will be organized in six groups of five/six students each. The project involves the following components (The schedule for the project is incorporated in the syllabus below):

I. New Bedford Business Community Survey

1. Translation of survey by students, in groups.
2. Interviews of local business owners (or managers) of Hispanic or Hispanic-oriented businesses (using survey) by students. Each group will interview two businesses, for a total of twelve businesses surveyed (the businesses are located in New Bedford, MA).
3. Group report (minimum of three typed pages, in Spanish) based on business survey (summary of results and conclusions).
These reports will be shared with the CEDC. They should include the following:

a. A comparison of the two businesses interviewed based on the surveys. In what key points are the businesses similar and different?
b. Recommendations on how the CEDC can provide (further) assistance to these businesses
c. Suggestions for the businesses
d. Suggestions for the improvement of the business surveys

4. Peer evaluation of performance in group work throughout the project. Evaluation forms will be provided.

II. Individual report of lessons learned, reflection, and impressions (minimum of three typed pages, in Spanish). In these reports you should answer the following questions:

a. What did I learn through this project?
b. How has my understanding of Hispanic culture and business practices been affected or improved?
c. Will the lessons learned in this project be useful to me in the future (for example, academically, professionally)? How?

This project is worth 200 points (20% of the grade), distributed as follows:
Translation of business survey (40 pts.)
Peer evaluations (60 pts.)
Group Report (50 pts.)
Individual Report (50 pts.)

(See attachment with the Summary of Student Reports (Group and Individual))

Class Schedule: The tests and oral presentation will take place on the dates indicated on the class schedule. Likewise, all assignments need to be turned in on the dates indicated on the schedule. As far as chapters, class topics and activities go, their coverage in class will be flexible, depending on progress. At times we may jump ahead of schedule, at times we may fall behind schedule, and other times we may need to skip some material.

CLASS SCHEDULE

Material to be covered:	Saldo a Favor: Chapters 1-4
DATE	DISCUSSION, ACTIVITIES AND ASSIGNMENTS
Week 1 M Jan 27 W Jan 29 F Jan 31	Introduction Getting to know each other; Discussion of the Syllabus Introduction and general discussion of the Service Learning Project Introduction to the textbook
Week 2 M Feb 3 W Feb 5 F Feb 7	Chapter 1: Personas, personajes y personalidades Trasfondo cultural Punto de embarque Inventario y Práctica
Week 3 M Feb 10 W Feb 12 F Feb 14	Turn in Mis cosas favoritas assignment; Planilla y Práctica Papeleo cotidiano Turn in Workbook #1: Chapter 1; Papeleo cotidiano
Week 4 M Feb 17 W Feb 19 F Feb 21	Presidents’ Day, no classes Review Turn in Assignment #1: Chapter 1; Review
Week 5 M Feb 24 W Feb 26 F Feb 28	Chapter 2: La sociedad hispana y la empresa Turn in translation of business survey; Trasfondo cultural Trasfondo cultural; Punto de embarque
Week 6 M Mar 3 W Mar 5 F Mar 7	Punto de embarque Begin interviews of local business owners; Inventario y Práctica Planilla y Práctica
Week 7 M Mar 10 W Mar 12 F Mar 14	Planilla y Práctica Turn in Workbook #2: Chapter 2; Papeleo cotidiano Papeleo cotidiano
SPRING BREAK
Week 8 M Mar 24 W Mar 26 F Mar 28	Papeleo cotidiano Turn in Assignment #2: Chapter 2; Review Test #1: Chapters 1, 2
Week 9 M Mar 31 W Apr 2 F Apr 4	Chapter 3: La economía y las finanzas Trasfondo cultural Trasfondo cultural Punto de embarque
Week 10 M Apr 7 W Apr 9 F Apr 11	Grades; Punto de embarque Inventario y Práctica Last day to Withdraw; Planilla y Práctica
Week 11 M Apr 14 W Apr 16 F Apr 18	Planilla y Práctica Turn in Workbook #3: Chapter 3; Papeleo cotidiano Last day to complete the business surveys; Papeleo cotidiano
Week 12 M Apr 21 W Apr 23 F Apr 25	Patriots’ Day, no classes Review Turn in Assignment #3: Chapter 3; Review
Week 13 M Apr 28 W Apr 30 F May 2	Chapter 4: El mercadeo y la publicidad Trasfondo cultural; Punto de embarque Inventario y Práctica; Planilla y Práctica Papeleo cotidiano
Week 14 M May 5 W May 7 F May 9	Turn in Workbook #4: Chapter 4; Oral Presentation Turn in group report based on business survey; Oral Present. Peer evaluation of performance in group work, Service Learning Project Turn in Assignment #4: Chapter 4
Week 15 M May 12 W May 14	Turn in individual report of lessons learned and impressions, Service Learning Project; Review Test #2: Chapters 3, 4; Spring classes end

]]> http://www.compact.org/syllabi/business-management/business-spanish/4018/feed/ 0 http://www.compact.org/syllabi/business-management/social-and-ethical-issues-in-business/3987/ http://www.compact.org/syllabi/business-management/social-and-ethical-issues-in-business/3987/#comments Fri, 11 May 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3987 College of Business Administration
Meets: T 4:00-6:40 pm, BA 342
Schedule Number: 22315
Instructor: Assoc. Professor Craig P. Dunn, Ph.D.
Office: SS 3105
Office Hours: 3:00-4:00 pm T and by appointment

COURSE DESCRIPTION:
Ethics of various issues in business, including social responsibility, environmental protection, privacy, individual rights, occupational safety and health, product liability, equality of opportunity, and the morality of capitalism.

What is the corporation? Do corporations–and more particularly the managers who represent them–have any responsibilities beyond seeking to maximize shareholder wealth? Is the term "business ethics" an oxymoron? What is the source of moral truth? These and other related questions provide the 'grist' for this course.

This course is designed to be a challenging and exciting course for the undergraduate business student. Two major themes will provide direction throughout the semester: business ethics and corporate social responsibility. Most of your prior business coursework has been concerned with highly structured topics closely related to a well-developed body of theory; not so with business ethics/corporate social responsibility. There is not a specific set of skills serving to lead you through the course, and no unifying meta-theory to inform your decisions. The problems and issues of business ethics/corporate social responsibility embrace the entire spectrum of business and management disciplines. Many variables and situational factors must be dealt with at once; weighing the "pros and cons" of a particular course of action necessitates a total enterprise perspective.

This course has been included in your business school curriculum in order to stress the appropriateness of moral judgement as a central component of business decision making. The overriding pedagogical objective is to sharpen your abilities to think critically and to diagnose situations from a moral perspective. Accomplishing this objective entails introducing you to a broad range of ethical frameworks. Application of such models of moral reasoning necessarily takes account of the complexities and constraints imposed by the environment in which the firm operates, why the environment must be attended to, and how it affects the moral character of decisions. Social theory will also be explored as the role of the corporation in creating the "good society" is examined.

In addition to this rather ambitious charter, the student will be required to articulate and defend his/her perspective on organizational reality; i.e., whose interests count, for how much, and on what basis are such interests (and only such interests) relevant to the business manager?

COURSE OBJECTIVES:

1. To increase your understanding of the tasks of the "ideal' manager;
2. To develop the capacity to identify salient moral issues and to reason carefully about ethical options;
3. To build skills in conducting ethical analysis in 'messy' situations;
4. To improve your ability to manage organizational processes;
5. To integrate and extend upon the knowledge gained in earlier business courses;
6. To convince the student of the essential role of corporate social responsibility in the conduct of business enterprise;
7. To apply and/or implement the principles and concepts of moral reasoning through both case analysis and social change programs; and
8. To better equip the student to integrate his/her personal ethical ideal with a successful managerial career.

EVALUATION POLICY:
A maximum of 1000 points may be accumulated in this course. Point distribution varies as follows (see grading contract at back of syllabus for details):

Term Paper 150-250 points
Midterm Exam 200-300 points
Final Exam 200-300 points
Social Change Project 250-350 points

GRADING STANDARDS:
University grading policy SDSU III-C-1 states "”faculty members are expected to use all grades from A to F to distinguish among level of academic accomplishment… the grade for average undergraduate achievement is C." For a class of 50 students, and assuming a 'normal' grade distribution, application of this policy would result in approximately 3 grades of A, 12 grades of B, 20 grades of C, 12 grades of D, and 3 grades of F. The following University-wide grading standards will be used to determine your final course grade. Students are responsible for monitoring their own progress throughout the semester.

A 930 – 1000 points
A- 900 – 929 points
B+ 865 – 899 points
B 830 – 864 points
B- 800 – 829 points
C+ 765 – 799 points
C 730 – 764 points
C- 700 – 729 points
D+ 665 – 699 points
D 630 – 664 points
D- 600 – 629 points

PLAGIARISM:
"Plagiarism is formal work publicly misrepresented as original; it is any activity wherein a person knowingly, directly, and for lucre, status, recognition, or any public gain resorts to the published or unpublished work of another in order to represent it as one's own. Work shall be deemed plagiarism: (1) when prior work of another has been demonstrated as the accessible source; (2) when substantial or material parts of the source have been literally or evasively appropriated (substance denoting quantity; matter denoting qualitative format or style); and (3) when the work lacks sufficient or unequivocal citation so as to indicate or imply that the work was neither a copy nor an imitation. This definition comprises oral, written, and crafted pieces. In short, if one purports to present an original piece but copies ideas word for word or by paraphrase, those ideas should be duly noted;" (Lindey, Alexander, Plagiarism and Originality, 1952; as cited in San Diego State University 1992-93 Graduate Bulletin).

"Wittingly or willfully to ignore or to allow students' ascription of others' work to themselves is to condone dishonesty, to deny the purpose of formal education, and to fail the public trust;
Accordingly, one who is suspected or accused of disregarding, concealing, aiding, or committing plagiarism…must be liable to an appropriate penalty, even severance from the University…should the demonstrated plagiarism clearly call into question one's general competence or accomplishments" (San Diego State University 1992-93 Graduate Bulletin).
Students involved in plagiarism (including ´cheating') on any MGT 356 coursework will receive a failing grade for the course.


'. . .my spirit never walked beyond our counting house. . .[It] never roved beyond the narrow limits of our money-changing hole.'
'But you were always a good man of business, Jacob,' faltered Scrooge.
'Business!' cried the Ghost, wringing his hands again. 'Mankind was my business. The common welfare was my business. . .'
-Jacob Marley
A Christmas Carol
(Charles Dickens)

READINGS:
Two texts are assigned: The Elements of Moral Philosophy (Rachels) and Moral Mazes (Jackall). In addition, one supplementary text is available: The Ethics of Management (Hosmer). Copies of these texts are available at the reserve desk of the main library. Students are expected to read each assigned chapter before the scheduled lecture for that chapter. Assigned case studies and supplementary reading materials will also be placed on reserve in the library, and course videos will be available from the instructor. Students will be provided social change project abstracts for end-of-term presentations by their class colleagues.

MIDTERM AND FINAL EXAM:
Two exams will be given, covering assigned texts as well as class lectures and/or group presentations. The exams will include short essay, multiple choice, true/false and fill-in questions. The midterm exam will cover the introductory lectures as well as Rachel's text; the final exam will encompass concluding lectures, Jackall's book, as well as the team project presentations.

TERM PAPER:
A term paper will be submitted by each student. In this paper each student is required to articulate and defend his/her perspective on the question of whose interests you represent as a manager and on what basis such interests (and only such interests) are relevant for the business manager. Reasons for the position taken should rely upon moral and social philosophy. Attention should be given to consideration of how your view can be defended, using the theories introduced in the course.
The "stakeholder" framework will prove particularly relevant to this assignment (this framework will be covered in lecture during the first three class sessions). Defense of the position taken, rather than the position itself, is of fundamental importance. It is recognized, however, that certain positions are inherently more "defensible;" therefore, the choice of relevant organizational constituencies will have a direct impact upon the ease with which this paper is completed. Text documentation (either from assigned texts or 'outside' readings) will be appropriate. Term projects shall be typed using double-spacing. There is no page length requirement for this assignment; however, conciseness will be one of the evaluation criterion. Typed drafts of your term project may be submitted for comment any time prior to the final calendar month of the course. A self-evaluation of this project (available at mgt356.termpapereval.html) is to be submitted along with the final paper draft. A preliminary one-page typed outline for this assignment is due sometime mid-term.

"Greed, for want of a better term, is good. Greed is right. Greed works. Greed clarifies, cuts through, and captures the essence of the evolutionary spirit. Greed in all of its forms-greed for life, for money, for love, knowledge-has marked the upward surge of mankind."
-Gordon Gecko
Oliver Stone's Wall Street

SOCIAL CHANGE PROJECT:
Three to four member groups are to implement a social change program within an organization of their choosing. This could include a wide range of options, from instituting a recycling program at a community business to convincing local hotel management to make excess room capacity available to the homeless to workplace AIDS education program implementation (for sample descriptions from past semesters, search the classes website) While the group is to strive for effective implementation of their plan, the grade for this assignment is not entirely dependent on the success of the change program.

The group is to give an account of their project to the class. This debriefing is to include: (1) an overview of the social change program; (2) ethical and social reasons for its importance; and (3) an assessment of both the degree of success of the intervention as well as the reasons for the program's success or failure.

Written project documentation (e.g., copies of correspondence between group members and their chosen organization) must be provided.

A two-page executive summary of the project in both hard copy as well as electronic format, as well as written project documentation (e.g., copies of correspondence between group members and their chosen organization, e-mail and phone logs, etc.), plus copies of all reflective journals (see below), must be provided at the time of presentation. Written monthly project 'progress reports' will be due the first class session of each month.

Additionally, each group member is to keep a reflective journal on at least a weekly basis, chronicling: (1) their assessment of the project's successes and failures; (2) their interpretation of how the project can be linked to the theories presented in the course and texts; as well as (3) their personal impressions regarding how the project has transformed their thinking around social and ethical issues in business.

Group reporting will take the form of a 20 minute oral presentation followed by a 15 minute question and answer session. Be creative. Prepare the analysis as if you were presenting the information to the top management team of your company or any other fitting audience you explicitly identify, to be role-played by those students not in your group (who will be accountable for posing relevant questions to the presenting group).

Areas considered (in addition to those previously or subsequently mentioned) in grading the team case project:

adequacy of analysis
clarity and conciseness of arguments
use of ethical and social theory to support arguments
appropriateness of intervention
comprehensiveness of intervention
success of intervention
professionalism of presentation
creativity of presentation

CONTRACT:
Outlined above are the course activities available to students. Ranges of possible points have been listed above. Each student is to fill out and return to the instructor a binding contract for work to be completed this session (see attachment 3…due the fourth week of class). You are to fill out the number of points desired for each activity. The total number of points must total 1000. Points for each activity will range from 20-35% of the course grade, depending upon the individual assignment and weightings. Points must be selected in increments of 50.
For example, a student may choose to maximize the points on the social change project by completing all other coursework at close to the minimum points possible, for respective point totals of 150-250-250 (note that in this example the total for the team case project would be 350, or 35% of the course grade).


Term Paper 150 points
Midterm Exam 250 points
Final Exam 250 points
Social Change Project 350 points
In all cases, class participation is mandatory. Failure to attend scheduled class sessions will be reflected in final course grading.

To send your MGT 356 contract, fill out the following form thoroughly and completely. This form must be submitted electronically. A signed copy of each contract will be returned to the submitting student by the end of the fourth week of class.

Management 356 Contract:

The following agreement is entered into by the designated MGT 356 student and Professor Dunn for work to be completed Spring session, 2000. It is understood that this agreement is not subject to change. Additionally, course participation (or lack thereof) may be reflected in final course grading.

First Name: Last Name:
Student ID: –
Complete E-mail Address:
Point Objective for Term Paper:
Point Objective for Midterm Examination:
Point Objective for Final Examination:
Point Objective for Team Project:

Please make certain the above point objectives total 1000.
By sending this form, you agree to be evaluated on the basis of this contract as well as by the terms of the course as outlined in this syllabus.