Management & Organization Theory

BMGT-364 (3)

See Week 1 Group Assignments and Week 1 Individual Assignments

I am confident you will enjoy your text. Not only is it beautifully presented, but Daft makes a special effort to update the stories that convey current practice and highlight relevant theories. Pay particular attention to the exhibits and the stories in this book. Yes, you need to study the text to interpret properly the graphics and understand the links between theory and practice in the stories. But the exhibits serve as excellent review aids once you have learned the material and the stories drive home the points in memorable ways.

At the end of each chapter are

Review: Text: Table of Contents and Preface of your book.
Module: Review the Module Structure. The Course Modules in the Web Tycho Course Content area supplement the text material so read them over.

Turn In & Participate:

Practice basic protocols. Complete Week 1 Assignments. Survey Library resources.
Confirm books have arrived.
Explore Internet Resources.
Explore the UMUC Databases/sources and other web sites for databases with resources relevant to Management and its sub-topics.
Get acquainted with fellow learners; post a course specific bio-sketch to share with others (this is to complement you general WT bio-sketch).
Complete the WebTycho tutorial and a review of my general and specific course guidance.

Week 2 (12 - 18 Nov. '02) (Module 1) Intro to Management - Today & the Past

Chapter 1 focuses on the New Workplace. Do you sense the revolution going on around you? Hundreds of years ago, working on the farms and in small craft and cottage businesses was the norm. Then can the industrial revolution. Most people in the past 100 years have assumed that working for someone else in mass production industries and related businesses was "normal". In the postindustrial age - and the Information Age - all that is changing. We still have big businesses, but the workers are different - and the work is different. Hence management is different as well.

Daft presents four functions in the process of management; others divine five or more functions. The all end up covering the same territory - Planning, Organizing, Leading and Controlling within an environment in which getting things done through people is the central issue (hence understanding people and communications is vital). See Exhibit 1.1.

Exhibit 1.2 displays the classical view of the skill sets a manager needs and the relative variety of their application at different levels of the organization. Exhibit 1.3 shows the classical management pyramid with some new twists. I suggest you invert the pyramid - the boss (apex) is at the bottom supporting the layer "above" him or her with all the resources the workers need to get the job done. The broadest part of the pyramid - where all the directly productive activity takes place, where the vast majority of customer contact is, where the line workers are - is supported by all of the rest of the organization. Any part of the pyramid that is not supporting directly productive activity is not adding value to the product or service and should be eliminated from the firm.

Exhibit 1.6 is very useful in characterizing the differences between old and new workplaces.

Chapter 2 looks to our heritage as a discipline. Exhibit 2.1 shows the time lines for various "movements" within the field. Do not skip the early thinkers in the field for the generally had a piece of the puzzle correct. Look carefully at each of the exhibits that review these perspectives.

Exhibit 2.5 would be more correct if it included "Waste" as an output of the transformation process. Exhibit 2.7 summarizes the Learning Organization components. "Empowered employees" are those that have seen authority and responsibility for individual actions - unwisely taken from them years ago - returned to them.

Exhibit 2.8 leaves out two important e-commerce activities - G2B and B2G - for those firms doing business with governments.

Start now on your course project. Consider your current organization and environment - is there a management problem or opportunity you would like to explore? Make sure it is a significant issue and try to foresee whether the results of your study will be useful to both you and others in your unit. Next week I need you to confirm your project topic and provide a brief proposal covering what the issue is and the three perspectives you intend to use in analyzing it.

Study: Text: Chapters 1-2.
Course Module 1: Units 1-2.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Group Work:

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 3 (19 - 25 Nov. '02) (Module 1) The Environment of Management

** Journal.1 due NLT 25 Nov. '02 **

** Course Project Proposal due NLT 25 Nov. '02 **

By now everyone should have your textbook and be well into the course. If you do not have your text by now, please send me an email.

Exhibit 3.1 is a very useful way to conceive of the firm's environment. Exhibit 3.2 applies this concept to a real firm. Exhibit 3.3 usefully and explicitly relates the external environment (number of factors and rate of change of them) to managerial uncertainty (as if we needed to be reminded).

Exhibit 3.4 comments on the shift toward a partnership orientation as interactions grow and more complex relationships evolve.

Corporate culture is a key concept and Exhibit 3.5 comments on some of the more salient aspects of it. The next two exhibits then address ways to classify such cultures.

Exhibit 4.1 provides one way of looking at the stages of globalization. Exhibit 4.2 then looks at the PES of PEST for the international environment. (That's Political-Legal, Economic, Social-Cultural, and Technological aspects of the environment.)

Exhibit 4.5 shows the relative cost and commitment involved in a variety of global strategies.

Study: Text: Chapters 3-4.
Course Module 1: Units 3-4.

Individual Work:

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Group Work:

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 4 (26 Nov. - 2 Dec. '02) (Module 2) Ethics, Small Business & Planning

Each chapter has an ethical dilemma for you to consider - but there had to be a chapter on the subject as well. And Chapter 5 is very useful. For example, Exhibit 5.1 puts ethics in a visual context that many often miss.

Exhibit 5.2 is also a different way of looking at personal development that you need to consider. If you apply Exhibit 5.3 throughout your career, you might more easily come to grips with how an organization behaves - and whether you fit in.

Exhibit 5.4 is a useful look at the wide variety of stakeholders who have a share in a company's hopes and dreams. Exhibit 5.6 also provides a useful set of general criteria for judging a firm. Finally, Exhibit 5.8 provides a summary of indicators of an effective, ethical organization.

Next in this wide-ranging collection of chapters is a short look at small business and, in particular Internet startups. Exhibit 6.1 categorizes small business owners while 6.2 demonstrates that a small business may be anything I say it is (if I am the SBA).

Exhibit 6.4 hits the main characteristics of entrepreneurs.

One way to start a small business is to buy a franchise. Exhibit 6.8 highlights some things to look for in a franchise.

While Exhibit 6.9 is more general than first appears and the stages of growth apply to any company

Exhibit 7.1 is a useful classification of goals and plans. Exhibit 7.3 shows how this would work in practice. One technique of using planning processes to aid performance is called Management by Objectives (MBO); Exhibit 7.5 shows this model. Don't miss Exhibit 7.6 for MBO is more often misapplied and many assumed benefits are missed.

Exhibit 7.7 classifies single use and standing plans for you while Exhibit 7.8 goes into Crisis Management.

It is well to remember that it is not the plan - which is nearly obsolete as soon as it is written - but it is the planning process which most critical that you understand and are able to implement.

Study: Text: Chapters 5-7.
Course Module 2: Units 5 & 7.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 5 (3- 9 Dec. '02) (Module 2) Planning (continued)

Should a firm prepare strategic plan in advance of action - or grow into its plan through action? Should you have an active strategy or a reactive one? You may know the theory, but do you understand the practice?

Exhibit 8.2 displays the three levels of strategy planning while Exhibit 8.3 lays out the Strategic Management Process. Exhibit 8.5 is the widely recognized BCG Matrix and Exhibit 8.6 is Michael Porter's Competitive (Five) Forces Model. Porter's competitive strategies are shown in Exhibit 8.7.

Exhibit 8.8 is the Partnership Strategies continuum while Exhibit 8.9 addresses strategy implementation.

Chapter 9 covers Managerial Decision Making which may be repetitious for some of you. Exhibit 9.1 incorporates a number of concepts - carefully review them all. You must understand the difference between decision made in a risk-free environment (certainty of outcome), decisions under risk, under uncertainty and those made in ambiguous situations. The tools you will use are quite different. The range of possible outcomes widely variant. Take care when selecting a tool. You can make the situation much, much worse.

Exhibit 9.2 covers three decision making models while 9.3 addresses the decision making process. Both are valuable. Vroom-Jago's Leader Participation Styles are shown in Exhibit 9.6; their decision model in Exhibit 9.7.

Study: Text: Chapters 8-9.
Course Module 3: Units 8, 9 & 6.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 6 (10 - 13 Dec. '02) (Module 3) Organizing

Why not start out with an org chart (Exhibit 10.1)? They are very familiar to most of us. Exhibit 10.2 shows how tall and flat structures differ using the chart model. But the fun comes with Exhibit 10.3 when departmentalization options are explored.

There follows a discussion - and exhibits for - functional, divisional, matrix, team-based and network models. Often you will find different models used in the same organization.

Study: Text: Chapter 10.
Course Module 3: Unit 10.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 7 (14 - 20 Dec. '02) Midterm Exam "Week"

** Journal.2 due NLT 20 Dec. '02 **

Review for the Midterm Exam.

Midterm will be posted on WebTycho in the study group area by 0000 GMT/UCT, 14 Dec. '02 and is to be returned to the Assignment area of WT by 2400 GMT, 15 Dec. '02.
Complete and turn-in midterm by deadline.

Complete and submit Part 2 of your Journal.

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Welcome back. I trust you had a pleasant break. It is always difficult restarting a Term 2 course because of the long Christmas break. So make sure your Course Project in on track, review the prior material and get ready for the downhill run.

Chapter 11 address the key issue of using structure to help achieve goals. Exhibit 11.1 takes another look at structure diagrams. Exhibit 11.2 shows a project manager's links with functional departments. Business Process Reengineering is depicted in Exhibit 11.3 although this could also be the result of a lean production exercise. Exhibit 11.4 compares the traditional with the learning organization.

The general way in which structure and strategy go hand in hand is shown in Exhibit 11.6. Exhibit 11.7 shows the relationship between environment and structure. The chapter concludes with a discussion and exhibits concerning the ways structure should adapt to technology and workflow.

In Chapter 12, we address change. Exhibit 12.1 sets up the basic sequence of events. Creativity in the workplace is a natural issue as you see in Exhibit 12.2 and the surrounding discussion. (But it is hard to come by.) Managerial roles in organizational change is covered in Exhibit 12.3.

Exhibit 12.4 provides an example of Force Field Analysis while Exhibit 12.5 tackles resistance to change. Types of organizational change are simplified into Exhibit 12.6. Exhibit 12.7 then address new product innovation and the horizontal linkages involved. Cultural change - one of the most difficult - is addressed in from an Organizational Development view in Exhibit 12.8

Study: Text: Chapters 11-12.
Course Module 3: Units 10 & 12.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 9 (28 Jan. - 3 Feb. '03) (Module 3) Managing People

Jim Collins in his book Good to Great emphasizes the need to have the right people in the right positions within your organization. Few have recognized the wisdom in such a view and thousands upon thousands of management hours have been wasted on trying to save some misplaced worker or manager. We must take an active interest in our people - put the right people in the right jobs and they will want to stay there and work for the good of the organization.

Exhibit 13.1 presents the cycle. I prefer People management to Human Resource Management. People are real people, not resources like tables or machines. One cannot yet put the combined knowledge of a workforce on a balance sheet and compare it to another company's workforce. One can compare the relative performance of companies – how they apply their overall energies and resources – and make a judgment as to who performed better over a period of years. This Collins has done in his book.

But in managing people, we are constrained by laws (Exhibit 13.2) in part because we have done such a poor job in the past. We are also constrained by custom (Exhibit 13.3) including the social contract which binds communities together.

Exhibit 13.4 emphasizes that this is a matching game – find the right person, find the right job, put them together. The skills' wheel (Exhibit 13.5) is an effective way to capture in one graphic the variety of skills a particular position requires.

We see the limits imposed by laws again in Exhibit 13.7 - questions you can and cannot ask a prospective employee. Types of training methods and their relative popularity are shown in Exhibit 13.8.

Exhibit 13.9 shows a Behaviorally Anchored Rating Scale (BARS), very popular and useful as long as you understand it limitations. The numbers associated with the descriptions represent "order" (4 is somehow higher than 2, but not necessarily twice as good; 9 is better than 8 but the difference is commonly much, much more than the difference between a 6 and a 5). BARS does not represent a "cardinal" scale like our number line in arithmetic. Only order is represented and the difference between the ratings is not fixed. In other words, BARS ratings are still highly subjective and fluid. Nonetheless, they are valuable and useful.

A key issue in today's workplace is employee diversity. We must value diversity not only as an aid into the global marketplace but also as a necessary part of managing in our own society. It seems to me that more and more, every day, I am reminded how diverse our wonderful country is. Walking down the hall of a building, workers conversing in Spanish. Go into a shop in a neighborhood mall and hear an Eastern European language being freely used among the workers. Visit a local Oriental or Middle Eastern restaurant and observe the different ways. Watch any number of TV shows and observe the differences - and similarities between the races and ethnic groups. This diversity in our population gives us power in the global marketplace if we will but use it well.

Exhibit 14.1 shows the primary and secondary dimensions of diversity. Exhibit 14.2 follows up with a summary of the challenges posed by a culturally diverse workforce. Exhibit 14.5 organizes the stages of diversity awareness. Since I count both Korean and German as languages I have once known, I was particularly attracted to Exhibit 14.6 as they represent opposite ends of the cultural context spectrum. Overall, I hope you enjoy and appreciate the message of this chapter. And if you do not speak at least one non-English language well enough to understand how one thinks in that language, I hope you will get busy and learn.

Study: Text: Chapters 13-14.
Course Module 3: Unit 11.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 10 (4 - 10 Feb. '03) (Module 4) Leading

** Journal.3 due NLT 10 Feb. 2003 **

Perhaps you might think it strange that Daft does not jump into "Leading" directly but first talks about the foundations of an organization. A leader must understand many things to be successful and people's behavior in organizations is high on the list. Exhibit 15.1, for example, shows the components of personal attitude. Exhibit 15.3 addresses the process of perception. Along with this comes our judgment about others' actions (Exhibit 15.4).

Personality traits (the "big five") are addressed in Exhibit 15.5. But this is not enough. One must understand the center of control for one's workers (Exhibit 15.6) as well as one's own problem-solving style (Exhibit 15.7). The learning process if reviewed in Exhibit 15.8 and learning style types in Exhibit 15.9. Finally, stress management is reviewed (Exhibits 15.10 and 15.11)

With this buildup, Daft directly addresses leadership in Chapter 16. Simply put, a manager does things right; a leader does the right thing. There is a critical difference. One person may be both, neither, or only one of the two. Daft present the qualities of a leader and manager in Exhibit 16.1 and more particularly, the characteristics of a leader in Exhibit 16.2. Leadership has been studied to death yet we seem to have only pieces of the puzzle at hand. Tannenbaum and Schmidt's Leadership Continuum is shown in Exhibit 16.3. Blake and McCanse's Leadership Grid is Exhibit 16.4. Fiedler's Situational Leadership model is presented in Exhibit 16.5. Exhibits 16.6 and 16.7 explore the Path-Goal Model. Exhibit 16.8 shows both substitutes and neutralizers for leadership.

It is appropriate that Daft concludes Chapter 16 with Jim Collin's Level 5 Leadership model (Exhibit 16.9). Collins makes good sense when, in his book, he describes charismatic leaders who ruled their firms well but left them unprepared for the future versus recognized yet humble leaders whose purpose in life seemed to be to prepare the firm for the future. What more can be said of leaders than that they work themselves out of their jobs. They prepare their teams so well, the teams can function exceptionally well without those original leaders.

Chapter 17 covers human motivation in an organizational context. First let me say that I know I cannot motivate anyone. I can kick, scream, cajole, bribe, punish, plead - move heaven and earth, but people determine for themselves whether they will take action. So to me, it is not just the the best form of motivation is self-motivation -- it is the only form. I, as a leader, can only create the best possible environment for my people to want to perform - for them to enhance and engage their own self-motivation.

Daft explores motivation first with a simple model (Exhibit 17.1). Maslow's Hierarchy of Needs is shown in Exhibit 17.2. Hertzberg's Two-Factor Theory is summarized in Exhibit 17.3. Two very useful theories, Equity and Expectancy (Exhibit 17.4), are presented next. Behavior modification and the use of reinforcement are covered next (Exhibits 17.5 and 17.6).

To facilitate motivation, we need to look at the jobs we ask people to do. So Daft looks next at job design and job characteristics (Exhibits 17.7 and 17.8). Compensation as a means of motivation (not particularly good for middle and top management) and employee empowerment are explored in closing out the chapter (Exhibits 17.9 and 17.10). Again, let me say that self-directed and self-managed teams are merely a return to a more natural situation that existed prior to mass production within the industrial age. Managers are not actually "giving" workers anything. They are merely releasing constraints artificially imposed on the workers long ago, probably by someone else.

Study: Text: Chapters 15-17.
Course Module 4: Units 13, 15 & 16.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 11 (11 - 17 Feb. '03) (Module 4) Communications & Teamwork

Complete course Critique on WebTycho

Some would classify all problems as "communications" problems. I do not think this is helpful for it is often a prelude to tossing the problem into the lap of the gods. Communications is important, but the root cause of problems is often somewhere else.

Daft summarized the key role of the manager in the communications process in Exhibit 18.1. The communications process model is shown in Exhibit 18.2. "Channel richness" is shown in Exhibit 18.3. (In DE we know one weakness of the method is the lack of face to face contact.). An old saying is "Two ears, one mouth - use them in that proportion". Daft presents 10 keys to effective listening in Exhibit 18.4. (Please, please, study this section carefully.)

Exhibit 18.5 depicts the channels for flow of communications in organizations. Exhibit 18.6 then expands on this for a team network. Formal and informal flows are reviewed in Exhibit 18.7 and the grapevine is graphically portrayed in Exhibit 18.8. The stark difference between dialogue and discussion are summarized in Exhibit 18.9. The chapter ends with a list of communication barriers and techniques for getting past them (Exhibit 18.10).

Teamwork is a way of life in organizations, but too often we end up in groups, not teams (Exhibit 19.1). Daft presents a team effectiveness model in Exhibit 19.2 and distinguishes between horizontal and vertical teams in Exhibit 19.3. He takes one perspective on team member roles in Exhibit 19.4 and presents the classical five stages of team development in Exhibit 19.5. Team cohesiveness, performance and norms are explored in Exhibits 19.6 and 19.7. Conflict management styles are then summarized in Exhibit 19.8. Daft concludes with a discussion of the benefits and costs of teams. Remember, many people think teams do not work. Could they be right? Or are they confusing groups and teams?

Study: Text: Chapters 18-19.
Course Module 4: Units 14-15.

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

This is a lot to pack into the final week. We cannot cover it in detail, but you need to review the basic concepts. This section is typically at the end of any general management text and often falls off the end of the timeline as the class runs out of time. I do not want that to happen. Planning and control are flip sides of the same coin. Exhibit 20.1 presents the control focus for us. One version of the feedback control model is shown in Exhibit 20.2.

You are probably familiar with the financial controls shown in Exhibits 20.3 and 20.4. Perhaps you have viewed them merely as statements or reports. We are familiar with ratio analysis as a form of control (Exhibit 20.5). Exhibit 20.6 summarizes the difference between bureaucratic and decentralized forms of control. Quality Program success factors are presented in Exhibit 20.7. But Daft emphasizes that control is not one dimensional and presents Kaplan and Norton's Balanced Scorecard in Exhibit 20.8.

In Chapter 21 Daft explores information, knowledge management and "business at the speed of thought". Managers like to have the best information for decision making and Daft presents a checklist in Exhibit 21.1. Daft presents a broad classification of Information Systems in Exhibit 21.2 and their basic elements in Exhibit 21.3.

In exploring electronic business, Daft presents the key components in Exhibit 21.5. Bricks and Clicks strategies are shown in Exhibit 21.6. (The most successful e-business model seems to combine a physical presence in a real mall or shopping street with an electronic storefront. Amazon.com is perhaps the best exception to the rule.) Another control mechanism, Enterprise Resource Planning, is shown through the example in Exhibit 21.8. Customer Relationship Management is yet another control structure (Exhibit 21.9). Daft concludes the chapter with a discussion of implications and trends in IT.

Chapter 22 discussion production systems - of products and services. Exhibit 22.1 presents part of the value chain that turns raw inputs into products and services. Exhibit 22.2 talks about the differences between manufacturing and service organizations. Exhibit 22.3 summarizes the four stages of Operations Strategy.

Supply chains do not look like they used to - witness Exhibit 22.4. Many of you have not thought about how productive systems are laid out in physical space, so Exhibit 22.5 is a useful addition to this chapter. Exhibit 22.6 emphasizes the inefficiencies and waste hidden by historic practices like buffer stocks and excess inventories. The classic inventory control model is shown in Exhibit 22.7. Daft closes this brief look at productive systems with discussion of productivity measurement and improvement.

Study: Text: Chapters 20-22.
Course Module 5: Units 17-19

Discussion Questions
Experiential Exercise
Surf the Net
(Note: I will specify which students need to turn in their work; however, all students are expected to complete the work.)

Use the UMUC library on-line database.

Participate in Conferences.
One article/web site to share with the class

Group Work:

Management in Practice: Ethical Dilemmas

Cases for Critical Analysis

Week 13 (25 -28 Feb. '03) Review and Project Completion

** Course Project Due: 28 Feb. 2003 **

Use this week to finish up your course project and review for your final exam.

Study: Text: Review entire text.
Course Modules 1-5

Turn-in Course Project.
Participate in Conferences.
One article/web site to share with the class

Group Work:

Course Project

Week 14 (1 - 7 Mar. 2003) Final Exam Week.

** Journal.4 due NLT 7 Mar. 2003 **

Course Review, Wrap-up & Final comments, Course Critique, etc.

Final Exam will be posted on WebTycho in the study group area by 0000 GMT/UCT, 1 Mar. 2003 and is to be returned to the Assignment area of WT by 2400 GMT, 2 Mar. 2003.
Complete and turn-in final by deadline.

Turn-in Part 4 of your Journal.

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