Monthly Discussion Responses (4)
Each month during the semester, online students will engage in discussion topics (through the Discussions tab in Canvas) about the materials we are learning about in the textbook, which may potentially include listening to podcasts connected to textbook chapters, as well as reviewing ethical dilemmas within certain chapters. These discussion topics provide an opportunity for students to both engage with their fellow classmates (since this is an online-only course) and practice critical thinking skills on the topics at hand. Think of this as "attendance or participation" points for the class.
These discussion topics will consist to the following:
- First Discussion Post: each student will introduce themselves to the class so we can get to know one another through the Discussions tab in Canvas. To get full credit, this requires just one post per student, with the appropriate details as listed on this particular discussion, and will be completing within the first week of the semester.
- Second - Fourth Discussion Posts: I will insert a topic, with applicable podcast and/or chapter information, into the Discussions tab of Canvas at the middle of each month (January 16 - February 15 will be the time period for the second post; February 16 - March 15 for the third post; March 16 - April 15 for the fourth post). Within each month’s timeframe, students are expected to substantially post at least three responses or thoughts on each monthly topic on different and non-sequential days. These responses can be either a response towards the original prompt I (as the instructor) have given or to a comment made by another student.
Below is the criteria for full credit on the second-fourth monthly discussion posts:
- Each student must post on three different days per month and these days cannot be sequential (e.g., posting three times on the last day of the month will be counted as only one post, if a student didn't post other times during the month. Similarly, posting on February 13, 14, 15, for example, will count as only two posts for February since the days were sequential). Thus, to make sure students easily meet this criteria, my recommendation is that students post once between the 16th - 25th days of the month, once again between the 26th - 5th of the month, and one final post between the 6th - 15th of the month.
- Each post must include one direct quote and appropriate citation from the textbook that the student is using to respond to the discussion topic or to respond to another student's post...and no direct quote can be used twice in the same month. This creates some unique challenge to this assignment and also incentivizes students to post earlier in the discussion period when the largest number of potential textbook quotes are available for use. These quotes and citations can be from the textbook chapter(s) being discussed from the original topic, or any connecting chapter to the original topic or a citation from another student, but a unique textbook quote and its appropriate citation must be included with each post. To show you what I'm looking for, when it comes to a textbook quote and citation, here's an example in italics: ...I often find that I struggle remembering things when I'm just hearing someone speak on a topic - I prefer to practice what I'm learning as I'm learning it. From Chapter 1, section 6 of the textbook, it says, "...if you have a preference for actually doing things and learning from trial and error, you may be inclined towards being a kinesthetic learner" (Textbook, pg 37). This leads me to believe I'm more of a kinesthetic learner... Because I used a direct quote in this example, my quote can't be used again during that month's posts, but other students could still pull from Chapter 1, section 6 or page 37 of the textbook in their responses because I used a direct quote with appropriate citation. Students who don't include a quote and/or just include a citation or page number with their post will essentially "lock" that chapter/section/page number for the month to other students. I will frown upon this behavior (in terms of that student's grade) and other students will likely not respond well either due to the limitations it places on them, so please avoid doing this behavior and opt for including direct quotes with appropriate citations instead.
- Each post must keep the conversation topic going, either by asking a question to the class in the post (so others can respond to it) and/or posting the response/thought in such a way for others in the class to be able to comment or respond back to it.
- Each post must use appropriate spelling, grammar, and punctuation. Again, remember this is a business course, so students should draft their responses carefully, reviewing and/or reading them aloud before submitting them.
- Each post must be at least several sentences or a reasonably-sized paragraph in length, where I can see the student has put some good thought into each response/post.
Quizzes (16 total; only the 15 chapter quiz scores count towards final grade)
There will be sixteen (16) quizzes for this course: one introductory quiz covering the course syllabus and objectives and fifteen (15) chapter quizzes covering material from each assigned chapter of the textbook. The introductory quiz will not count towards the student's quiz grade, but a passing score of 8/10 or higher is prerequisite to the student getting access to the other modules and course materials (hence why this is part of Module 0).
All 15 chapter quizzes will count towards the student’s grade, as they cover materials that are important for students to comprehend and apply within management. The quiz questions will be similarly formatted to the exams, so quizzes also help prepare students for the exams by serving as “knowledge checks”. Chapter quizzes will consist of six (6) randomly-assigned multiple-choice questions from the chapter, meaning there will be different versions of each chapter quiz and the questions assigned at random per student attempt. Students will have five (5) minutes per quiz attempt and be given three attempts to complete each quiz by the assigned due date (with a 20-minute gap required between each attempt), and the highest score per quiz counting towards the final grade.
Students are encouraged to attempt each quiz the maximum number of times, both to increase their potential score and to use the quiz as preparation for the exam (as the questions with each quiz attempt will vary to a degree). For quizzes, students may use their textbook, personal notes, and Canvas course materials, but students may NOT use other online sources nor communicate with others while taking a quiz.
Giving Voice to Values (GVV) Assignment
This assignment focuses on the combination of ethics from this course (from Chapter 2) and having academic integrity, allowing students to develop their behavioral and communication skills (from Chapters 8 and 14), including how to challenge cheating by “voicing their values.”
In this assignment, students will learn about the Giving Voice to Values (GVV) method by reading a short description and watching two videos. Students will then read three scenarios about cheating on assignments, and asked to determine at least one rationalization per scenario used to justify cheating, create counterarguments to these rationalizations, and submit a one-page paper that documents these counterarguments or suggestions to persuade the classmate(s) not to cheat. To help assess the effectiveness of the exercise, students will complete two short surveys: one before the readings and videos and one after submitting the paper. More details about this assignment will be included in Canvas, within the Assignments tab.
Exams (5)
To demonstrate student understanding and mastery of the management principles that we’ll be studying, there will be five exams for the course. The first four exams will each cover three chapters from the textbook:
- Exam #1 covers Chapters 1 - 3
- Exam #2 covers Chapters 4 - 6
- Exam #3 covers Chapters 7 - 9
- Exam #4 covers Chapters 10 - 12
Exam #5 will be the final exam, consisting of 80% questions covering Chapters 13 - 15 and 20% questions reviewing Chapters 1 - 12, so what I call a “comprehensive-lite” final exam.
The first four exams will each consist of 20 true-false questions (worth 1 point each) and 40 multiple-choice questions (worth 2 points each). Students will have 60 minutes and one attempt to complete each of these four exams. The final exam will consist of 50 multiple-choice questions (worth 2 points each), and 25 true-false questions (worth 1 point each). Students will have 75 minutes and one attempt to complete the final exam.
I will provide study guides for all exams that students can use to study and prepare for the exams, within the Files menu in Canvas.
All exams will take place through Canvas, using Honorlock (the University's online proctoring software for exams). Unlike quizzes, students are NOT allowed to use their textbook, notes, or outside resources of any kind (e.g., a computer, online sources, cell phone, Canvas, a roommate or classmate, etc.) while completing exams. This is why the quizzes and study guides are in place - to best help students learn and allow retention of information so they can then demonstrate comprehension of the materials by performing well on these exams.
Late exams will not be accepted and makeup exams are not usually permitted, except in extraordinary circumstances, and only if arrangements are made in advance. If arrangements are not made in advance, students will receive a 0 for a missed exam. Knowing that students may sometimes have an "off-day" taking an exam, test anxiety, etc., I allow the following compromise: after the fourth exam, I will drop each student’s lowest exam score from consideration towards their final grade, meaning only their top three exam scores between Exams #1 - #4 will count towards their grade, plus whatever they score on the final exam.
Individual Zoom Presentation
At the end of Module 1, I will randomly assign a specific section of a textbook chapter for each student. Students will then prepare a PowerPoint presentation, record an 8-10 minute presentation on that chapter section via Zoom, and upload it to Canvas. These Zoom presentations will then be shared with their classmates as the "recorded lecture" for those chapters, as these presentations can be used to assist in student’s individual study towards exams (beyond the quizzes and study guides I have provided, and these presentations allow a different way to learn). Thus, for the sake of me (grading) and their classmates (using these as study resources), please put good thought and effort into this. This assignment also provides students with a formal presentation opportunity (even if it's only on Zoom), with typical guidelines students will find in the business/corporate world when being allowed to present to the C-Suite or comparable, which is a skill and experience all managers and employees need.
At the end of Module 1, students can go to the Assignment itself in Canvas to see the Zoom presentation deadline (which is the same for all students in the section), and the specific topic from the textbook each student has been assigned. I will provide students with a PowerPoint template they can use so they know what the expectations are. Students can supplement the PowerPoint with other resources beyond the textbook (e.g. examples of the principle in modern business, a very short [1-2 minute] YouTube clip on the topic, etc.) to help the student and other students in the class understand the assigned presentation material from the textbook.
My basic grading rubric for each presentation consists of the following categories:
- Content coverage: Did the student stay focused on the topic and create an in-depth learning experience (meaning did the student appropriately research into the topic from the textbook, covered the topic well, and did they spend the majority of the time presenting and not overly relying on materials like video or audio clips to fill the time/cover the topic on their behalf)?
- The slide presentation itself: Did the student stay within the allowed 8-10 minutes? Did the student use and follow the PowerPoint rubric provided, actually using Microsoft PowerPoint to create their presentation? Did the student use Zoom to create the recording and upload the appropriately-formatted file type (an .mp4 file)? Note: All SUU students have access to Microsoft Office and Zoom software available to them within their MySUU. Students should ensure they have these software resources and know how to use them, as attempting to use other programs will result in a very low score for this part of the assignment.
- Presenter’s individual presentation/speaking qualities: As any student who has sat through a presentation - especially a slide presentation - will know, simply reading off the slides word-for-word is not an effective way to teach or present. Students are expected to use more of an extemporaneous presentation approach if they want a good grade, meaning minimal words on the slides themselves and the presenter defining and/or teaching what the few words on the slides mean and their applicability to the topic. This also means having a professional Zoom background, appropriate Zoom profile name, wearing non-casual attire and a professional appearance, having their webcam on, etc. as if they were presenting within a classroom setting or in front of executives in a business setting. Having notecards available separately to refer to is okay, if students need to reference these while presenting.
- Students will receive an additional/bonus 5 points if they utilize the SUU Public Speaking Center at least once while preparing this assignment. These points are earned when the Center reports the appointment date/time/student name to me, the instructor, via email within 5 business days of the assignment due date. As such, be sure to have the Center send this information to me or no bonus points.
Writing Assignment on Establishing a Family Culture Using Our Management Text
Over time, educated people begin to realize that true principles and effective practices are often transferable from one field of study to another. For example, what could NASA - an organization that takes individuals into outer space - teach business people about starting a new business venture? What could a successful business leader teach a new high school basketball coaching staff about leadership? What do gardening and forging a specific corporate culture have in common?
Assignment instructions: Each student will write a 5+ page (double-spaced, Calibri (PC) or Aptos (Mac) size 11 font, with one-inch margins) paper explaining how they would use our textbook - Principles of Management (6th edition) - to build a strong family culture. Paper quality is more important than length, though a paper less than 5 full pages should impress me with how well it's written to avoid point reduction.
Students can define "family" in just about any way they want to - the only rule is that the term “family” must involve more people than just the student. As students think about the culture they might want to establish, they should probably first think about some values they'd like to target - things like education, service/charity, work ethic, problem-solving/making decisions and counseling with others, health practices and physical activity, art appreciation, faith and/or spirituality, responsible citizenship, integrity and other virtues, etc. Having a long list of specific cultural elements is not essential for this paper, but may give students some good direction about how to structure the paper and what values/virtues they want to include.
Multiple astute observations as to how students would apply the culture-shaping principles from our textbook are essential to getting a good grade on this assignment. These papers should be loaded with the vocabulary and probably some quotes from the textbook. Where appropriate, make sure to use the proper textbook vocabulary from the appropriate chapters. Through the paper, the student should clearly demonstrate that they understand the principles and practices explained in the textbook and/or articles they may choose to cite. In the paper, students do not need to use the exact practices listed in Principles of Management, but they should discuss how the practices found in the text inspired them. In other words, feel free to tweak the basic ideas found in our textbook.
A specific citation and writing format is not required (MLA, APA, etc.), but students should be consistent in their citation formatting throughout the paper. Students are welcome to cite other sources (e.g., articles about family culture they find in the Wall Street Journal, a business or self-help book, or other credible sources), though students should cite these sources (as well as the textbook) appropriately throughout their paper. Please note that if Principles of Management is the student’s only source, that's fine - students are not required to use sources beyond the textbook, if they don’t want or feel the need to.
Each paper should be well-written, interesting and easy to understand and follow. Please remember, however, our policy on Academic Integrity and Misconduct listed within the syllabus - all assignments should be fully prepared and completed by the student. Because THE STUDENT is the one building a strong family culture, and defining what that means to them based on their knowledge and unique background, generative AI is not going to help students personalize this paper to their unique background and/or experiences with work and what they inspire to create as a future manager, so students should avoid this temptation.
Grammar, spelling and punctuation are important on all writing assignments. To avoid concerns with academic integrity and misconduct regarding quality writing, students may use the SUU Writing Center to help them with citation guidance, reviewing their paper for grammar, etc. once it is drafted. Students who utilize the Writing Center as part of this assignment will receive an additional/bonus 5 points, if the Center reports the appointment date/time/student name via email to me as the instructor within 5 business days of the assignment due date.