Course Syllabus

Spring 2024 | BUS-2020-VO01 - Principles of Management

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Faculty

Diane Hartman
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Nick Molander

Course Description

This course is an introduction to the philosophy, principles, and techniques of management. Students will examine classical, modern, and emerging concepts as they relate to today’s manager and the functional processes of planning, organizing, directing and controlling resources. Learning experiences may include case studies, team experiences and simulations.

Essential Objectives

1. Explain and provide examples of the interrelationships among planning, organizing, leading, and controlling functions in a business setting.
2. Formulate, prepare, and present management objectives and related procedures illustrating the planning function and demonstrating business writing and communication skills.
3. Trace the history of management concepts and give examples of how emphasis has been placed on production, administration, and human resources management.
4. Illustrate the social and economic responsibilities of managers as viewed from the classical, accountability, and public perspectives.
5. Describe the types and styles of management decisions and how these are affected by autocratic, participatory, and contingency management methods.
6. Explain the structure and application of the management tools such as organization charts and manuals, job descriptions, key performance indicators (KPIs) and personnel policies.
7. Distinguish between authority and responsibility at the various levels of organizations and explore how delegation is used.
8. Describe the personal and social factors involved in influencing organizational behavior including the impact of formal and informal groups and leaders.
9. Define the concept of teams, identify the different ways teams are used, and discuss the impact they have on the workplace.
10. Define the formal, informal, and interpersonal communication methods conducive to organizational morale and motivation.
11. Discuss the ethical and legal considerations inherent in management decisions including topics such as equity, diversity, and harassment.
12. Illustrate the controlling function of management through the use of financial statement analysis.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

BUS-2020-VO01 Link to Textbooks/Resources Information for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

Students are required to contribute to our ongoing discussion throughout the week, and are encouraged to address multiple questions posed by both the instructor and fellow students. Your frequent and relevant contributions to class discussions will contribute to a rich classroom environment and contribute to your participation percentage of the grade (50%)

Each week students are required to read supplementary material posted in the external links on the course site. You will be asked to go over the material carefully, post questions, and thoughts about the assignments. You are required to write three paragraphs each week on the readings and websites, connecting the material to the topics for the week.

Students will be required to identify and complete a project as part of their final grade. (50%)

Your project will be to develop a modified strategic plan for a new product or service identified by you. More information to follow on a weekly basis.

Evaluation Criteria

· Forum Discussion participation 50%

· Project 50%

Forum Discussion Scoring

This evaluation guideline will be used to assess the quality (content, critical thinking and mechanics) of your participation in the online discussion forums. The weekly discussions are worth 5 points. Please use this tool as a guide when constructing your weekly postings. Weekly postings are due on or before Friday midnight. If your first posting for the week appears after midnight on Friday or later, points will be deducted. This is to encourage you to post while others still have time to read and reply (Saturday, Sunday, Monday) to you while the discussion forum is still open.

Content of Posting (highest possible points = 5)

Students will earn a high quality score = 5 points: Postings demonstrate a solid understanding of the concepts, topics and ideas as evidenced by thoughtful responses and questions that show a clear connection with the course material at hand. The postings show depth and include many supporting details. A critical analysis of an existing posted idea is demonstrated and the introduction of a different interpretation to an existing concept or idea is presented. The postings include comments, discussions, and questions that have a clear connection with the course material at hand. Complete sentences are used with clear and thoughtful organization. The postings are grammatically correct and free of spelling errors. The tone is clear and respectful. Postings respond to classmates and instructor.

Students will earn a good quality score = 4 points: Postings demonstrate an adequate understanding of the concepts, topics, and ideas as evidenced by posting superficial or general statements in the forum. Postings include a few details. Postings indicate agreement or disagreement with an existing discussion; however, the explanation or justification is limited. Postings provide comments, discussion, and questions; however a clear connection to the course material at hand is not evident. The student uses complete sentences, organization is evident and the posting includes no more than one mechanical error (grammar, spelling, usage) per paragraph. The tone is clear and respectful. Postings respond to classmates and instructor.

Students will earn a fair quality score =- 2-3 points: Postings demonstrate a restricted understanding of the concepts, topics and ideas as evidenced by posting information that could be derived from prior posts and/or including highly general comments. Postings indicate agreement or disagreement with an existing discussion; however, provides no justification or explanation for comments. The student uses complete sentences and the postings are comprehensible. The organization could be improved to present a more coherent argument, statement or question. The posting includes no more than 2-3 mechanical errors (grammar, spelling, usage) per paragraph. The tone is respectful. Postings do not respond to classmates and instructor.

Students will earn a poor quality score = 1-0 points: Postings are general or superficial and unrelated to the discussions at hand. Postings provide little or no evidence of agreement or disagreement with existing class discussions. Student uses incomplete sentences; responses are unstructured in their organization and include frequent errors in mechanics (grammar, spelling, usage) per paragraph. There is a distinct lack of tone and postings do not respond to classmates and instructor.

No post = 0 points

First post Friday or later = 0 points

Written Assignments

In the online classroom, it is the relationships and interactions among people through which knowledge is primarily generated (Palloff and Pratt, 2007). You will be creating your social presence online through your written words. Be aware of the tone used in your postings. Make certain your words are clear and respectful. This will help insure your contribution is correctly understood by your classmates.

A Level score:

· Question is carefully and systematically answered and responses are substantive

· Questions posed clearly relate to the ideas being discussed and researched

· Responses illustrate the student has a thorough understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts and the ability to relate the subject matter to their own experiences and /or other areas of knowledge.

· Responses are thoroughly researched and reference (in MLA format) with sources

· Arguments, theories and conclusions are well developed and show evidence of critical thinking and reflection

· Writing with a very limited number of spelling and grammar errors clearly communicates the argument

· Responses are submitted on time, according to deadlines outlined in the assignments listing

B Level score:

· All major pieces of the question are carefully and systematically answered

· Questions posed peripherally relate to the ideas being discussed and researched

· Responses illustrate the student’s understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts; limited ability to relate the subject matter to their own experiences and /or other areas of knowledge

· Responses are researched and reference (in MLA format) with sources

· Arguments, theories and conclusions are well developed

· A small number of spelling and grammar errors may be present

· Responses are submitted on time, according to deadlines outlined in the assignments listing

C Level score:

· Student responds to most elements of the assignment

· Responses may be limited in nature and may not relate directly to the specific ideas and questions posed

· Questions posed do not relate to the ideas being discussed and researched

· Response illustrates basic understanding of subject matter

· Limited amount of research and use of primary and secondary sources

· Arguments, theories and conclusions are not fully developed. Spelling and grammar errors impede the student’s ability to communicate the main points of the argument

· Automatic drop in grade when responses are submitted after deadline

D Level score:

· Student responds to some elements of the discussion assignment

·

· Responses are not included

· Response illustrates limited understanding of subject matter

· Little to no research and use of primary and secondary sources

· Spelling and grammar errors make it difficult for the student to communicate the main points of the argument

· Automatic drop in grade when responses are submitted after deadline

F Level score:

· Student does not respond to the components of the discussion assignment

· Response does not illustrate an understanding of the subject matter

· No research or use of primary and secondary sources

· Spelling and grammar errors make it impossible for the student to communicate the main points of the argument

· No response

Late Work: All work must be submitted by the posted deadline. If it is not, prior arrangements must be made with the instructor or it will not be accepted. Please note, even if an extension is granted, expect your work to drop at least a letter grade (penalty for late submission)

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Methods: Students are required to contribute to our ongoing discussion throughout the week, and are encouraged to address multiple questions posed by both the instructor and fellow students. Your frequent and relevant contributions to class discussions will contribute to a rich classroom environment and contribute to your participation percentage of the grade (50%) Each week students are required to read supplementary material posted in the external links on the course site. You will be asked to go over the material carefully, post questions, and thoughts about the assignments. You are required to write three paragraphs each week on the readings and websites, connecting the material to the topics for the week. Students will be required to identify and complete a project as part of their final grade. (50%) Your project will be to develop a modified strategic plan for a new product or service identified by you. More information to follow on a weekly basis. Additional Instructor Pre-Assignments/Notes/Comments: Please post your photo in your profile. If you prefer not to use a picture of yourself, please select an avatar that will represent you in the forums. You are required to address each topic (all three if there are three) with a minimum of a three-paragraph essay related to the learning objectives. Make certain you read all instructions, forum assignments and project assignments so you are aware of what is required each week. Timely participation is the key. Monitor your grade book. I will post feedback and your score each week to your gradebook for the previous week by the following Friday of the new week! Evaluation Criteria: · Forum Discussion participation 50% · Project 50% Forum Discussion Scoring This evaluation guideline will be used to assess the quality (content, critical thinking and mechanics) of your participation in the online discussion forums. The weekly discussions are worth 5 points. Please use this tool as a guide when constructing your weekly postings. Weekly postings are due on or before Friday midnight. If your first posting for the week appears after midnight on Friday or later, points will be deducted. This is to encourage you to post while others still have time to read and reply (Saturday, Sunday, Monday) to you while the discussion forum is still open. Content of Posting(highest possible points = 5) Students will earn a high quality score = 5 points: Postings demonstrate a solid understanding of the concepts, topics and ideas as evidenced by thoughtful responses and questions that show a clear connection with the course material at hand. The postings show depth and include many supporting details. A critical analysis of an existing posted idea is demonstrated and the introduction of a different interpretation to an existing concept or idea is presented. The postings include comments, discussions, and questions that have a clear connection with the course material at hand. Complete sentences are used with clear and thoughtful organization. The postings are grammatically correct and free of spelling errors. The tone is clear and respectful. Postings respond to classmates and instructor. Students will earn a good quality score= 4 points: Postings demonstrate an adequate understanding of the concepts, topics, and ideas as evidenced by posting superficial or general statements in the forum. Postings include a few details. Postings indicate agreement or disagreement with an existing discussion; however, the explanation or justification is limited. Postings provide comments, discussion, and questions; however a clear connection to the course material at hand is not evident. The student uses complete sentences, organization is evident and the posting includes no more than one mechanical error (grammar, spelling, usage) per paragraph. The tone is clear and respectful. Postings respond to classmates and instructor. Students will earn a fair quality score=- 2-3 points: Postings demonstrate a restricted understanding of the concepts, topics and ideas as evidenced by posting information that could be derived from prior posts and/or including highly general comments. Postings indicate agreement or disagreement with an existing discussion; however, provides no justification or explanation for comments. The student uses complete sentences and the postings are comprehensible. The organization could be improved to present a more coherent argument, statement or question. The posting includes no more than 2-3 mechanical errors (grammar, spelling, usage) per paragraph. The tone is respectful. Postings do not respond to classmates and instructor. Students will earn a poor quality score= 1-0 points: Postings are general or superficial and unrelated to the discussions at hand. Postings provide little or no evidence of agreement or disagreement with existing class discussions. Student uses incomplete sentences; responses are unstructured in their organization and include frequent errors in mechanics (grammar, spelling, usage) per paragraph. There is a distinct lack of tone and postings do not respond to classmates and instructor. No post = 0 points Written Assignments In the online classroom, it is the relationships and interactions among people through which knowledge is primarily generated(Palloff and Pratt, 2007). You will be creating your social presence online through your written words. Be aware of the tone used in your postings. Make certain your words are clear and respectful. This will help insure your contribution is correctly understood by your classmates. A Level score: · Question is carefully and systematically answered and responses are substantive · Questions posed clearly relate to the ideas being discussed and researched · Responses illustrate the student has a thorough understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts and the ability to relate the subject matter to their own experiences and /or other areas of knowledge. · Responses are thoroughly researched and reference (in MLA format) with sources · Arguments, theories and conclusions are well developed and show evidence of critical thinking and reflection · Writing with a very limited number of spelling and grammar errors clearly communicates the argument · Responses are submitted on time, according to deadlines outlined in the assignments listing B Level score: · All major pieces of the question are carefully and systematically answered · Questions posed peripherally relate to the ideas being discussed and researched · Responses illustrate the student’s understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts; limited ability to relate the subject matter to their own experiences and /or other areas of knowledge · Responses are researched and reference (in MLA format) with sources · Arguments, theories and conclusions are well developed · A small number of spelling and grammar errors may be present · Responses are submitted on time, according to deadlines outlined in the assignments listing C Level score: · Student responds to most elements of the assignment · Responses may be limited in nature and may not relate directly to the specific ideas and questions posed · Questions posed do not relate to the ideas being discussed and researched · Response illustrates basic understanding of subject matter · Limited amount of research and use of primary and secondary sources · Arguments, theories and conclusions are not fully developed. Spelling and grammar errors impede the student’s ability to communicate the main points of the argument · Automatic drop in grade when responses are submitted after deadline D Level score: · Student responds to some elements of the discussion assignment · Responses are not included · Response illustrates limited understanding of subject matter · Little to no research and use of primary and secondary sources · Spelling and grammar errors make it difficult for the student to communicate the main points of the argument · Automatic drop in grade when responses are submitted after deadline F Level score: · Student does not respond to the components of the discussion assignment · Response does not illustrate an understanding of the subject matter · No research or use of primary and secondary sources · Spelling and grammar errors make it impossible for the student to communicate the main points of the argument · No response Late Work: All work must be submitted by the posted deadline. If it is not, prior arrangements must be made with the instructor or it will not be accepted. Please note, even if an extension is granted, expect your work to drop at least a letter grade (penalty for late submission) Grading Criteria: A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning. B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning. C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning. D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning. F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor. P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements. NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description. Textbooks: BUS-2020-VO02Link to Textbooksfor this course in eCampus. The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions. Contact Faculty: Email:Diane Hartman Hiring Coordinator for this course:Lenard Wynn-Summers Attendance Policy: Attendance for Principles of Management includes consistent participation in the discussion forum and completion of required assignments each week. In addition to posting the required three-paragraph topic discussion, students are required to post the following in the discussion forum on a weekly basis: Post a minimum of two questions for classmates' responses for each topic Respond to a minimum of two of your classmate’s questions for each topic Failure to post the minimum requirements on a weekly basis will be recorded as an absence. Three absences from class result in failure of the course. Accessibility Services for Students with Disabilities: CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please Provide disability documentation to the Accessibility Coordinator at your academic center.https://ccv.edu/discover-resources/students-with-disabilities/ Request an appointment to meet with the accessibility coordinator to discuss your request and create an accommodation plan. Once created, students will share the accommodation plan with the faculty. Please note, faculty cannot make disability accommodations outside of this process. Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility, to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College. Course description details are subject to change. Please refer to this document frequently. To check on space availability, choose Searchfor Classes. Return to onlineSection Grid Return to Principlesof ManagementPage

© Community College of Vermont For support click on: Vermont State Colleges Help Desk and choose the Student and Visitor Login. Complete the screen that follows as fully as you can.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity