MGT 331 – Principles of Management

Fall 2024 (October 21 – December 13)

Online
Dr. Jerry Carbo
Grove Hall 218
Phone 477-1428
jacarbo@ship.edu
Office Hours: 10:30-11:00, 12-1:30 MW, 10-11 Tuesday – online by appointment,

Course Description
Provides the student with a basic background of the field of management in the private
sector. Emphasis is placed on the evolution of management thought, identification and
analysis of the major managerial functions and the use of managerial techniques in
decision-making. Also introduces the student to the application of behavioral science
concepts in management

Learning Outcomes
After this course, students will

1. Understand the primary functions of management

2. Be able to define management
3. Understand the history of management theory
4. Understand the UN Principles of Responsible Management Education
5. Be able to engage in planning, leading, organizing, and controlling activities
to achieve organizational and social goals

Course Requirements
Textbook: Principles of Management, Bauer, Erdogan, & Short, FlatWorld Publishing
Access to movies for case studies

Assignments

Case Studies (2-4 pages double-spaced): These are all posted on Kritik. Due Dates for
each step of the Kritik process are also posted there. Kritik is explained towards the end
of the syllabus in detail.

This semester you will write four cases one for each primary management functions.
Each will be based on a movie of your choosing. You can choose one movie and build
your cases from that movie or select a different movie for each case.. Recommended
movies are provided each week. You can use any of these for any week or every week.
However, if you would like to select a different movie, you will need to run it by the
professor for approval.
Case Format:

1. Brief Description of the Case

2. Problems or Opportunities that apply to the specific management function
3. How the specific management function was carried out in the movie
4. A critical analysis of that function in the movie – what was done well, what
outcomes, what could have been done better, and what possible outcomes.

You will also evaluate your peer’s cases using the rubric provided in Kritik. To

Discussion Posts
Each week you will post at least one discussion post and reply to at least two posts.
These posts will center around the use of the primary functions of management to achieve
the UN PRME and UN Sustainability goals. We will also have early posts discussing the
framework of management and the history of management. Keep each post short (3 or 4
sentences) to help to drive discussion and responses.

Article Analysis (1-3 pages double spaced):

Each week you are assigned one or more articles to read related to the topic of the week.
You will summarize the lessons from those article(s) in one or two double-spaced pages.
These will be submitted via D2L When you have multiple articles or videos, compare and
contrast these, explain how they build upon each other or how they conflict with each
other.

Reading Quizzes Multiple choice and true false quizzes that follow the readings. These
are untimed and open-book, open-note. You can take these while reading through the
course material. The purpose is to direct you to the most important parts of each week’s
readings.

Final Case (3-5 pages double-spaced): In your final case you will work through the
entire management progression – planning, organizing, leading, controlling, and apply
the material from throughout the course to analyze a movie or to apply to your actual
work life. In this case you should make sure to explain how to meet organizational
specific goals as well as the goals of the UNPRME/UN Sustainability goals by applying
the management techniques you have learned.

Course Outline
Week 1: Framing of the Course and Intro to Management
Readings:
1. Chapters 1 & 2 in the Text Book
2. Putting the Service Profit Chain to Work article (Article analysis due on this article
– end of week 1 – D2L Drop box
3. UN PRME – located here: https://www.unprme.org/
 4. UN Sustainability Goals - https://sdgs.un.org/goals

Assignments:
1. Article Analysis:
2. Discussion Postings

Video Lecture: Framing the Course and History of Management Thought

Week 2: The Ethical/CSR Foundation of Management

Readings
1. The pyramid of corporate social responsibility: toward the moral management of
organizational stakeholders. (balancing economic, legal, and social responsibilities)
Archie B. Carroll
2. Beyond Selfishness, Mintzberg, Simons and Basu
3. Breaking the Ties that Bind: Carbo, Langella, Dao, Haase, and Hargrove
4. Recovering the past: reviving the legacy of the early scholars of CSR – Marens
5. Corporate Citizenship: Toward an extended theoretical conceptualization, Matten
& Crane
6. Education for the Moral Development of Managers: Kohlberg's Stages of Moral
Development and Integrative Education Author(s): Gerald D. Baxter and Charles A.
Rarick

Assignments:
1. Article analysis, comparison, contrast, critique and patterns
2. Discussion Posts

Video Lecture – The progression of CSR from the early scholars to today

Week 3 : Planning
Readings :
1. Chapters 4, 5, 6
2. Implementing Responsible Business Behavior from a Strategic Management
Perspective: Developing a Framework for Austrian SMEs

Assignments:
1. Kritik Case – recommended movies – Remember the Titans, Apollo 13, Toy Story, 12
O’Clock High, Hidden Figures
2. Article Analysis
3. Discussion Posts
4. Reading Quiz
Week 4: Organizing
Reading
1. Chapters 7, 8
2. The resource-based view of the firm: Ten years after 1991
3. Toward a Unifying Framework for exploring fit and flexibility in Strategic HRM,
Wright and Snell

Assignments
1. Kritik Case – Toy Story, Twelve O’Clock High, Apollo 13, Hidden Figures, Mighty
Ducks, Miracle
2. Article Analysis
3. Discussion Posts
4. Reading Quiz

Week 5: Leadership and Organizational Behavior

Readings:
1. Chapters 9, 11, 13
2. One more time: How do you motivate employees? Herzberg
3. Autonomy, Mastery and Purpose, Pink – Located here:
https://www.youtube.com/watch?v=1SfmmuC9IWs

Assignments
1. Kritik Case – Norma Rae, Remember the Titans, Twelve O’Clock High, Hidden
Figures
2. Article and video Analysis
3. Discussion Posts
4. Reading Quize

Week 6: Teams and Decision Making

Readings:
1. Chapters 10, 12
2. The stages of team development – here: https://www.youtube.com/watch?v=-
RwkZxGPQb8

Assignments:
1. Kritik Case – Might Ducks, It’s a Wonderful Life, Twelve O’Clock High, Remember
the Titans, Might Ducks, Miracle, Hidden Figures
2. Video Analysis
3. Discussion Posts
4. Reading Quiz

Week 7 : Final Case Study

Grading

A: All five cases completed in an acceptable fashion, all five cases evaluated, regular
and consistent posting in discussion posts with at least four total quality posts/replies (on
average) each week. Quizzes completed

B: All four cases completed in an acceptable fashion, first three evals completed, posting
on the discussions averaging at least 3 quality posts/replies each week, quizzes completed

C: At least three cases completed in an acceptable fashion, and at least 2 posts/replies of

acceptable quality per week (on average), quizzes completed

D: Two cases, and some but very sporadic posts – averaging fewer than 2 per week,
quizzes completed

F: Did not complete all cases or failed to post in the message boards
Kritik GUIDE

This term, we will be using Kritik, a peer-to-peer learning and evaluation platform. It is
an engaging and gamified web platform that helps you develop your critical thinking
skills according to Bloom’s Taxonomy.

Each Kritik activity has 3 unique stages:

Stage 1: Create → Follow the instructions, read the provided rubric and create a
submission

Stage 2: Evaluate → Anonymously score your peers based on a rubric, and give a provide
written comments

Stage 3: Feedback → Provide peer evaluators anonymous feedback on how

motivational/critical their comments were

Grading

When you participate in Kritik activities, you will receive 3 scores: Creation score,
Evaluation score and Participation score. Together, these will add up to your essay
assignment scores. To understand what these scores mean and exactly how they are
calculated, please read the section How Scoring Works in Kritik’s help center.

Registration/Support

An email invitation will be sent to your school email account that contains the link to
register for a Kritik account and enroll in the course. You MUST use your university
email to sign up in order to access the course. If you did not receive any email yet, please
contact Kritik using the live chat button on their website.

How to get help: If you have any questions about Kritik, please use the live chat in the
app. A human agent will respond promptly in a few minutes during business hours. You
can also visit Kritik’s help center which should address any questions you have about the
platform.

Providing Peer Feedback

1) For each of the criteria in the rubric, provide a sentence or two justifying the
grade you provided to each of your peers. Use specific examples from your peer's
submission to justify why you gave them a particular grade.

2) After providing comments for each of the criteria, please use the SPARK model
below to provide overall comments on the work (as a whole):
• Specific: Comments are linked to a discrete word, phrase, or sentence.

• Prescriptive: Like a medical prescription that aims to solve an ailment,

prescriptive feedback offers a solution or strategy to improve the work, including
possible revisions or links to helpful resources or examples.

• Actionable: When the feedback is read, it leaves the peer knowing what steps to
take for improvement.

• Referenced: The feedback directly references the task criteria, requirements, or

target skills.

• Kind: It’s mandatory that all comments be framed in a kind, supportive way.

Examples of feedback on a perfect or near perfect assignment:

1) Good job!! You answered all of the questions correctly and your critical thinking
skills are clearly evident! Overall great job! :)

This example needs to provide specific examples of what was done well and what
requires improvement.

2) Great work on this assignment. Your answers were very thorough with very
minimal deviation from the answer key. Your differential diagnosis chart (question 1)
was really well done. There were two questions from the “associated symptoms” column
that may have been better suited to the “other questions column”, however all of the
information was there. I did not feel like this would warrant losing 1 star. I used this
article (name and link to reference) when working on the assignment and I found it
helpful when thinking about asking subjective questions. I really valued your explanation
of the management algorithm (question 3), this is valuable information that I will use in
clinical practice! Overall very well done. Your clinical reasoning was thoughtful and the
rationale you provided was comprehensive. Your answers showed evidence of strong
critical thinking and application of knowledge. Keep up the good work!

This example provides specific examples of what was done well and a small suggestion
for improvement.

Other resources:

Kritik link on how to provide peer feedback:

https://www.notion.so/How-to-Evaluate-a-Peer-e368b4531a2f409394a1beafcd2fe094

Kritik link on how to provide feedback on feedback:

https://www.notion.so/How-to-Give-Feedback-on-Feedback-
63af2a249ce1477693f73fdd2e5a41d2

Academic Dishonesty
It is the policy of Shippensburg University to expect academic honesty. Students who
commit breaches of academic honesty will be subject to the various sanctions outlined in
this section. This policy applies to all students enrolled at Shippensburg during and after
their time of enrollment.
Definition
As used in this policy, the term academic dishonesty means deceit or misrepresentation in
attempting (successfully or unsuccessfully) to influence the grading process or to obtain
academic credit by a means not authorized by the course instructor or university policy.
A breach of academic honesty is committed by students who give, as well as receive,
unauthorized assistance in course and laboratory work and/or who purposefully evade or
assist other students in evading the university’s policy against academic dishonesty.

Academic dishonesty includes but is not limited to:

• Bribing, or attempting to bribe, faculty or staff personnel in order to attain an

unfair academic advantage.
• Possessing course examination materials prior to administration of the
examination by the instructor without the instructor’s consent.
• Using unauthorized materials or devices such as crib notes during an examination.
• Providing and/or receiving unauthorized assistance during an examination.
• Using a substitute to take an examination or course.
• Misusing transcripts, records, or identification, such as forgery or alteration of
transcripts.
• Allowing others to conduct research for you or prepare your work without
advance authorization from the instructor, including, but not limited to, the
services of commercial term paper companies.
• Plagiarism, as the term is defined in the section Plagiarism.
• Intentionally and without authorization falsifying or inventing any information or
citation in an academic exercise, such as making up data in an experiment or
observation.

The preceding list is only for purposes of illustration. Other forms of inappropriate
conduct may also be subject to charges of academic dishonesty.

Shippensburg University and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this
commitment and to comply with Title IX of the Education Amendments of 1972 and
guidance from the Office of Civil Rights, the University requires faculty members to
report incidents of sexual violence shared by students to the University’s Title IX
Coordinator. The only exceptions to the faculty member’s reporting obligation are
when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a University-
approved research project.

Information regarding the reporting of sexual violence and the resources that are
available to victims of sexual violence is set forth as http://www.ship.edu/no_more/.”

This syllabus is not a contract. Through long established case law, it has been
determined that a syllabus does not create a contractual relationship between faculty and
student – of course if you remember back to your American Legal Environments course
this would also be apparent. This syllabus is a guide about the expected direction of the
course. However, the professor, will make changes to this course as learning needs
dictate. It is the student’s responsibility to stay up with the course by attending class
sessions, paying attention to postings and emails, and if needed contacting classmates
first and the professor of the course.
I am the instructor of record for this class. Only the instructor of record for this
class can issue a final grade. The timeline for the course will need to be adjusted for
severe weather events or other unforeseen circumstances.