MGMT 489 High Performance Management Dr. BEN MAHDAVIANOffice Hours : MON-Wed 4:10 – 6:10 Phone: (323) 343-2890 (SIMP. 724)Email: [email protected] net Web Site: http://groups. yahoo. com/group/management489 Instructor’s biography: Dr. Ben Mahdavian holds M. B. A. degree in finance and doctorate degree in Public Administration. In his early career, he worked as Vice President of Finance for Don Baxter Laboratories. He was then promoted to the Board of Director as Chairman of the Board of Don Baxter Laboratories.
He is presently working in California State University, Los Angeles in Department of Management as an Assistant Professor, and also operating his own business as Financial and Management Consultant and also practicing in the field of Accounting, Real Estate and Mortgages. Text: Quinn, R. E. , Faerman, S. R. , Thompson, M. P. , ; McGrath, M. R. (2011). Becoming Master Manager: A Competency Framework (5th Ed. ). John Wiley ; Sons.
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Materials needed: Four Scantron sheets per student; copy skills assessment form The purpose of this course is to develop a range of behavioral competencies required by managers in all types of organizations. Drawing on theoretical perspectives and research evidence for the various managerial roles in organizations, students will develop specific management skills such as giving feedback, effective listening and communicating, managing conflict, negotiation, and customer service.
The course requires extensive student participation, which will include observational learning through behavioral modeling, self and other assessments, live and video-recorded individual and group demonstrations of management skills, individual and group feedback. Also, students will assess their own skills and competencies and propose strategies for improvement. The conceptual and behavioral aspects of management and leadership will be emphasized in reading assignments. Learning Objectives By successfully completing this course, students should 1. Understand the nature of key management competencies and skills, and the ontexts in which they are critical for managerial effectiveness. 2. Observe and assess their own and others’ ability to demonstrate these competencies and skills. 3. Practice and improve their skills in speaking, listening, writing, and presenting business concepts and ideas in English, using Power Point. Learning Activities Most of the learning activities involve extensive student participation: live and video-recorded role playing exercises, feedback discussions, team assessments, exams, videos that demonstrate management skills and competencies, lecture/discussions, and a skills assessment report.
Class Participation and Attendance An important aspect of MGMT 489 is active class participation, including discussions, role play and teamwork. You are expected to read the text assignments, attend all class meetings, take exams as scheduled, and complete all assignments on time. Because much of the course involves work completed during class meetings, it is imperative that you are prepared for each meeting and attend each class. Your thoughtful participation has an influence on your course grade, as well as the learning experience of your fellow class members. Attendance throughout the quarter will be noted.
Absences cause a big reduction from the student’s class participation grade as well as missed assignments/points (e. g. , skill assessments are not accepted late) Team Participation Team members are expected to actively communicate ideas, strengths, and concerns to each other throughout the quarter to ensure that each team member can learn from feedback and is aware of his or her impact on team performance. Role Playing Exercises and Videos Each team will practice and videotape demonstrations of management skills through role-playing exercises, though it will not be possible to videotape/review every performance.
Student teams will observe videotapes and give feedback on their team members’ performance. Students will assess their performance in the role-playing exercises and provide a summary of their learning experiences. Students will be graded on the quality of their videotaped performance and the thoroughness of their skill assessments, informed observations and written learning summaries. Some videos from each team will be shown to the entire class for review, discussion, and feedback, as time permits.
Written Assignments: The written assignments include a series of skill assessments, answers to questions in the text, team learning summaries, team member evaluations, and a comprehensive skills development report. Written assignments must be typed and double-spaced in 12-point font with 1″ margins. No late assignments will be accepted. See details below: Skills Assessments: Each team of students will practice and videotape a demonstration of management skills through role-playing exercises. Student teams will observe videos and provide written critiques of performance.
Please copy and answer the questions on the attached Skills Assessment form for each week’s skill/exercise. Team Member Evaluation: Students evaluate the contributions of each team member at the end of the quarter. Students should actively communicate ideas, issues, strengths, and concerns to their team members throughout the quarter to ensure that each person is aware of his of her impact on team performance. The Team Member Performance Evaluation form is attached and is due at the final exam meeting. Students must complete the form, including rankings, to receive any points. Skills Development Final Report – Guidelines . Complete the survey of “Competing Values Self-assessment: Managerial Skills” at the beginning of the course, and again after completing the course. Go to www. wiley. com/college/quinn. Click “student companion site”. Click Competing Values Surveys. Print the results and bring to 2nd class meeting. 2. Using the computational worksheet for skills self-assessment, calculate your score on each of the three skills under each role, before and after the course. Attach your Competing Values Skills Profile, including the computational worksheets for both assessments (beginning and end of course). . Show your scores on each skill, before, after, and the difference, if any, in a fully labeled table. 4. Write 3 pages: a. Identify and describe your strengths and weaknesses in each of the roles as measured at the beginning and end of the course. Give examples of the roles and behavioral competencies related to each role in which you were particularly strong or weak. Note what you need to do to improve. b. Identify your professional goals and likely responsibilities within the next 1 to 3 years. Be sure to apply the guidelines discussed by your authors (Quinn et al. 2007) under the Director role, which include developing a personal vision and setting goals/objectives. Discuss your performance on the role-playing exercises and how you demonstrated behavior or skills (or not) relevant to your career goals. Where do you most need to improve? What can you do to improve your skills in these areas? 6. Write an abstract (1-2 paragraphs which concisely summarize key results or points). Your report will be evaluated on the extent to which you fulfill the requirements, depth and clarity of analysis and explanation, organization of ideas, grammar, spelling, and quality of writing.
Reports must be typewritten in 12-point font, double-spaced with 1″ margins (top, bottom, left, and right), and are due at the last class meeting. No late reports will be accepted. Don’t exceed 3 pages of text. The title page, abstract, tables, graphs, etc. do not count toward the 3-page maximum. Testing There will be four exams consisting mostly of multiple choice and short answer questions on the text, lectures and anything from class. The final exam will not be comprehensive, but will cover the last three weeks material. There will be no makeup exams, and the final exam may not be taken early.
You will need four Scantron forms (50 items/side) and #2 pencils; no blue books are needed. Grading Below is the relative weighting of course components which contribute to your final grade, which will be based on your total accumulated points relative to others in the class, i. e. a curve/distribution. Some modifications may occur due to class time constraints, etc. Class Attend. & Participation100 points Video Performance150 4 exams (50 points each)200 9 Skill assessments (10 pts each) 90 In-class exercise 10 Team performance/contributions 100
Team Evaluation 50 Total700 Letter Grades A 94. 6 points or above A – 90 points or above B + 86. 6 points or above B 82. 6 points or above B – 79. 6 points or above C + 76. 6 points or above C 72. 6 points or above C – 69. 6 points or above D 60 points or above F below 60 points Schedule of Assignments and Exams DateChapter Week1 Introduction: Evolution of Management Models; Self-assessment survey; establish teams Coordination exercise – team building, communication, human resource matrix Week2 The Mentor Role; listening video
Week3 The Facilitator Role; introductions/interview Week4 The Monitor Role; feedback skills video EXAM 1 on weeks 1-3 Week5 The Coordinator Role; conflict management video Week6 The Director Role; supervisor selection exercise EXAM 2 on weeks 4-5 Week7 The Producer Role; customer service video Week8 The Innovator Role; Produce Oral Presentations Video EXAM 3 on weeks 6 –7 Week9 The Broker Role; Negotiation video Week10 Integration and the Road to Mastery; Self-assessment survey: Skills Development Final Report due Week11Final EXAM on weeks 8 – 10
Team Member Performance Evaluations due Skills AssessmentYour name _________________________________ Team _________Date ______ Name of Exercise ____________________________ 1. What was the purpose of this exercise? 2 points 2. List and explain briefly in your own words the skills/behaviors that should be demonstrated in this exercise. 2 points 3. For each skill/behavior, describe what was done and how well you and members of your team demonstrated the skill. 2 points. 4. Specify how performance could be improved. 1 point 5. What did you learn from this exercise? 2 points. 6.
How can the exercise be improved? 1 point. Team Member Performance Evaluation Team _________________Date_____ At the end of course rate the performance of your team members and your own. Then rank each member’s contribution/performance, including your own, 1 – 6, with “1” being best. Explain your rating/ranking with 1-2 comments/observations on each person’s performance. 1 consistently excellent performance 2 performs very well, better than most 3 usually average performance 4 below average, needs improvement 5 weak/poor performance Your Name _____________________________ rank ___ Comments __ Prepared; followed directions responsibly ___ Quantity of participation, spoke often ___ Quality of contributions; showed insight ___ Overall contribution to team performance Name _____________________________ rank ___ Comments ___ Prepared; followed directions responsibly ___ Quantity of participation, spoke often ___ Quality of contributions; showed insight ___ Overall contribution to team performance Name _____________________________ rank ___ Comments ___ Prepared; followed directions responsibly ___ Quantity of participation, spoke often ___ Quality of contributions; showed insight __ Overall contribution to team performance Name _____________________________ rank ___ Comments ___ Prepared; followed directions responsibly ___ Quantity of participation, spoke often ___ Quality of contributions; showed insight ___ Overall contribution to team performance Name _____________________________ rank ___ Comments ___ Prepared; followed directions responsibly ___ Quantity of participation, spoke often ___ Quality of contributions; showed insight ___ Overall contribution to team performance Name _____________________________ rank ___ Comments __ Prepared; followed directions responsibly ___ Quantity of participation, spoke often ___ Quality of contributions; showed insight ___ Overall contribution to team performancepw9/06 Your Name ___________________ Date _____ Person observed ____________________ Five Minute Presentation with Set, Support, Sequence, Access, and Polish Check those items performed well. __1. Set: Connect with the audience early to prepare them for the journey they are about to take. __a. climate: Create mood and tone favorable to listening and acceptance. __b. credibility: Assure listener you’re worth hearing. _c. content: Map the journey you’re asking the listener to take. __2. Support: Coherent message with beginning, middle, and end. __What do I mean? Substantive message, worth knowing __Define things? __Specific? Use examples your audience will understand? __How do I know? Credible sources? Cite authorities? __How answer “so what? ” How does my message make a difference? __Relevance to audience __Responses to objections and counterarguments __Three element approach __ 3. Sequence: Create a well-ordered arrangement of your talk. __ introduce self __ most important message/main point first _ strong final statement __ 4. Access: Make information visually, psychologically vivid. __ easy to hear you, see screen __ audience focuses on you not the slides; no reading slides __ use props, objects, models __ use pictures, and graphs __ no more than 6 items per visual __ no more than 8 words per item __ 5. Polish: extra attention to details. __ notes and slides in order __ correct English, spelling __ dress appropriately __ memorize the flow, not the words of the presentation; no reading slides __ 5 minutes (result of practice for timing)