PPT CHAPTER8

PPT CHAPTER8

 In addition to your CHAPTER8 report, please prepare a professional PowerPoint presentation summarizing your findings for CHAPTER8. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 15 slides (minimum). You should use content from your CLA2 report as material for your PowerPoint presentation. In addition, you should include learning outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and references slides should also be included.

DOCTOR IN BUSINESS ADMINISTRATION PROGRAM

 

 

 

 

 

BUS 730

Management Strategy for Performance

 

Hybrid

 

 

 

 

Syllabus

 

 

 

 

 

 

 

 

 

 

 

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Table of Contents

 

Westcliff University Mission Statements ……………………………………………………………………………. 3

Welcome to Management Strategy for Performance – BUS 730 …………………………………………… 4

Course Description ………………………………………………………………………………………………………….. 6

Course Assignments At-A-Glance …………………………………………………………………………………….. 7

Course Learning Outcomes (CLOs) Linked to Program Outcomes ……………………………………….. 8

CLA Linking Table …………………………………………………………………………………………………………. 9

PA Linking Table ……………………………………………………………………………………………………………. 9

DQ Linking Table …………………………………………………………………………………………………………… 9

Detailed Description of Each Grading Criteria: …………………………………………………………………. 10

Rubrics …………………………………………………………………………………………………………………………. 14

Detailed Course Outline …………………………………………………………………………………………………. 19

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Westcliff University Mission Statements

 

Westcliff University

 

Westcliff University’s mission is to educate, inspire, and empower students from around the

world to acquire the competencies to excel personally and professionally through innovative,

high-quality distance and campus programs.

 

College of Business Mission Statement

 

Westcliff University’s College of Business mission is to deliver a high-quality business

education that can improve the lives of students, personally and professionally. The College’s

teaching philosophy is to vitalize business concepts by offering a curriculum in a pragmatic and

relevant framework. Through the use of innovative teaching methods, students are enabled to

enhance their business acumen in an ethical and socially responsible way.

 

DBA Program Mission Statement

 

The mission of the Doctor of Business Administration program is to present advanced business

concepts to graduate students through the exploration and discovery of new knowledge. The

program creates meaningful learning experiences that develop practitioner-based scholars who

from a leadership perspective can apply creative and innovative concepts pragmatically to

complex and diverse business problems. It promotes leaders contributing to the field of business

using sustainable practices in an ethical and professional manner.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Professor: Dr. Fathiah Inserto

Email: fathiahinserto@westcliff.edu

Office Hours: By Appointment only

University Phone Number: 888-491-8686

 

Welcome to Management Strategy for Performance – BUS 730

Hello Students and Welcome to Class:

I am looking forward to working with each of you as we embark on this journey together. Please

feel free to contact me anytime with questions about the course and the assignments described in

this syllabus. I am also happy to provide additional clarification of any assignment, so please do

not hesitate to ask questions.

I will generally return e-mail messages within 24 hours. Communication between Students and

Instructors is paramount to the overall quality of a course.

Assessing the individual needs of a student will make the difference between a mediocre and

successful experience, therefore each Professor at Westcliff University has a unique and personal

instruction style that focuses on increasing Student knowledge. As an Instructor, I try to foster an

open learning environment that leads to problem solutions through concept application. My goal

is to show students the many different possibilities available through research and study while

providing my own professional insight. It is my sincere desire to assist you in rising to the

rigorous challenge presented by this course.

Additionally, if you are unable to participate in class discussion during a particular week, or are

unable to meet a deadline, I require that you contact me in advance to discuss this matter.

 

 

 

 

 

 

 

 

 

 

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Instructor Biography

Dr. Fathiah holds a Doctor of Philosophy in Human Development degree, a Juris

Doctor degree, a Master of Arts in Human Development degree, a Master of Science

in Marriage, Family and Child Therapy degree, and a Diploma in Social Studies. Prof.

Fathiah has been an educator and administrator for several years. She has served as

President, Dean, and Adjunct Faculty and has taught classes in organizational

development, change management, human resource management, training and

development, psychology, sociology, cultural diversity and other areas related to

human behavior and development. She has developed curriculum in human

development and business at undergraduate and graduate levels and has served as chair

and mentor of doctoral candidates.

 

 

 

 

 

 

 

 

 

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Course Description

COURSE NAME Management Strategy for Performance

CODE BUS 730

UNITS 3

CAMPUS Irvine

TERM Spring 2020 Session 3

LENGTH OF CLASS 8 weeks

SESSION START January 6, 2020

SESSION END March 1, 2020

LECTURE (Day/Time) Tuesday 6:30-8:30 PM

DISCUSSION (Day/Time) Tuesday 8:30-10:00 PM

INSTRUCTOR Dr. Fathiah Inserto

CONTACT INFORMATION fathiahinserto@westcliff.edu

COURSE DESCRIPTION People are the most important and valuable resource within an

organization, and as such must be incorporated in any functional

business strategy. This course examines strategic principles related to

achieving maximum performance from managing people; creating and

fostering environments for creativity, efficiency, and innovation are

explored

REQUIRED TEXT Baldwin, T., Bommer, B., & Rubin, R. (2013). Managing organizational behavior: What great managers know and do (2nd ed.). New York, NY: McGraw-Hill ISBN: 978-0073530406

METHOD OF

INSTRUCTION

The course is conducted in a hybrid modality. Students interact with

each other and with the faculty in a classroom setting and in an online

learning system. Learning will be facilitated through lecture-

discussions, presentations, cooperative learning, and case studies.

SCOPE Student outcomes are measured through professional individual

assignments, discussion postings, comprehensive learning

assessments, and class participation. This ensures that the scope of this

course will be a closed cycle.

 

 

 

 

 

 

 

 

 

 

 

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Course Assignments At-A-Glance

Week Assignment Deadline

Week

1 Discussion Question (AC) Response

Discussion Question Peer Responses

Applied Learning Assignment (Current Events)

Thursday by 11:59pm

Sunday by 11:59pm

Sunday by 11:59pm

Week

2

 

Discussion Question (DQP) Response

Discussion Question Peer Responses

Professional Assignment 1 (PA1)

Thursday by 11:59pm

Sunday by 11:59pm

Sunday by 11:59pm

Week

3

 

Discussion Question (Standard DQ) Response

Discussion Question Peer Responses

Applied Learning Assignment (Personalized CLO)

Thursday by 11:59pm

Sunday by 11:59pm

Sunday by 11:59pm

Week

4

 

Discussion Question (DQC) Response

Discussion Question Peer Responses

Comprehensive Learning Assessment 1 (CLA1)

Thursday by 11:59pm

Sunday by 11:59pm

Sunday by 11:59pm

Week

5 Discussion Question (DCQP) Response

Discussion Question Peer Responses

Thursday by 11:59pm

Sunday by 11:59pm

Week

6 Discussion Question (DQP) Response

Discussion Question Peer Responses

Professional Assignment 2 (PA2)

Thursday by 11:59pm

Sunday by 11:59pm

Sunday by 11:59pm

Week

7 Discussion Question (Standard DQ) Response

Discussion Question Peer Responses

Applied Learning Assignment (Topic Videos)

Exam

Thursday by 11:59pm

Sunday by 11:59pm

Sunday by 11:59pm

Monday -Sunday by 11:59pm

Week

8 Discussion Question (Summary & Critical Thinking)

Response

Discussion Question Peer Responses

Comprehensive Learning Assessment 2 (CLA2)

 

Comprehensive Learning Assessment 2 Final PPP

Thursday by 11:59pm

 

Sunday by 11:59pm

Sunday – the last day of the Session, by

11:59pm

Last Day of Lecture

 

 

 

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Course Learning Outcomes (CLOs) Linked to Program Outcomes

Learning outcomes are statements that describe significant and essential learning that learners

have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify

what the learner will know and be able to do by the end of a course – the essential and enduring

knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated

learning needed by a graduate of this course. The learning outcomes for this course summarize

what you can expect to learn, and how this course is tied directly to the educational outcomes of

your DBA degree.

 

Course Learning Outcomes (CLOs)

DBA

Program

Outcomes

(K)

Knowledge

(S) Skill

(A) Attitude

1. Determine how people-skills and evidence-based management play

a role in the development of Organizational Behavior. 1, 2, 3, 4, 5,

6, 7 K

2. Explain all the facets of becoming an effective manager. 3, 4, 5, 6 S

3. Evaluate techniques for problem-solving, generating alternative

solutions, and effective bias-free decision making. 1, 4, 5 S, A

4. Develop a working framework for the theories of motivation in the

workforce, what motivational problems exist, and how they may be

remedied. Value a motivational work environment. 1, 3, 6, 7 K, S, A

5. Assess what leadership effectiveness is and what it entails,

especially in the framework of comparing and contrasting styles,

while applying a methodology of improving leadership skills. 1, 2 K, S

6. Evaluate the steps involved in implementing teams, and develop an

understanding of how teams can outperform the performance of

individuals. Describe the various managerial, team, and leadership

tactics to increase the creative abilities within an organization.

1, 2, 3 K, S, A

7. Critique the various models of change discussed in class and in your

course materials. Assess a plan for change initiatives within an

organization, evaluate the change initiatives, and develop a strategy

to incorporate change within the strategy of the organization

1, 4, 5 K, S, A

 

 

 

 

 

 

 

 

 

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CLA Linking Table

Comprehensive Learning Assessments (CLAs), Professional Assessments (PAs) and

Discussion Questions (DQs) directly measure Course Learning Outcomes and indirectly

measure MBA Program Outcomes. The following table shows how all those are linked

together.

Comprehensive Learning

Assessments (CLAs)

Course Learning Outcomes

(CLOs)

DBA Program Outcomes

 

CLA1 (Week 4)

1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7

CLA2 (Week 8)

5, 6, 7 1, 2, 3, 4, 5

 

 

PA Linking Table

Professional Assessments (CLAs) Course Learning Outcomes

(CLOs)

MBA Program Outcomes

 

PA1 (Week 2)

3 1, 4, 5

PA2 (Week 6)

6 1, 2, 3

 

DQ Linking Table

Discussion Questions (DQs) Course Learning Outcomes

(CLOs)

MBA Program Outcomes

 

DQ1 (Week 3)

4 1, 4, 5

DQ2 (Week 7)

7 1, 4, 5

 

 

 

 

 

 

 

 

 

 

 

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Detailed Description of Each Grading Criteria:

What are Grading Rubrics (Metrics)?

 

Westcliff University makes use of Grading Rubrics for scoring of grades in many

assignments. Grading or scoring rubrics are used as a tool used to delineate criteria and

expectations pertaining to assignments and to establish an objective consistency in grading.

Typically, rubrics are divided into components so as to allow for a more direct and precise

measurement and interpretation of assignments. Hence, rubrics are designed to provide

guidelines for grading assignments and represents a systematic appraisal of student-work

only from this perspective. The final grading of all assignments will have a subjective

component that typically includes the instructor’s interpretations, judgments, and any policies

pertaining to assignments.

A. Grading Criteria for Class Participation and Attendance

For students participating in a Hybrid course, students will receive two weekly Participation

grades:

(1) On-Campus Class Session Discussion:

Students are expected to attend their On-Campus Class Session (OCS) each week.

Preparation for class involves reading the materials and working through, in some detail, the

case preparation for class in advance. By preparing these questions, students will get the most

learning out of the class. While in class, more participation will lead to increases in the

quality and rigor not only of the class but of other student’s learning modalities as well.

Westcliff University provides an open forum environment. There is no limit on the

discussion in which you may involve yourself.

(2) Online Discussion Board Discussions

Each week, students will be assigned 1-3 Discussion Questions. For each Discussion

Question, students must post an answer in the Discussion Board on their course Global

Academic Portal (GAP) by the assigned deadline each week. Students must then post a Peer

Response for each Discussion Question by the deadline that same week. The GAP can be

accessed online at gap.westcliff.edu.

You are expected to answer each discussion question critically by using your textbook,

LIRN-based research, and the Internet and actively participate in class. All discussion

responses should be at least 1 paragraph in length with significant, rigorous content. Your

response should reflect your ability to conduct research and should include citations. You

should also present your analysis and back it up with specific examples. Responses to other

learners’ analyses should add substance, request clarification, provide a different perspective,

or challenge the assertions made by providing real or hypothetical scenarios that the original

analysis does not adequately address. It is also good practice to provide normal, supportive

comments. Everyone appreciates this feedback. Remember, the purpose of course

discussions is to stimulate academic debate.

 

 

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At the graduate-level, discussion questions can be based on any one (or combination) of the

following resources:

● Textbook, current and previous chapter(s)

● Other readings

● Research (journals, periodicals, and other electronic resources)

● Lecture

The University makes a concerted effort to promote a variety of discussion questions that

related to the current course and/or its content as it relates to the field in business in general.

In assigning grades to class discussion, faculty will focus primarily on the quality of your

input; however, it usually takes at least some quantity of participation for us to make that

evaluation.

Good case discussions take the group farther than any one individual or study group can go

on their own. However, it takes at least a certain quantity of participation to make that

evaluation. Instructors will develop grades and scores based on the quantity and quality of

your contributions.

In general, the instructors’ criteria are:

1. Are points made relevant to the discussion? 2. Do they go beyond a mere recitation of case facts, and are implications clearly

drawn?

3. Is there evidence of analysis rather than expression of opinion? 4. Are comments linked to those of others? 5. Did the contribution further the class’ understanding of issues?

 

Students who neglect to submit their Class Participation responses (either answers to

discussion questions or responses to classmates/faculty) by the stated weekly deadlines will

be deducted up to 15% of the online participation points possible for that week. Discussion

Boards close on Sunday of each week at 11:59pm at which time students are no longer able

to post responses and receive no credit for missed posts. Technological issues are not

considered valid grounds for late assignment submission. Students are responsible for

printing their own assignments, when necessary. Unless an ‘Incomplete’ grade has been

granted, assignments submitted after the last day of class will not be accepted

 

B. Grading Criteria for Professional Assignments:

In Weeks 2 and 6 students will write a 2-3 page paper in response to a case study or similar

assignment provided by your professor. Student answers are to be clear, well-organized, and

specific. Provide a concise, cogent argument and include details to support your response.

Please refer to Expectations of Student Assignments and the Formatting Requirements

for Written Assignments on page 10 of the University Policies for a detailing of specific

expectations for how to format and write your paper.

 
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