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.