COURSE GUIDE: PRINCIPLES OF MANAGEMENT

Transcription

1 1 COURSE GUIDE: UNIVERSIDAD CATÓLICA DE VALENCIA SAN VICENTE MÁRTIR PRINCIPLES OF MANAGEMENT

2 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 2 COURSE GUIDE TO PRINCIPLES OF MANAGEMENT ECTS MODULE: Business Organisation 24 FIELD: Management 6 SUBJECT: PRINCIPLES OF MANAGEMENT 6 Type of Learning 1 : Basic Training Professor : Andreea Apetrei MODULE ORGANISATIONI YEAR: 1 Semester : 1 st Department: Economics, marketing and business administration andreea.apetrei@ucv.es BUSINESS ORGANISATION TOTAL ECTS 24 Duration and temporal location within the Curriculum Foundations of business administration Subjects and Courses FIELD ECTS SUBJECT ECTS Management and Organisational systems Course/ semester 6 Foundations of business administration 6 1/1 6 Management and Organisational systems 6 2/1 Human Resources Management 6 Human Resources Management 6 3/2 Strategic Management 6 Strategic Management 6 4/1 1 Basic Training, Compulsory, Optional, In-company training, Final Project.

3 3 COURSE GUIDE TO THE SUBJECT: FOUNDATIONS OF BUSINESS MANAGEMENT Prerequisites: (Specify, in case). GENERAL GOALS This course prepares students with a comprehensive introduction to effective management principles and conduct. Its aim is not only providing students with an introduction to contemporary management concepts and skills, but also encourages students to put these concepts and skills into practice. Through the course students are expected to improve their skills to manage their study and personal lives. In addition they will be equipped with management competence and understanding of managerial ethics for their future career. The main purpose of the subject is to provide a vision of the reality in which the firms develop their work, contributing to create professionals capable of carrying out work involving management, consulting, and evaluation in production and service organizations, and their functional areas. The student must know how to identify and anticipate opportunities, allocate resources, organize information, select and motivate people, make decisions, reach proposed objectives, and evaluate results.

4 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 4 CROSS-SECTIONAL COMPETENCES Competence measuring scale Systemic CG1 Capacity for analysis and synthesis CG2 Capacity for time and resources management CG3 Capacity for applying knowledge in practice CG4 Ability to retrieve information from different sources CG5 Oral and written communication CG6 CG7 Elementary computing and IT skills Information management skills Instrumental CG8 Problem solving CG9 Decision-making CG10 CG11 Basic knowledge of a second language Creativity and capacity for generating new ideas CG12 Initiative and entrepreneurial spirit CG13 Capacity to learn and research skills Interpersonal CG14 Leadership CG15 Interpersonal skills CG16 Self-Confidence and decision-making under pressure CG17 Ability to work in an interdisciplinary team CG18 Ability to work autonomously CG19 Ethical commitment

5 5 CG20 Development of values related to the principles of equal opportunities between men and women, universal accessibility for disabled people and, in general, the democratic values and those of a culture of peace SPECIFIC COMPETENCES Disciplinary CE1 CE2 CE3 CE4 CE5 CE6 Identifying the impact of macro- and micro economic elements on business organizations (i.e. financial and monetary systems, internal markets) Identifying the constitutional characteristics of an organization (i.e. goals and objectives, ownership, size, culture) Identifying the functional areas of an organization and their relations (i.e. purchasing, logistics, marketing, finance, human resources) Ability to develop interdisciplinary knowledge and analysis to define criteria according to which an enterprise is defined, linking the results with the analysis of its environment Understand existing and new technology and its impact on new / future markets Change management in an organization Professional CE7 CE8 CE9 Capacity to manage a company or organization, understanding its competitive and institutional positioning and identifying its strengths and weaknesses. Managing a company through planning and controlling by using concepts, methods and tools (i.e. strategy design and implementation, benchmarking, TQM, ABC Costing, etc) Identifying the potential sources of useful economic information and their content. CE10 CE11 Identifying and using management software properly Design and implement information systems in the company CE12 CE13 CE14 Understanding the principles of law and link them with business/management knowledge Ability to audit the situation and foreseeable evolution of a company, using the correct information Capacity to issue reports advising on specific situations of companies and markets. Attitudinal CE15 CE16 Capacity to obtain from data, valuable information useful for decisionmaking Technical understanding, reading, speaking and writing in a foreign language, especially in English CE17 Applying professional criteria to analyze business problems CE18 Capacity for integration in any functional area of a company or organization, for performing any management task CE19 Empathy and capacity to understand other people

6 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 6 CE20 Ability for negotiation and the resolution of conflicts LEARNING OUTCOMES 2 COMPETENCES R-1. Develop knowledge of fundamental management concepts and skills and learn from real managers how to apply them. R-2. Identify the internal and external factors and forces of the organisation that managers must confront in their daily work. R-3. Solve management problems using proper techniques and tools. R-4. Examine the functions of management: such as planning, organising, leading, controlling and decision-making. R-5. Demonstrate critical thinking when presented with managerial problems.. R-6. Understand the importance of social responsability and managerial ethics in management operation. 2 List sequentially learning outcomes following the nomenclature proposed Important Notice: Competences are expressed in a generic sense but they get concretion in learning outcomes. These outcomes constitute a realization of one or more skills, making explicit the level of performance acquired by the student that will be evaluated. Learning outcomes demonstrate what the student will be able to show at the end of the course or subject and reflect also the degree of acquisition of competence or skill set.

7 7 EDUCATIONAL ACTIVITIES (ON-SITE TEACHING METHOD) ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship with Learning Outcomes for the subject ECTS ON-CAMPUS CLASSES Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge. R1, R2, R3, R4 1,5 PRACTICAL CLASSES Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. R-5, R-6 0,25 LABORATORY Activities carried out in spaces with specialized equipment. SEMINAR Supervised monographic sessions with shared participation R3, R4, R6 0,25 OFFICE ASSISTANCE Application of multidisciplinary knowledge R1, R2, R3, R4, 0,25 GROUP PRESENTATION OF PAPERS Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc. ASSESSMENT Set of oral and/or written tests used in initial, formative or additive assessment of the student R1, R2, R3, R4, R5 0,15 Total (2,4*)

8 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 8 INDEPENDENT WORK ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship with Learning Outcomes ECTS GROUP ACTIVITIES Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) R1, R2, R3, R5, R6 1,25 INDEPENDENT WORK Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) R1, R2, R4 2,35 Total (3,6*)

9 9 EDUCATIONAL ACTIVITIES (ON-LINE TEACHING METHOD) TEACHING ACTIVITIES THROUGH SYNCHRONOUS COMMUNICATION ACTIVITY METHODOLOGY RELATIONSHIP WITH LEARNING OUTCOMES ECTS SYNCHRONOUS VIRTUAL SESSION Monographic sessions about theoretical issues carried out by the lecturer, analysis of competences, explanation and demonstration of abilities, skills and knowledge in the virtual classroom GC:1,2,9,10,13,15 EC:1,2,3,4,5,6,7,12,1 6 0,15 SYNCHRONOUS VIRTUAL PRACTICAL SESSION Groupwork sessions in the chat under supervision of the lecturer. Analysis of economic and business case studies, both real and fictitious, in order to build knowledge through the student s interaction and activity. Critical analysis of values and social commitment. GE:1,2,9,10,13,15 EC:1,2,3,4,5,6,7,12,1 6 0,15 SEMINAR AND SYNCHRONOUS VIRTUAL VIDEO- CONFERENCE Monographic sessions though the semester, which will be aimed at current aspects and applications of the subject GE:10 0,15 ON-SITE OR SYNCHRONOUS VIRTUAL ASSESSMENT Set of written or oral tests used for the initial, formative or cumulative assessment of the student. EC:1,2,3,4,5,6,7,9,10, 12,17,18 0,15 Total 0,6 TEACHING ACTIVITIES THROUGH ASYNCHRONOUS COMMUNICATION ACTIVITY TEACHING-LEARNING METHODOLOGYe RELATIONSHIP WITH THE LEARNING OUTCOMES ECTS INDIVIDUAL WORK Individual preparation of readings, essays, problema solving, seminars, papers, reports, etc., for their discussion or su bmission in electronic format. GC: 1,2,3,13 EC: 1,2,3,4,5,6,7,8 9,10,12 1,8

10 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 10 TUTORIAL SUPPORT SESSIONS Individual support for the monitoring and orientation of the learning process. It will be carried out by a lecturer and will pursue the revision and discussion of the materials, topics, readings, tasks, etc. EC: 1,2,3,4,5,6,7,8 9,10,12 0,6 GROUP WORK Group preparation of readings, essays, problem solving, seminars, papers, reports, etc., for their discussion or submission. GC: 1,2,3,13 EC: 1,2,3,4,5,6,7,8 9,10,12,16 0,9 DISCUSSION FORUM Participation in discussion fórums related to the subject under the supervision of the lecturer EC:16 0,6 CONTINUOUS ASSESSMENT TASKS Problem solving, commentaries, summaries to hand in periodically GC: 1,2,3,13 EC: 1,2,3,4,5,6,7,8 9,10,12,18 1,5 Total 5,4

11 11 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Instrument 3 LEARNING OUTCOMES % Class Attendance and Participation R-1, R-2, R-3, R-4, R % Multiple-choice test R-1, R-2, R-3, R-4, R-5 15% Class activities R-1, R-2, R-3, R-4, R % Engagement R-1, R-2, R-3, R-4, R % Final Exam R-1, R-2, R-3, R-5 50% The evaluation system set out below has been defined in order to measure the acquisition of skills of the subject through the learning outcomes defined above. The evaluation system uses a written test, which not only takes on objective evidence, such as short answer or issues to be developed. Additionally, evaluate the activities and oral presentation (if applicable). Attendance and active participation in discussions and technical discussions are also under evaluation, and participation in group dynamics conducted throughout the semester. Students who did not exceed or could not deliver any of the activities evaluated throughout the semester, they will proceed further to the final written test and after delivery of the proposed activities, consisting of an oral defense of such activities proposed by Professor (and duly given before that oral test). Note: In order to pass the subject the student must pass both the theoretical and the practical content separately. 3 Assessment tools and techniques: review-oral, written tests (multiple choice tests, developmental, conceptual maps...), tutorials, projects, case studies, observation notebooks, portfolio, etc.

12 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 12 The assessment of the acquisition of skills of the module is done for each mode (FACE / REMOTE) taking into account the following aspects: A. ATTENDANCE MODE 1. ATTENDANCE AND PARTICIPATION (10% of final grade) 2. OBJECTIVE TESTS (15% of final grade) 3. CONDUCT OF THEORY-PRACTICE (15% of final grade) 4. PARTICIPATION IN DISCUSSION FORUMS (10% of final grade) 5. FINAL EAM (50% of final grade). In any case you must pass the final exam of the subject face. B. REMOTE MODE 1. ATTENDANCE AND PARTICIPATION IN THE ACTIVITIES OF SYNCHRONOUS COMMUNICATION (5% of final grade) (remote evaluation). 2. OBJECTIVE TESTS ONLINE (15% of final grade) (remote evaluation). 3. CONDUCT OF DELIVERABLES (30% of final grade) (remote evaluation). 4. PARTICIPATION IN DISCUSSION FORUMS (15% of final grade) (remote evaluation). 5. Test Evaluation Final Face-validation (35% of final grade) (FACE EVALUATION). The deliverables of the course activities will be grouped into 4 Activities Continuous Assessment (EA), to be delivered and get a score above 4.5 out of 10. The assessment system of the Degree in Economics at the UCV involves doing different kinds of learning and assessment activities. Thus, the subject is divided into four modules, for each of which the following activities will have to be carried out: 1. Submission of the Continuous Assessment Task (AEC in Spanish), which will be at the student s disposal according to the time lesson plan of the module. Such task consists of both concept questions and theoretical and practical reasoning. The AEC tasks will have to be submitted within the foreseen deadlines, in a.doc file with the following layout: Surname1_Surname2_AECNº_Subject_Year.doc> For instance, student Pedro Pérez Lopez would give the following title to his/her AEC1 file: Perez_Lopez_AEC1_Subject_ doc 2. Multiple-choice test exams which will be uploaded in the Online Platform under each module heading. 3. Active participation in the Debate Forums, where both the number of entries and the quality of inputs will be assessed. Thus, the final exam of the subject, which will last 45 minutes, also meet the objective of validating the grades for remote activities. The issues in this final validation test face are directly related with those made in the on-going evaluation activities of the module. MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or greater than 9.0. The number of Distinctions granted will not exceed 5% of students enrolled in a subject in the corresponding academic year unless enrolment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003).

13 13 DESCRIPTION OF CONTENTS COMPETENCES DIDACTIC UNIT I: The firm and Its Economic Environment GC and SC DIDACTIC UNIT II: Management. The company in a global environment and aspects about the social and ethical responsibility. GC and SC DIDACTIC UNIT III: Corporate strategy and company survival GC and SC DIDACTIC UNIT IV: Value Creation and Financial Decisions GC and SC DIDACTIC UNIT V: The Organizational Culture and Design GC and SC DIDACTIC UNIT VI: Human Resources Management: Leadership and Motivation DIDACTIC UNIT VII: Operations Management: Designing and Controlling The Process of Production GC and SC GC and SC DIDACTIC UNIT VIII: Change management GC and SC

14 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 14 REFERENCES GENERAL TETBOOKS: Boddy, D. (2008): Management: An Introduction. (4th edition) Harlow: FT Prentice Hall Daft, R.L. (2010): New Era of Management. (2nd edition) Mason, Ohio: South Western: Cengage Mullins, L.J. (2010): Management and Organizational Behavior. (9th edition) Pearson Education. Robbins, S. and Coulter, M. (2015): Management (13th edition) Prentice Hall OTHER TETBOOKS (SPANISH): Bueno, E. (2005): Curso Básico de economía de la Empresa. Perspectiva Funcional, Ariel, Madrid. Cuervo, A. (Coord.) (2008): Introducción a la Administración de Empresas, Thomson- Civitas, Madrid. Claver, E. et al (2000): Manual de Administración de Empresas, Civitas, Madrid. Iborra, M. et al. (2007): Fundamentos de Dirección de Empresas: Conceptos y habilidades directivas, Thomson, Madrid.

15 15 TEMPORAL ORGANIZATION OF LEARNING (ON-SITE TEACHING METHOD) CONTENT/TEACHING UNIT NUMBER OF LECTURES 1 The firm and Its Economic Environment 3 2 Management. The company in a global environment and aspects about the social and ethical responsibility. 4 3 Corporate strategy and company survival 4 4 Value Creation and Financial Decisions 3 5 The Organizational Culture and Design 3 6 Human Resources Management: Leadership and Motivation 3 7 Operations Management: Designing and Controlling The Process of Production 3 8 Change management 3 TEMPORAL ORGANIZATION OF LEARNING (ON-LINE TEACHING METHOD) BLOQUE DE CONTENIDO/UNIDAD DIDÁCTICA TEMPORALIZACIÓN AE1 AE2 The firm and Its Economic Environment Management. The company in a global environment and aspects about the social and ethical responsibility. Corporate strategy and company survival Value Creation and Financial Decisions SEPTEMBER OCTOBER AE3 AE4 The Organizational Culture and Design Human Resources Management: Leadership and Motivation Operations Management: Designing and Controlling The Process of Production Change management NOVEMBER DECEMBER 5 FINAL REFLECTIONS DECEMBER

16 Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 16 DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a special group for students who are not enrolling for the first time if they exceed the occupancy limit of the classroom and a teacher is assigned to that group. The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours each. Assessment of skills and abilities will be done through the scheduled practice sessions. In each session the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assessment of content and skills will be made during the examination set in the official calendar for this course. MONTH Nº OF SESSIONS 1 SEPTEMBER 1 2 OCTOBER 2 3 NOVEMBER 2 4 DECEMBER 1 * NOTES: ASSESSMENT METHODS: This is a special model of training based on outcomes, i.e. student performance. Since Otter (1995)'s work, learning outcomes are used as the center to plan the curriculum, using a system that allows assessing learning outcomes. METHODS FOR ASSESSMENT of teaching and learning will be: Open-ended questions: written exam which primarily assesses theoretical knowledge and the student's ability to relate, integrate, and express knowledge coherently in written language. Multiple-choice tests: multiple-choice tests with one of five possible correct answers. They provide a deeper understanding of the contents learned by the student and prepares him or her to deal with this assessment model for the entrance examination for the specialty (MIR). Oral test: oral examination in which the student answers questions the teacher asks him or her, explaining verbally the knowledge he or she has acquired and allowing interaction with the teacher. Presentation: The student presents orally, with or without support of audiovisual media, on a topic or task assigned by the teacher. This is the assessment method for the End-of-degree Project. At the end of the presentation, the teacher or the audience can ask questions. Practice: Written test in which the student has to solve practical exercises, clinical cases or problems about knowledge of different subjects. Papers: Individually or in groups, students craft a document reviewing or conducting research on a topic and submit it in writing to be assessed by the teacher. Class participation: The teacher assesses participation, involvement and progress in student acquisition of knowledge and skills during lectures and practice sessions. It will never exceed 5% of the final mark.

17 17 Simulations, OSCEs: Through simulations, students will role-play situations similar to those in real life under standard conditions, which will allow the teacher to analyze the student's clinical skills in specific situations. Computer simulations or standardized fake patients or robots are used. The test known as OSCE (Objective Structured Clinical Examination) or Objective Structured Clinical Evaluation can be used. (OSCE). The OSCE entails student rotation around a circuit of sequential stations where they are asked to apply a variety of different skills and techniques. Practical examination: The student faces a test where they must demonstrate the acquisition of specific knowledge by means of its practical application. For example, histological or anatomopathological diagnoses, interpretation of images or diagnostic tests... All these methods of assessment of teaching and learning allow us to evaluate all the specific competences specific to the degree in Medicine, Dentistry, Physiotherapy and Podiatry with no major differences between and among modalities.