Urs E. Gattiker
University of Lethbridge
THE INSTRUCTOR'S TEACHING PHILOSOPHY
Traditionally we teach that managers plan, organize, communicate, and lead; unfortunately, this is rarely the chief activity of managers. Instead, the common bond between managers is their work with people. No organization or firm exists without people communicating the diversity of situations, ideas, and approaches to problem solving.
Many people criticize educational credentials as being inappropriate for successful job performance. While education prepares us for an entry-level job, it often may not prepare us to complete work effectively. Therefore, rather than regard the contents of a textbook as abstract theory, this course will view readings and textbooks as sources to consider for alternative ways of viewing managerial problems.
Why is a less structured class format used? Life is unstructured; your tasks as managers will also be unstructured. This class gives you the opportunity to develop the skills you will need to succeed in the evolving environment of today's business world. What first appears to be unstructured in this class is actually quite structured, and sessions will be reserved for various activities.
Why are there no lectures? Rather than lecturing, my objective is to help you to learn what you feel you will need to be successful. Depending on your unique learning goals, you will choose the individual paper topic and team assignment topics that will be of most interest to you. By abandoning the lecture format, we will be able to move according to the speed of the class and deal with issues of interest to class members.
Canadian industry demands that universities put a bigger emphasis on language and rhetorical skills, while interpersonal and social skills of students should be improved with the help of team work (Stifterverband fur die Deutsche Wissenschaft, June 22, 1993). This class requires you to use both your oral and written communication skills frequently and extensively. Team work is an integral part of this course and provides an opportunity for you to develop your communications skills.
How does this apply to your current job or future career? Most of what we do during the semester will be linked to work situations, either through examples, illustrations from the instructor and class members, or through other means (guest lectures and videos; site visits as organized by groups are encouraged). We will look at theoretical concepts and models to see how they are actually applied.
THE LEARNING GOALS OF THIS COURSE
Giving you the opportunity for input means that what you learn will depend upon what you put into the course (your own knowledge, experience, insights, and participation). As investors, parents, and workers, we have to make daily decisions without guaranteed outcomes. From this course, you will acquire the tools necessary to help you make good decisions.
Using a "Teaching Goals Inventory," which helps teachers assess their instructional goals (Angelo & Cross, 1993), your instructor scored highest for Work and Career Preparation and Personal Development (both dead heat, maximum score). In contrast, when using the survey with 1000 university teachers, the most important learning objective was to teach students Higher-Order Thinking Skills and, second, Basic Academic Success Skills (Angelo & Cross, 1993)! I believe that in order to succeed in the business world, work and career preparation, as well as your personal development, are of paramount importance. Accordingly, I intend to provide skills and insights that should help you with your career and your own personal development.
COURSE OBJECTIVES
Academic problems offered in a university setting tend to be well-formulated, describing one method and correct answer to a well-defined issue. Unfortunately, practical problems have characteristics that are the opposite of the characteristics found in academic problems. To do well in this class goes beyond remembering; instead, you are required to make judgments about what you know and remember, while you integrate, synthesize, and deduce in order to advance your own thinking and comprehension of the issues addressed in this course. Assignments will encourage you to use divergent thinking to elaborate, implicate, and synthesize while using evaluative thinking to rate, judge, and qualify answers.
This course should help prepare you for higher job-related performance by learning to deal with practical problems and issues which require the integration of theory, models, experience, and tacit knowledge for challenges and opportunities.
Similar to an employment situation, the more you put into this class, the more YOU will get in return!
IMPORTANT DEADLINES AND DATES
SEPTEMBER
9/10 You should have become a member of a group--LARGE AND A "SMALL" one (see also
Group members on p. 5)
9/12 Your small group submits its Free Topic & Reading (from at least two topics) and date for the PRESENTATION (Free Topic and Reading) to Coordinator A:__________________ Your large group submits the two topics (see course outline) for which it will prepare a Firing Line Question (at least from two topics) and date to Coordinator B:___________ Coordinator A and B submit name, student ID, e-mail and phone number of each member (large and small groups) (via e-mail) to Coordinator C:______________ who forwards the complete list to the INSTRUCTOR.
9/12 Coordinators A & B submit the final list(s) via Cordinator C to the INSTRUCTOR, if a group did not get included on the list, all members will automatically be DEDUCTED 3% OF THE TOTAL GRADE ACHIEVED FOR THIS COURSE.
9/19 Proposals for Individual Projects are due TODAY!
OCTOBER
10/29 Class meets from 18:00 - 19:15 hrs and 19:30 - 20:45 hrs
NOVEMBER
11/14 FINAL reports for Individual Projects are due TODAY! Please include proposal and draft
report/comments, STAPLE MATERIAL TOGETHER. Even if you did not submit a draft to the
professor for commenting, you must attach your first draft (typed) to your final version of the
paper!
11/14 Class meets from 18:00 - 19:15 hrs and 19:30 - 20:45 hrs
DECEMBER
No major assignments due this month. Dates for the final exam will be arranged with each group.
6/12 Last Class -- make-up
13 & 14/12 Final (exact time according to group)
GRADING PROCEDURES
Course Requirements: possible bonus points (see Individual Paper)
No more than two groups for each Topic. Firing Line, the Free Topic and the Reading presentation must be from different topics.
Grading scheme:
Individual paper: (35% of total grade) -- 5% for PROPOSAL (submission of DRAFT REPORT is voluntary, but must be submitted to earn bonus points) and 30% for FINAL REPORT.
- see Course Supplement on How to do a Proposal; How to do a Draft Paper and How to Do a Final Paper for particular details on what it takes to earn these bonus points!
Case Reports: (10% of total grade) You must write a case report on any two cases that are listed under the Topic readings. Case reports must be written according to the procedure outlined in the Student Handbook and must be handed in at the beginning of class during which the case is to be discussed.
Small and large group assignments: (20% of total grade) Presentations of the group assignments must include a handout for all class members. Descriptions for the group assignments and the handout requirements can be found in the Course Supplement.
Small Group Assignments: Teams of two members (3 if permission from instructor) of a
group must do both of the following:
- 1 Free Minute Presentation (5% of total grade)
- 1 Reading Discussion (5% of total grade)
Final Exam: (35% of total grade) Your grade is based solely on the QUALITY OF YOUR
QUESTIONS AND ANSWERS (80% Content and 20% Writing/Style).
The final exam is composed of three parts.
Part 1: Case Report (40%)
Part 2: Student Question (20%) - You will be asked to prepare 1 thoughtful question which
integrates all of the course material (e.g., reading, exercises and guest lectures). You must discuss
the question in your group before the exam.
Part 3: Essay question (40%) - You will have a choice of two questions.
ADMINISTRATIVE ISSUES
Group Members: Large groups must consist of five to nine members with two individuals (no more, no less) of different genders and with different majors. Only one member of each group can work full-time and/or can be a foreign student. Small groups of 2 individuals (3 with permission from instructor) are formed similar (e.g., gender, major, nationality and full-time work/part-time work mix).
Attendance: one absence is excused -- no questions asked -- each additional absence results in a 2.5% deduction of your final mark out of a 100 points for this class regardless of why you are absent. In some cases you may have to be absent from a class (e.g., due to sickness). In such an instance, it is your duty and responsibility to keep abreast of the new material covered during the time of your absence. Consequently, ask your group members for their class notes and any hand-outs received, and copy them so that you do not miss any important information.
Videos. Dates for video presentation are reserved and no large or small Group activity can be scheduled for those dates. However, a typed final exam question must be prepared, beginning Class 11. When a Video Clip is shown, students must prepare a list of the five (5) most important points/insights gained by watching this video.
Presentations/Discussion Questions. Each student is required to moderate 5 Min (no more!) Wrap-up of a class session. All students must prepare a list of the five (5) most important points/insights gained by attending the class.
Electronic Tidbits. When you receive electronic tidbits via e-mail, be prepared to discuss them during the following class session. The purpose of the electronic tidbits is to provide examples of actual experiences and challenges that are occurring to organisations around the world. These examples will help to link theory and concepts discussed in class to their practical application.
Deadlines. If an assignment is received late (i.e., after the beginning of a lecture), its grade will automatically be reduced by 10% per day. After five days, the assignment will no longer be accepted, and an F will be given as the final grade. A deadline will be given for each topic; this means that all reading listed for this topic must be read by this date.The assignments, content, grading, procedures and schedule in this course are subject to change in the event of extenuating circumstances.
Topics for Individual Paper. First, I suggest you carefully read this course outline from front to back and make sure you understand it very well. After that, think about your interests and possible work experience -- which topic or topics addressed in this course might be of considerable personal interest to you. If your group members share this interest, you might consider using the topic as a debate or presentation topic. If the group chooses another issue you might then go ahead and write an individual paper on this particular question/issue/concern or phenomenon. A good checkpoint is to analyze the debate/presentation or individual paper topic and ask yourself 2 questions:
If these two questions lead to a positive answer (please be honest and discuss it as a group for the group assignments) then you will have the personal motivation and involvement necessary to put effort into the assignment, and in turn, increase the learning you will enjoy from the exercise. Motivation and interest in the topic you choose is the key!
REQUIRED TEXT
I have tried to secure these books at a price that will make their purchase feasible for students. No royalties for the sale of these texts end up in my pocket and, as a student, you can purchase these books at a lower price than I can as the author!
Required Texts:
Gattiker, U. E. (Ed.) (1992). Technology-mediated communication -- Studies in Technological Innovation and Human Resources (Vol 3). New York and Berlin: Walter de Gruyter.
Course Supplement. Available by anonymous FTP from <http://www.uleth.ca/~gattiker>
Student Handbook. Available by anonymous FTP from <http://www.uleth.ca/~gattiker>
Recommended sources on reserve in library and available from University Bookstore:
Gattiker, U.E. (1990). Technology management in organizations. Newbury Park, CA: Sage Publications.
Gattiker, U.E., & Larwood, L. (Eds.) (1988). Managing technological development: Strategic and human resources issues -- Studies in Technological Innovation and Human Resources (Vol 1). New York and Berlin: Walter de Gruyter.
Also available on reserve are some sample papers and assignments (e.g., a Team Debate, and a Team Presentation).
Why is There So Much Reading For This Class? Every manager must learn to cope with information overload. This course will give you the opportunity to learn how to effectively manage a situation where you are faced with a great deal of information. You will learn how to read to understand information, as well as how and where to collect additional facts quickly and inexpensively. You will master the skill of skimming statistics and results without becoming overwhelmed or intimidated. These are all critical managerial skills required to succeed in both today's and tomorrow's fast-paced, competitive world of work.
The assignments, content, grading, procedures and schedule in this course are subject to change in the event of extenuating circumstances.
TOPICS AND READINGS
The course outline is structured into ten topics. For each topic I have listed the deadline for reading the assigned material.
PART I: Introduction and What is Technology All About
1: What is technology? Is it productive or destructive? What ethical and moral issues must be considered? Which technologies succeed? Why?
Reading Deadline: September 12, 1996
Derksen, L., & Gartrell, J. (1993). The social context of recycling. American Sociological Review, 58, 434-442.
Rennie, J. (June 1994). Grading the gene test. Scientific American, 66-68.
Morell, V. (August, 1993). Australian pest control by virus causes concern. Science, 261, 683-684.
2: How does technology affect our privacy? Why should you, as an individual and a manager, be concerned about technology as it impacts your privacy? What are property rights? Why should you, as a manager, be concerned with patents, property rights, copyrights, and trade secrets?
Reading Deadline: September 19, 1996
Scotchmer, S. (1991). Standing on the shoulders of giants: Cumulative research and the patent law. Journal of Economic Perspectives, 5, 29-41.
Bill 68 1993, Chap. 17 (August 4, 1993). An act respecting the protection of personal information in the private sector. Gazette Officielle du Québec, 125, 4253-4279. [This Québec law is in response to EC regulations approved in 1991; browse through the document and reflect carefully. What does this mean for you as a citizen, consumer, and manager (e.g., direct marketing)?]
PART II: Innovation and Technology
3: What fosters innovation in an organizational setting? What is project management? Does international trade affect innovation and R&D expenditures?
Reading Deadline: September 26, 1996
Bailetti, A. J., & Guild, P. D. (1991). Designers' impressions of direct contact between product designers and champions of innovation. Journal of Product Innovation Management, 8, 91-103.
McGrath, M. E., & Romeri, M. N. (1994). From experience. The R&D effectiveness index: A metric for product development performance. Journal of Product Innovation Management, 11, 213-220.
O'Connor, P. (1994). From experience. Implementing a stage-gate process: A multi-company perspective. Journal of Production Innovation Management, 11, 183-200
Case: Orbital Engines
PART III: Costs and Benefits--External and Internal Contingencies for Firms
4: Considering the diffusion of innovation and new technology in relation to the performance of both individuals and firms, how can technology benefit government, industry, employees, and the public? How can technology help the disabled? How may communication efforts help R&D and innovation within the firm?
Reading Deadline: October 8, 1996
Hauptman, O. (1992). Making communication work. Prism, No 2, pp. 71-81
Antonelli, C. (1985). The diffusion of an organizational innovation: International data on telecommunications and multinational industrial firms. International Journal of Industrial Organisation, 3, 109-118.
Glinert, E. P., & York, B. W. (1992). Computers and people with disabilities. Communications of the ACM, 35, 32-35.
5: National culture, technology acceptance, and organizational change. How are external and internal determinism magnified or minimized through cultural factors?
Reading Deadline: October 17, 1996
Case: Tarbright
6: Dealing with human-computer interaction (HCI) and ergonomics, considering a micro approach. How does technology affect an individual and his/her work environment?
Reading Deadline: October 22, 1996
Whitefield, A., Wilson, F., Dowell, J. (1991). A framework for human factors evaluation. Behaviour & Information Technology, 10, 65-79.
PART IV: Acceptance and End-User Training
7: How do equality and social comparison processes affect technology-induced organizational adaptation? How does this relate to computer/technology viruses, cyberpunks, and virtual reality?
Reading Deadline: October 31, 1996
8: Managing organizational change, R&D and innovation efforts and new product introduction--what can go wrong?
Reading Deadline: November 7, 1996
Gattiker (Vol. 3): Chap. 4
Tapon, F. (1989). A transaction costs analysis of innovations in the organization of pharmaceutical R&D. Journal of Economic Behavior and Organization, 12, 197-213.
Case: Sharp
PART V: Recurrent Education, Public Policy, and Future Trends
9: What factors affect the skill component of effective technology management? How may a firm remain competitive?
Reading Deadline: November 21, 1996
Meng Yap, Ch., & Souder, WM. E. (1994). Factors influencing new product success and failure in small entrepreneurial high-technology electronic firms. Journal of Product Innovation Management, 11, 418-432.
10: Organizational change and work--what are the best strategies available to increase quality of work life?
Reading Deadline: November 28, 1996
Hornby, P., Clegg, C. W., Robson, J. I., MacLaren, C. R. R., Richardson, S. C. S, & O'Brien, P. (1992). Human and organizational issues in information systems development. Behaviour & Information Technology, 11 160-174.
SOME FINAL THOUGHTS AND QUESTIONS
A. Following this course, where would you now place yourself on the technology continuum that ranges from productive to destructive?
B. How can you assure that technology will be used ethically and morally, both nationally and internationally?
C. Sum up what was learned in this class in five points.
D. Having taken this course, what additional knowledge, understanding, and experience do you think you might need to make even better use of the course material in your future/current job?
E. Was the opportunity cost paid for attending this course (i.e., the time and tuition spent, as well as the assignments done) worthwhile compared to other courses you have attended so far? If not, what could have been done better?
September 12, 1996 Course Outlines Hamburg