...Management 317: Organizational Behavior Spring Semester, 2012: 12:40-2:00 p.m. Tuesday & Thursday Professor: Dr. Kathi Lovelace Office/Email: Florence Moore 310A, kathi.lovelace@menlo.edu, (650) 543-3848 Office Hours: Tuesdays & Thursdays: 10:45-12:45 p.m., and by appointment. From March 1 to April 19: Thursdays 5:00-5:50 p.m. Required Texts/Materials: 1. Robbins, S. & Judge, T. (2012). Essentials of Organizational Behavior (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. 3. MyManagementLab: This is an additional online resource that goes with our textbook. More information will be provided the first week of class (e.g., how to register, how we will use it). 2. Readings, case studies and other class materials will be posted on our Moodle http://menlo.mrooms3.net and Menlo Library http://apps.menlo.edu/library/courses/reserves.php sites. Please log-in the first week of class to ensure you can access our sites. Course Description and Approach: Organizational Behavior (OB) “is a field of study that investigates the impact that individuals, groups and structure have on behavior in organizations” (Robbins & Judge, 2012; pg.2). Topics include perceptions, personality, team dynamics, problem-solving, communication and collaboration, conflict management, and motivation. Building positive organizational cultures, understanding power and influence and leading and managing change effectively and ethically are also key topics covered...
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...Plan Self Assessments are quizzes that help evaluate employees on their skills, interests, personality, and values. “As ethical problems have increased in organizations, integrity tests have gained popularity. These paper-and-pencil tests measure factors such as dependability, carefulness, responsibility, and honesty; they have proven to be powerful predictors of supervisory ratings of job performance and of theft, discipline problems, and excessive absenteeism” (Robbins & Judge, 2011, pg. 1). As a manager for Riordan Manufacturing, three employees took a series of self-assessment tests for my organization. The analysis and interpretation scores of all three are positive and all three would make a great contribution to the organization. Positive people cognitively process more efficiently and are more productive. Job Satisfaction and Engaged High job satisfaction was above the range that determines lower levels of absenteeism, and their general attitude toward work is positive. Their engaged scores were also high, which defines these employees are in a positive state of motivation and fulfillment. “Individuals who score high in this category are loyal, dedicated, willing to devote considerable time to work, feel inspired by and proud of their work, and become immersed and absorbed while performing their work” (Stephen P. Robbins/University of Phoenix, 2005-2009). My employees are content coming to work and will possess good work ethics and values. They are self motivated...
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...Course description and outline The Ice House Entrepreneurship Program is a unique and powerful online learning program designed to inspire and engage participants in the fundamental concepts of an entrepreneurial mindset and the unlimited opportunities it can provide. The overall objective is to empower learners through entrepreneurial thinking and immerse them in entrepreneurial experiences that will enable them to develop entrepreneurial skills. Inspire, Inform and Involve This highly interactive program enables participants to learn from the first-hand experience of successful real-world entrepreneurs. Drawing on the eight life-lessons described in the book, the program combines narrated chalkboard presentations with video interviews and case studies featuring modern-day examples of those who, like Clifton’s Uncle Cleve, have triumphed over hardship and adversity by embracing an entrepreneurial mindset. In addition to the narrated chalkboard presentations, each lesson includes individual learning assessments, discussion topics and assignments that are designed to maximize comprehension and assimilation while encouraging real-world application of the core concepts. The course also includes access to a vibrant online entrepreneurial learning community, a virtual campus that enables participants and facilitators to share their knowledge and experience with other entrepreneurs and educators within their own communities as well as others across the country and...
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...subject=EV3010&year=2013&transform=subjectwebview.xslt Note that where a subject is offered across different campuses and/or modes and/or teaching periods within the one calendar year, the learning outcomes will be the same and, other than in exceptional circumstances, there will be no variation in assessment type or weighting. Any minor variation in assessment type or weighting will be authorised through relevant School/Faculty processes and by Head of School, and documented in the subject outline/s, prior to the commencement of the subject. The design of course content and learning experiences across different campuses and/or modes and/or teaching periods within the one calendar year will ensure equivalent opportunity for students to achieve learning outcomes. This subject outline has been prepared by the School of Business, Faculty of Law, Business and the Creative Arts, James Cook University. Updated 20 March 2014. Q1. This subject is offered across more than one campus and/or mode and/or teaching period within the one calendar year. | Yes | No | Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning outcomes and assessment types and weightings. | Yes | No | Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence. | © Copyright 2013 This publication is copyright. Apart from any fair dealing for...
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...Management for the Entrepreneur CODE: BENT 415 CREDITS: 3-0-3 LEVEL: BBA COLLEGE: BUSINESS PRE-REQUISITES: BENT 301, MARK 201 CO-REQUISITES: NONE LEARNING HOURS: Approx. 45 contact hours, the exact nature of which is specified in the course syllabus LEARNING OUTCOMES On successful completion of this course the learner will be able to: Knowledge K1. Understand the basic concept of entrepreneurship. K2. Identify the misconception and importance of entrepreneurship. K3. Describe various types of business venture. Skill S1. Analyze various market opportunities. S2. Develop effective leadership’s and risk taking skill. S3. Develop an effective communication plan. Competence Autonomy & Responsibility C1. Develop and implement a business plan. Self-Development C2. Develop Vision, Mission, Goals & Objective of Startup Company. Role in Context C3. Interpret various small business opportunities available in UAE. Course Learning Outcomes V.S. Program Learning Outcomes |||||||||||||||||| |||||||||||||||Competence|| |FIN 350|||Knowledge||||Skill||||Autonomy &|Self|Role in| |Investment Analysis|||||||||||||Responsibility|Development|context| |Course|Learning||PLO1|PLO2|PLO3||||PLO4|PLO5||||PLO6|PLO7|PLO8| |Outcomes (CLOs)|||||||||||||||| |Knowledge K1|||x|||||||||||||| |Knowledge K2||||x||||||||||||| |||||||||||||||||| |Knowledge K3|||||x|||||||||||| |||||||||||||||||| |Skill S1|||||||||x|||||||| |||||||||||||||||| |Skill S2||||||||||x||||||| ||||||||||||||||||...
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...Entrepreneurial Characteristics, Optimism, Pessimism, and Realism – Correlation or Collision? Liang, Chyi-lyi (Kathleen), Department of Community Development and Applied Economics, The University of Vermont, 103 C Morrill Hall, Burlington, Vermont 05405 Phone (802) 6560754, e-mail: CLIANG@uvm.edu Dunn, Paul, Entrepreneurship Studies Center, The University of Louisiana at Monroe, 700 University Avenue, Monroe, Louisiana 71209 Phone (318) 3421224, e-mail: dunn@ulm.edu Publsihed in the Journal of Business and Entrepreneurship, Vol. 22, No. 1, pp 1-22. 1 Abstract The study of entrepreneurs and entrepreneurship has resulted in a great deal of information about who entrepreneurs are and how who they are impacts their behavior. This paper presents additional insight into who entrepreneurs are and how their characteristics relate, and how those relationships might impact their behavior. We have studied selected entrepreneurial characteristics and their relationship to optimism, realism, and pessimism. The study shows that some entrepreneurial characteristics are positively related to optimism and realism and negatively related to pessimism. Key Words: Entrepreneurship, Psychology, Entrepreneurial Characteristics, Optimism, Realism, Pessimism 2 Entrepreneurial Characteristics, Optimism, Pessimism, and Realism – Correlation or Collision? Introduction There is a common argument among researchers regarding if entrepreneurs are optimistic, and if optimism relates to other...
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...>cases A GEM of a Study >Abstract The Global Entrepreneurship Monitor Entrepreneurial Assessment, a joint project of The Kauffman Center for Entrepreneurial Leadership at Babson College and The London Business School, has undertaken a long-term, large-scale project to prove the causal links between a government’s economic policies and initiatives, the resulting entrepreneurial activity and subsequent economic growth. This case describes multiplestage research, including thousands of interviews in several countries by established research firms. >The Scenario What government policies and initiatives are most likely to generate high levels of entrepreneurial activity? Which are positively correlated with the economic well-being of a country as measured by growth in GDP and job formation? Project directors of the Global Entrepreneurship Monitor (GEM), who define entrepreneurship as “Any attempt at new business or new venture creation, such as self-employment, a new business organization, or the expansion of an existing business, by an individual, a team of individuals, or an established business,” suggest the following: • Promoting entrepreneurship, especially outside the most active age group (25-44), with specific programs that support entrepreneurial activity. • Facilitating the availability of resources to women to participate in the entrepreneurial process. • Committing to long-term, substantial postsecondary education, including training programs designed to develop...
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...>cases A GEM of a Study >Abstract In periods of economic downturn, government leaders try to stimulate entrepreneurship activity. Project directors of the Global Entrepreneurship Monitor, partnered with the Kauffman Center for Entrepreneurial Leadership of Ewing Marion Kauffman Foundation, the London School of Business and Babson College,designed a research study to add insight to what activities would be most likely to stimulate entreprenship activities. >The Scenario What government policies and initiatives are most likely to generate high levels of entrepreneurial activity? Which are positively correlated with the economic well-being of a country as measured by growth in GDP and job formation? Project directors of the Global Entrepreneurship Monitor (GEM), who define entrepreneurship as “any attempt at new business or new venture creation, such as self-employment, a new business organization, or the expansion of an existing business, by an individual, a team of individuals, or an established business,” suggest the following: • • • • • • Promoting entrepreneurship, especially outside the most active age group (25– 44), with specific programs that support entrepreneurial activity. Facilitating the availability of resources to women to participate in the entrepreneurial process. Committing to long-term, substantial postsecondary education, including training programs designed to develop skills required to start a business. Emphasis on developing an individual’s capacity...
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...menv i n n o va i n f o r m at i o n vi 2008:23 research on women´s entrepreneurshp A presentation of the ten projects funded by the programme Title: Research on Women´s Entrepreneurship - A presentation of the ten projects funded by the programme Series: VINNOVA Information VI 2008:23 ISSN: 1650-3120 Published: December 2008 Publisher: VINNOVA – Verket för Innovationssystem / Swedish Governmental Agency for Innovation System VINNOVA Case No: 2007-02271 About VINNOVA VINNOVA, Swedish Governmental Agency for Innovation Systems. VINNOVA´s mission is to promote sustainable growth by funding needs-driven research and developing effective innovation systems. Through its activities in this field, VINNOVA aims to make a significant contribution to Sweden´s development into a leading centre of economic growth. The VINNOVA Information series includes general publications that describe VINNOVA’s activities as well as specific programme descriptions, project catalogues, annual reports, etc. Research and Innovation for Sustainable Growth. VINNOVA´s publications are published at www.VINNOVA.se I VINNOVAs publikationsserier redovisar bland andra forskare, utredare och analytiker sina projekt. Publiceringen innebär inte att VINNOVA tar ställning till framförda åsikter, slutsatser och resultat. Undantag är publikationsserien VINNOVA Policy som återger VINNOVAs synpunkter och ställningstaganden. VINNOVAs publikationer finns att beställa, läsa och ladda ner via www.VINNOVA.se. Tryckta...
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...using Learner-Centric methods (Peer to-peer learning, Project-based learning, & Self learning) 6. Assessment mechanisms 7. Programs learned 8. Ongoing Projects 9. Relate learning outcomes to future projects 10. Are the parents involve parents in HWK? What is the Secret to a Successful HWK Program? -Select a learning management system. - Incorporate the use of devices and web apps in staff meetings. - Offer professional development. - Have students and parents read the policy and...
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...ENTREPRENEURSHIP: CONCEPT AND DEFINITION Shri Achintya Kr. Baruah, M.Com Associate Faculty Member Indian Institute of Entrepreneurship (Ministry of Industry, Department of SSI & ARI) Government of India Basisthat Chariali, Lalmati, 37, N.H. Bypass, Guwahati - 781029 ENTREPRENEURSHIP • A theory of evolution of economic activities. • A continuous process of economic development. • An ingredient to economic development. • Essentially a creative activity or an innovative function. • A risk taking factor which is responsible for an end result. • Usually understood with reference to individual business. • The name given to the factor of production, which performs the functions of enterprise. • Creates awareness among people about economic activity. • Generates Self-employment and additional employment WHY ENTREPRENEURSHIP • To improve backwardness of the people. • Economic development of the region. • To analysis resource utilization. • Proper utilization of human potentiality. • Special attention to take up new activities. • To create self-employment and generation of employment opportunity. • Eradication of regional imbalances. • Better economic gain. The early history of entrepreneurship in India reflect from the culture, customs and tradition of the India people. The Baliyatra Festival of Cuttack, Orissa reminiscence of past glory of International trade. To process of entrepreneurship therefore passed through the potential roots of the society and all those who accepted entrepreneurial...
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...Welcome to Entrepreneurship and Business Dr Kenny Wong Meng Seng ELG 16 wong.mengseng@nottingham.edu.my 2 Entrepreneurship and Business • Core module for all 1st year undergraduate students in NUBS • Also be offered to students from all other schools at the University of Nottingham • Designed to raise student’s awareness and understanding of some of the key elements of entrepreneurial creativity, as well as entrepreneurship in practice. • Many fundamental principles underpinning successful entrepreneurship can be applied in a much wider variety of situations. • Improve their individual skills in terms of creative problem solving and organisational effectiveness. 3 Entrepreneurship and Business Module Sessions • Combination of lectures and mentored group work sessions. Venue: F1A15, on Wednesday in Semester 1, Time: 11:00 – 1:00 pm. • Mentored group work sessions will be held in separate sittings throughout the day in Four sessions specified in the timetable. It will be announced in Week 5. • Students will be asked to self-select their project teams to fit into one of these four sittings, during which they will work through group work in a mentored environment. Groups will not be allowed to change sittings during the course of the module. Course Time Table • Week 2: Wednesday 25th September 2013 – Lecture – – – – Module Introduction and Rationale Course structure and rationale The importance of an integrative learning approach Why study Entrepreneurship? 4 ...
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...1 LESSON- 1 ENTREPRENEUR AND ENTREPRENEURSHIP Dr. Jyotsna Sethi STRUCTURE 1.0 Introduction 1.1 Objectives 1.2 Entrepreneurship as a Career Option 1.3 Concepts and Definitions 1.3.1 Entrepreneur 1.3.2 Entrepreneurship 1.3.3 Enterprise 1.3.4 Difference between Entrepreneur and Entrepreneurship 1.4 Role of Entrepreneurship in Economic Development 1.4.1 Entrepreneurship and Economic Development 1.4.2Entrepreneurship and Education 1.5 Functions of an Entrepreneur 1.6 Innovation 1.7 Risk and Uncertainty Bearing 1.8 Organization 1.9 Functions Performed by an Imitator Entrepreneur 1.10Entrepreneur vs. Manager Relationship 1.11 Summary 1.12 Glossary 1.13 Self-Assessment Questions 1.14 Further Readings 1.0 INTRODUCTION Do you know that there are millions of unemployed youth in the country and by the time you graduate, this number would have increased substantially? Do you want to be part of that group which keeps knocking from pillar to post, checking with employment exchanges, relatives, friends, and neighbours and still not able to get a job to their liking and then settle for a second or third rate job? You can also choose to be like Mr. Patel of Nirma who was a chemist’s assistance and has a Rs. 2500 crore company today. Did you know that the original Mr. Bata was a cobbler? And now has stores in more than 30 countries all over the world. Or...
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...>cases A GEM of a Study >Abstract The Global Entrepreneurship Monitor Entrepreneurial Assessment, a joint project of The Kauffman Center for Entrepreneurial Leadership at Babson College and The London Business School, has undertaken a long-term, large-scale project to prove the causal links between a government’s economic policies and initiatives, the resulting entrepreneurial activity and subsequent economic growth. This case describes multiplestage research, including thousands of interviews in several countries by established research firms. >The Scenario What government policies and initiatives are most likely to generate high levels of entrepreneurial activity? Which are positively correlated with the economic well-being of a country as measured by growth in GDP and job formation? Project directors of the Global Entrepreneurship Monitor (GEM), who define entrepreneurship as “Any attempt at new business or new venture creation, such as self-employment, a new business organization, or the expansion of an existing business, by an individual, a team of individuals, or an established business,” suggest the following: • Promoting entrepreneurship, especially outside the most active age group (25-44), with specific programs that support entrepreneurial activity. • Facilitating the availability of resources to women to participate in the entrepreneurial process. • Committing to long-term, substantial postsecondary education, including training programs designed to develop...
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...and information based skills at the level that employers desire. Entrepreneurs have also indicated that the shortage of highly skilled workers inhibits the growth and development of new entrepreneurial firms. In response to this there have been multiple calls for educators at all levels to recognize the challenges and opportunities in today’s economy and to ensure that students develop the “21st century” knowledge, skills, and abilities (KSAs) they need. A closer look at these 21st century KSAs alongside research and data on entrepreneurial competencies reveals a meaningful overlap between the two. This overlap can be developed into a useful heuristic to determine appropriate outcomes for assessment of undergraduate entrepreneurship programs. Sample outcomes and program assessment processes are illustrated and discussed. INTRODUCTION As the “new” economy of the 21st century continues to develop around knowledge, service, and information based activities, a company’s ability to create and commercialize knowledge has become tantamount to its ability to generate sustainable returns (Apte, Karmarkar, & Nath, 2008; Audretsch & Thurik, 2000; Black & Lynch, 2003; Ewing Marion Kauffman Foundation, 2007). This emphasis on knowledge, service, and information creates space for more new firms to emerge, but also pressures existing companies to hire employees with higher level skills in order...
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