MG401 Senior Seminar in Management

for S2HH 2007

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


MG 401 Senior Seminar in Management


S2HH 2007 PA


Sanford, Jack R.


Adjunct Faculty

Semester Dates

19 March 2007 to 20 May 2007

Class Days


Class Time

5:30 - 10:30 PM


MG352 and EN306B

Credit Hours



LEADERS 7 THE LEADERSHIP PROCESS, FOURTH EDITION, Pierce, Jon L. and Newstrom, John W., McGraw-Hill Irwin, 2006, ISBN 978-0-07-298743-0.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

As provided by the instructor

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
Consideration of managerial problems and/or policies. Topics include: the role of values and assumptions in administrative situations, especially their influence on administrators choices among possible ends and means; the skills, attributes and personal qualities that enhance effectiveness of responsible individuals as they work with others in organizations; and the determinants of organization and executive action. PREREQUISITES: MG 352 and EN 306B or equivalent. It is strongly recommended that all major core courses be completed prior to enrolling in this course. 3:0:3

Educational Philosophy:

Educational Philosophy:
The instructor's educational philosophy is one of heavy student interaction based on lectures, readings, examinations, internet, discussions and case studies.  The objectives of the case studies are met by continuous student involvement and proaction.

Learning Outcomes:
  Core Learning Outcomes

  1. Define the term “Leader.”
  2. Define the term “Leadership Process.”
  3. Identify and discuss several traits that differentiate leaders from non-leaders.
  4. Describe and discuss the relationship between gender and leadership effectiveness.
  5. Describe five sources of leadership power(s).
  6. Discuss the Path Goal approach to leadership, especially as it applies to situational leadership and leader effectiveness.
  7. Describe at least three differences in cross-cultural leadership.
  8. Discuss the how and why negative outcomes are produced by some leaders.
  9. Describe the leadership process in work teams.

Core Assessment:

All Park University courses must include a core assessment that measures the course's Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. 

For this course, the core assessment is a Comprehensive Final Examination to be administered in all sections of MG 401. This exam is worth at least 20 percent of the student's final grade and will test students' mastery of the Core Learning Outcomes (as listed on this syllabus) through definitions, essay, and/or multiple choice questions. 

This core assessment is a CLOSED BOOK, CLOSED NOTES examination that must be administered and proctored in the classroom and may not be given as a take-home examination. Students should not have access to the exam or its questions before it is administered. The duration of the exam can be no longer than two hours. 

No computers, or materials other than a writing instrument and a calculator without text functions and communication may be used for the exam; this applies to all students, regardless of whether the exam is for on-line or face-to-face students. Completion of the exam is strictly individual; students may not work in groups to complete the exam.

The Comprehensive Final Examination for online courses must be passed with a grade of at least 60% in order to pass the course regardless of the student’s overall average in the course.

Class Assessment:

Course Topic/Dates/Assignments:

Class Assessment:
Course objectives will be assessed by in-class discussions, case studies and exams.  Class lectures by instructor.  A good amount of assessment will be practicing the tasks of managerial analysis and decision making via use of actual studies, analysis and discussion by the entire class.

Week 1- March 23, Introduction to course and leadership. Chapters 1 and 2. Vocabulary

Week 2- March 30, Leadership and the role of personal traits and gender. Chapter 3 and 4.

Week 3- April 6, Leadership emergence. Ouiz over chapters 1 through 5.

Week 4- April 13, Review quiz. Influence, behaviors and situational differences. Chapter 6 through 8.

Week 5 - April 20, Review and midterm examination over chapters 1 through 8.

Week 6 - April 27, Cross-cultural leadership, followers and participative leadership. Chaptes 9 through 11.

Week 7 - May 4, Leadership subsitutes, neutralizers, and enhancers. Work teams. Charismatic and transformational leadership. Dysfunction. Chapters 12 through 15.

Week 8 - May 11, Differences - if any. Beyond the theory and into the practice of leadership. Part Two. Review for the final examination.

Week 9 - May 18, review for the final examination. Evaluation of the course. Administration of the final examination. Chapters 1 through 16 and Part Two.

100%- 90% = A
89% - 80% = B
79% - 70% = C
69% - 60% = D
Below 60% = F


Midterm Exaination = 25 points which is 25% of the total grade

Final Examination = 20 points which is 20% of the total grade

Quiz = 10 points which is 10% of the total grade

Critical Analysis Term Paper = 15 points which is 15% of the total gtrade

Oral Presentation of that Critical Analysis Term Paper = 10 points which is 10% of the total grade
Three (3) written case assignments = 5 points each for a total of 15 points which is 15% of the total grade.

Class Participation - 5 points which is 5% of the total grade

All final exams will be comprehensive and will be closed book and closed notes.  If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth.  Electronic Computers will not be allowed on final exams unless an exception is made by the Associate Dean.

Late Submission of Course Materials:

Late Submission of Course Materials:
Each class an assignment is late, 5 points will be deducted from the overall awarded grade. Example:  Student earns an 85 on a homework assignment or project but turns the work in a class late,  the student will only receive an 80.  

Classroom Rules of Conduct:

Classroom Rules of Conduct:
Students are expected to come to class fully prepared.  This means being on time, reading the prior weeks assignment, completing homework, and studying for quizzes and exams. Abusive or discriminatory language will not be tolerated.  Students who violate this rule will be dealt with accordingly.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Written Case Assignments

It is our practice during the term to assign two, sometimes three, written reports on assigned cases. Written reports are a valuable requirement from several perspectives. They give students a formal workout in

l    diagnosing a company's situation,

l    sizing up what problems/issues need to be addressed,

l    deciding what analysis to conduct,

l    applying the concepts and tools in the text chapters in careful and thorough fashion,

l    evaluating the pros and cons of various action alternatives, and

l    putting their thoughts in writing.

Moreover, a written report gives students valuable practice in preparing charts, graphs, and other visuals, in organizing their thoughts, and in trying to communicate their analysis and conclusions in a manner suitable for top management. And, finally, written reports provide feedback (a) to the students on how well they are doing and (b) to the instructor on how well the class in progressing.

To accomplish these objectives, you can choose among three different types of written case analyses:

1.       Short reports of about 500 words. These reports are prepared in response to a specific question and do not require a broad-ranging analysis and set of recommendations. Generally, we ask such questions as: What is the firm's strategy? What actions would you recommend management take to deal with its problem of . . .? Does the company need to change its organization structure to accommodate its change in strategy? Is this an attractive industry to be in?  What is your appraisal of competitive conditions? What issues do you think management needs to be worried about most? Short reports can be assigned for almost any case. The primary value of short assignments is in preparing students to do a better job on longer, more comprehensive written analyses.

2.       Comprehensive reports of about 1,000-2,000 words (3-6 pages) plus exhibits. These reports require that students go through the entire process of identifying (or diagnosing), evaluating, and recommending. We stress to students that their reports should deal with all of the major problems and issues raised in the case. Normally, we insist that these analyses be prepared as ?reports to management? rather than as the commentary of a student analyst to the instructor. We think it is important for students to assume the posture of a professional manager writing to an audience of other practicing managers. On occasions we like to focus the entire assignment on ?what to do and why.? Making students center their report on a set of well-supported recommendations to management has the advantage of involving them more directly in the case situation and keeping the student's analysis action-oriented.

3.   In-class written analyses. It is often useful to require students to do an in-class written analysis of either a case which has been discussed earlier (in part or in whole) or a case that is completely new. Because of the time constraints, it is obviously imperative here to select a case that can be read and analyzed in the allotted time. It is a matter of preference whether students are given a narrowly-focused question to answer or a broad-ranging analysis to conduct. The amount of time available for the exam (as well as the length and complexity of the chosen case) should determine which approach is taken. We use an in-class written case as a final examination and schedule it over a four-hour period. We have opted for closed-book instead of open-book exams; the only aid students can use is a calculator to expedite calculations and financial analysis. As an alternative to giving students a sight-unseen case for in-class analysis, you can assign the case to be read and studied beforehand and use the whole class-time for answering questions posed by the instructor. This technique works quite well when the class time available for examination is only 50 to 75 minutes, but it has the disadvantage of not testing the student's abilities independent of opportunities to consult with others.

In our course, we insist that written case analyses be prepared in a professional manner. By this we mean that papers should be concise, incisive, and literate and include appropriate supporting tables, charts, and exhibits. Summarizing and rehashing facts stated in the case is discouraged?except where factual restatement is an integral part of evaluation. We find that if we demand and insist upon a quality effort from students that their papers are more likely to reflect pride of workmanship and professionalism. 



Oral presentations consist of a 20-minute presentation followed by a 10-minute question-answer session. The nature of the presentation is indicated on the schedule of class activities. Your recommendation is baised upon your role as a consultant to me to advise me if purchase of the company or its stock is a prudent investment, and what concerns have been uncovered by your investigation. All team members are expected to make roughly equal contributions to the presentation, both the formal 20-minute presentation and the 10-minute Q&A portion.

All presentations should incorporate the use of attractive, effective PowerPoint slides.

Your grade on the presentation will be based on six factors:

1.   The clarity and thoroughness with which your team identifies and articulates the problems facing the company and the issues which management needs to address?12%

2.   The caliber (depth and breadth) of your team's analysis of the company's situation and demonstrated ability to use the concepts and tools of strategic analysis in a competent fashion?30%

3.   The breadth, depth, and practicality of your team's recommendations, degree of detail and specificity of recommended actions, caliber of supporting arguments?20%

4.   The caliber of your PowerPoint slides?13%

5.   The degree of preparation, professionalism, energy, enthusiasm, and skills demonstrated in delivering your part of the presentation?15%

6.   Your personal contributions to your team's answers to the questions posed by the class?how well you defend and support your team's analysis and recommendations during the Q&A period?10%. Every team member is expected to answer at least one question posed by the class there is no individual contribution for the instructor to assess a grade.

Appropriate dress for presenters is business casual.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Additional Information:




Capital       49      Capital University, Columbus, Ohio 43029, 1988 to 2003                               

                                Main Campus; Dayton Center; Reynolds & Reynolds, Dayton; Kenworth,         
                                Lancaster, Ohio


Clark            26      Clark State, Springfield, Ohio 45501, 1991 to 1997.

                                Main Campus, Brinkman Building; Leffel Lane Campus,


ODU             73     Ohio Dominican University, Columbus, Ohio 43219, 1995 to 2005

                                Main Campus, Easton and Tuttle Centers, Columbus;

                                Kenworth, Lancaster.

Park            295     Park University, Parkville, Missouri 64152, since 1977.

                               Wright-Patterson and Rickenbacker Air Force Bases;

                               Defense Construction Supply Center, Columbus.

Urbana        43    Urbana University, Urbana, Ohio 43078, 1978 to 1986.

                               Main Campus, Columbus Center and London Correctional

                               Institute, Madison County.

             486           TOTAL CLASSROOM COURSES TAUGHT




Capital 430 Individual Learning Agreements from 1988 to 1999

Park 59 Individualized Instruction from 1977 to 1999

Urbana 17 Conference Courses from 1978 to 1986

              506 TOTAL COURSES TAUGHT








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Last Updated:2/14/2007 7:54:40 AM