Prof 532-14C
Heather Connolly (ID:9035773)
Task 2
Redesign of STMG191 – Introduction to Management
Closer alignment of learning outcomes with assessment and delivery of
material
INTRODUCTION
The aim of STMG191 Introduction to Management is to provide students with a basic understanding
of the roles that managers have in organisations today, inclusive of the types of tasks that they
perform and how this links to management theory. The paper is the core compulsory paper for all
students in a number of management degrees (BMS, BBA, BCom, BTour) and it is assumed that
students will move onto second year papers with a comprehension of the concepts taught within
STMG191. Although the paper has been reviewed as part of the accreditation process and has been
considered a quality paper for the various degree programmes, when I began teaching the paper I was
really challenged by the lack of alignment (Biggs, 2003) between the learning objectives, delivery of
material and assessment. I began a review process of the course with the purpose of creating better
alignment for student learning and this paper outlines the first iteration of the course redesign.
The next section outlines the STMG191 course prior to redesign. This is followed by a review of the
literature that stimulated ideas as to how the course could be redesigned to meet both the academic
requirements of the paper as part of the various degrees, but more importantly how the paper could
be improved through alignment. The new course structure, with learning outcomes, alignment of
assessment and suggested delivery techniques is described. Next, the implementation of one class
within the course is discussed. The paper concludes with an evaluation of the course redesign with
reflection on observations of student learning with insight into the influence of closer alignment and
how this has influenced future practice.
BACKGROUND OF CURRENT COURSE
The STMG191 Introduction of Management paper (see appendix 1) has evolved over the years; it has
been taught with topics being removed and then added back in again, assessments have changed with
a move away from large tests to more quiz and tutorial based assessment. As with many first year
courses the paper is filled with a lot of introductory content to cover and upon reflecting on prior
student grades and tutor discussions, I believe that students have not grasped appropriate
interconnections between the topics in the paper, rather they are merely memorizing discrete aspects.
Furthermore, I believe that the paper format has become disengaged from answering the question:
what it is that we want students to learn? Recognising this disconnect, the purpose of this paper is to
develop a new way forward for the course, one grounded in scholarly literature, where there is
alignment with student learning.
SCHOLARSHIP TO SUPPORT REDESIGN
Novak (2010, p13) states “The central purpose of education is to empower learners to take charge of
their own meaning making”, which involves thinking, feeling and acting. However, often as educators
we forget to understand that our meaning-making and how we design and deliver our courses to meet
our own expectations of learning may not intersect with the numerous students that we have come
into contact with over our teaching careers. As educators it is important that we constantly remind
ourselves of the end result of our objective (Ambrose et al., 2010), that is, what do we want our
students to learn, and subsequently how we should design our courses to be conducive and aligned
to learning.
Learning is something a learner does, it is not something that is done to the learner. But during the
assimilation of learning multiple things are occurring (Illeris, 2009). Incentives (the motivation and
emotion associated with learning) pull and push at the same time that content and skills are being
assimilated. Incentives are influenced by content and content influences incentives. A positive
learning experience will “enhance a person’s capacity for thinking feeling, and/or acting in subsequent
experiences” (Novak ,2010, p.13). Building on the work of Illeris on how we learn and that of Novak
on how to enhance meaning of experience, this paper will consider the challenge of redesigning a
course so that it takes into consideration the student and their place at the centre of learning.
Knowledge Organisation
Something that I had not considered until reading the book ‘How learning Works’ (Ambrose et al.,
2010) was that how knowledge is organised has a profound effect on learning. A novice learner does
not have the ability to form connections at the same level as an expert (see Figure 1) and therefore
the expert cannot assume that the novice can automatically relate and connect concepts (Ambrose et
al., 2010). The role of the expert educator is to guide the novice student to make these connections
and this requires time and recognition of the stage of development the learner is at. Furthermore,
the novice learner has a tendency to build superficial versus meaningful knowledge structures and this
can affect their ability to use what they have learnt effectively (Chi & VanLehn, 1991). Ambrose et al.,
(2010) suggest four organisational structures of knowledge that differ in the way that knowledge is
connected. Understanding such structures can assist in course design and contribute to guiding
students to develop more meaningful knowledge organisation.
Figure 1: Organisation of Knowledge
Source: Ambrose et al., (2010)
The first two connections of knowledge organisation are very linear, either in a chain or small broken
knowledge components that are not linked. Upon reflection I can see that the compartmentalisation
of traditional teaching of first year management into topics, i.e. planning, controlling, learning etc., is
reinforcing this linear approach to knowledge organisation in the learner. Such design and delivery
stagnates any ability of the learner to develop connections across topics and sub-components of topics.
Furthermore, some have suggested that if students have limited connections in their knowledge
network, then when having to retrieve knowledge, possibly in assessment tasks, they will be slower
and it may be more difficult (Bradshaw & Anderson, 1982). Prior knowledge and learning can influence
the quality of the learner’s knowledge organisation and appreciating the patterns of knowing used by
students can allow educators to create environments that empower student learning (Magolda, 1999).
The second two connections of knowledge organisation, hierarchical and network are those generally
used by experts and provide a more meaningful way to organise knowledge. Research suggests that
experts have a tendency to process new knowledge in chunks based on their already developed
knowledge connections and subsequently they are more effective and efficient with their learning.
The danger is that the composite connections of knowledge and how the expert organises it into
chunks may not be shared with students and subsequently the learning process is lost, as the students
may not have learnt the skills to process the chunks of knowledge. As educators we need to assist
students with developing such skills and we also need to provide them with time to develop and
master their skills.
When considering past versions of the STMG191 paper, I believe there was a mismatch between the
learner’s possible knowledge organisation and the assessment tasks. For example, students were
being asked to bring together two or more management concepts at a time in their Individual DIL
assessment, however, they had not been taught how to combine and synthesis two quite independent
concepts. Assessment was not aligned with the delivery to support learning.
IMPLEMENTATION OF THE COURSE REDESIGN
This initiative was implemented in the 2014B iteration of the STMG191 paper. All aspects of the
course were redesigned during the earlier part of 2014 with input from the tutors who take an
important role in the delivery of course material. As course design is an iterative process where
development comes from reflection and feedback; this is the first stage of a process to create better
alignment. This section outlines the initial redesign examining the development of the learning
outcomes, the alignment of the teaching design to meet the learning outcomes and the alignment of
assessment tasks to the learning outcomes. Appendix 2 provides supporting documentation on the
new course structure. Once class on strategy is then outlined to show application of the course
redesign process.
Learning Outcomes
I began my review of the learning outcomes by focusing on the end goal – what were the competencies
required of the students when they graduate with their degree. These include, the six “C” of:
commercial context; connectedness; citizenship; critical thinking; communication; and collaboration.
Next I considered the question “what do I want students to come away with at the end of STMG191?”
in the context of working towards the graduate competencies. I wanted to develop a paper where
there was space for students to move and evolve in their learning, but I was also conscious that I
wanted students to be able to recognise their own learning in relation to the learning outcomes.
Using the work of Moon (2002) each learning outcome was developed with three aspects:



A verb – to indicate as precisely as possible the nature of the learning expected;
Object - content area, skill or disposition;
Context—words to indicate the context, condition(s) or standards of performance required.
As this was a first year paper, I was very conscious that the learners are still in the early stages of
academic tertiary learning, with most just coming out of secondary education. Subsequently, the
terms I used in my learning outcomes had to reflect the level of student knowledge and learning that
would be required for this level of tertiary education. For example ‘Describe’ in learning outcome 1
and 2 was used to show evidence of knowing the components of management and the main
contributions of historical management theory to contemporary management practice today.
‘Demonstrate’ in learning objectives 3 and 4 would show evidence of activities that require knowledge
and understanding. The learning outcomes proposed for the course were that students will be
expected to be able to:
1. Describe and apply the key components of management within the context of
business practice to selected case studies e.g. planning, organising, leading,
controlling, human resource management, motivation, strategy, managerial ethics,
sustainability and globalisation.
2. Describe the main contributions of historical theory (i.e., classical, behavioural,
quantitative and modern approaches) to the contemporary practice of
management and to identify these principles in examples of current management
practice.
3. Demonstrate the ability to begin to work collaboratively to produce reports and
presentations on management components taught in the paper.
4. To begin to demonstrate meaningful connections between management concepts
through the use of ‘concept maps’.
These learning outcomes are aligned to the graduate profile competencies in the following manner:






Commercial context – begin to develop this through learning objectives 1 and 2;
Connectedness – being to develop this through learning objectives 1 and 2. Specifically
globalisation as a topic;
Citizenship – begin to develop this through learning objective 1, specifically the aspect of
sustainability that is examined in one of the topics;
Critical Thinking – being to develop this through learning objectives 1 and 4;
Communication – begin to develop this through learning objectives 3 and 4;
Collaboration – begin to develop this through learning objective 3.
Design of Teaching for Alignment
To create alignment with the learning outcomes I believe that students must be actively involved in
co-creating the learning; a constructivist approach to learning. The learning outcomes required
students to be able to ‘describe’, ‘apply’ and ‘demonstrate’, and without them being actively involved
this could be a challenge. Subsequently, I began the overall design of strategies for teaching the
content with the following questions:
1. Who are my students? What can I assume with absolute certainty that they know? What
evidence do I have for these assumptions? How can I discover their assumptions and
misconceptions? What kind of misconceptions might they have about the subject? How can
I correct for those misconceptions? What do I want them to know?
2. What are the major points that I wanted to get across in this lecture? If my students walk
out of the lecture knowing only one new idea, skill, or concept, what would it be? What
concrete examples can I use to emphasize these points? Can I think of any examples that
draw on my students' own experiences?
3. Do these points fall into any kind of a natural order? Can I use temporal structure? Can I
use some kind of logical structure? How can I convey that structure to my students?
4. What kinds of connections will my students have to make to previously covered material?
Should I plan to supply those connections, or can I justify why I want my students to make
them independently? When and how can I help the students connect the information I am
providing with knowledge and skills they already possess?
5. How does this lecture fit into my overall plan for the course and how does it relate to the
other material we have covered?
Source: https://teaching.uchicago.edu/?/ctl-archive/course-design-tutorials/in-theclassroom#lecture
In response to the prior student knowledge questions, I designed a focus question for the course and
also for each lecture. The questions would connect the whole course together and would also align
with assessment. The overarching course question was “what is management?” and each week the
topic although more specific, would also tie in with the course question, e.g. for the class on planning
the question of the day was “what is planning in the context of management?” For each session the
learning outcomes for that class aligned with the overall course learning outcomes. I believe that
ascertaining student understanding at the beginning of a session would assist with co-creation of
learning during the session, as I could bring the content back to what the students already understood
– their prior knowledge. In each class as part of the learner activities, time would be set aside for
students to in groups discuss the question. The responses would be collated and put on the document
camera for all students to see. As we worked together through each lecture, I planned to relate the
theory we would be covering back to their ideas on the document camera, explicitly showing them
the linkages with their prior knowledge. Furthermore, at the end of each session students would be
able to see how the content we had covered during the class linked back to the question of the day
and also the overarching course question.
To motivate learning, I purposefully designed relevant examples into each class that included those
from my own experience as well as those that students could directly relate to. Some classes would
have fun activities to show application of theory to practice e.g., Zombies, cardboard towers,
supermarket checkouts, human pyramids, whilst others would be related more to examples that
would support assessment, e.g. case study examples and questions from past exam cases. In each
class I designed some activity that allowed set time for students to articulate their knowledge and
understanding of what we being taught with their peers (see Appendix 2 for a schedule for each
session and the types of activities planned).
To show logic and order in the structure that the course would follow, I designed into the paper a new
tool that would support student learning through meaningful knowledge connections – Concept Maps.
These maps would support students through helping them to create more meaningful organisation of
the knowledge they gained from the course, moving from linear knowledge organisation towards
more complex interconnected relationship between ideas and concepts. Concept maps would be
introduced into lectures by linking the question of the day to the purpose of each map. Through
reinforcing this strategy in all learning spaces, lectures and tutorials, students would begin to develop
their skills in concept mapping and this could assist their understanding of course content. I was aware
that students would have to be motivated to engage with concept mapping and this may not work for
all students, however, concept mapping may assist in drawing together a bigger picture of the whole
course. The goal of using concept maps to show better meaningful knowledge connections was
followed through in assessment design.
Design of Assessment for Alignment
Assignments were purposefully designed to create a layered approach that would scaffold student
learning with feedback at every stage in the process. The Group STEPP and Individual STEPP
assignments allowed students to first work in groups applying the STEPP model before they applied
the same model in a different context in their individual assignment, supporting collaboration for
learning (this also worked towards the graduate competency of collaboration). The group day in the
life (DIL) assignment provided student with a real context from which they could apply their future
learnings in the course. The weekly quizzes were designed to provide both the students and the
teaching team feedback on student learning in a timely manner. The online quizzes allowed for
immediate feedback for students with the answers to questions provided straight after the quiz was
electronically submitted. This also would allow for me to see what topics students were struggling
with, developing additional material to assist with learning into future classes. The three tutorial
quizzes (quiz 5, 7, and 9) would allow students to build their skills in answering short answer questions,
preparing them for the exam. Quiz 5 was designed around recall and would ask students to define a
concept. Quiz 7 would build on recall and ask students to describe how a concept could be applied.
Finally quiz 9 would ask compare and contrast questions. Each stage built on the previous and all of
this would be supported with tutorial and lecture material. The Group Case assessment would directly
support learning outcome 1, in the application of a concept to a case study. This assessment piece
would also assist student learning towards learning outcome 4, as they collaboratively would develop
a concept map. Also this assessment was designed so that student handed in a draft report which
they received feedback on before they handed in their final report. The final internal assessment was
designed around individual application of a concept map allowing students to show their
understanding on meaningful linkages between knowledge concepts.
I purposefully designed the exam to build on the assessments that students would have already done
throughout the course. The exam would include multiple choice questions that students had already
practiced during the online quizzes. With the short answer questions, I would inform students that a
past exam question from the 2014A exam would be included in the 2014B exam. I also would create
a mid-term survey asking students which topics they would be most comfortable answering an exam
question on. Once the data was analysed I planned to develop a question around this and inform
students of it prior to the exam. This would result in 3 short answer questions that were not already
known to the students. With the short answer questions, they would be designed to include describe,
define and compare and contrast, building on what had been done during the internal assessment
part of the course. I was also consciously aware that I had set a learning objective of using concept
maps to demonstrate meaningful knowledge connections and subsequently in the exam I would ask
student to draw a concept map of the question – what is management? This would allow them to
demonstrate their overarching learning in the paper.
Application to the Strategy Lecture
The purpose of the strategy class is to enhance student understanding of the question “what is
strategy?” I began the development of this class with the following aspect that I wanted to include in
the session:
 Learning outcomes for the session and linkage back to overall course learning outcomes
 Content to be taught
 Resources required
 Linkage to assessment


Teacher activities
Learner activities
I purposefully kept the learning outcomes simple for the session, as it was my intent to only introduce
students to some of the concepts related to strategy. In future papers (specifically STMG391) students
would be expected to be able to apply critically strategies for firms and compare and contrast models.
For this paper I just wanted them to be aware of the types of models used by managers to assist with
organisation strategy, as well as the different levels of strategy in an organisation. The two learning
outcomes for this class were that the students would be able to:


describe some of the internal and external models used in strategic management and apply
to selected examples;
describe and apply using examples the different levels of strategy within an organisation.
The content that supported these learning outcomes included external models such as STEPP, which
the student had already learnt in earlier tutorial classes, as well as Porter 5 forces which was a new
model. By starting with something they already knew, I could inform students that they already knew
one model that managers use to support development of strategic direction. The internal models
included SWOT, which had already been covered during tutorials, as well as mission and vision
statements. The final content for the session included the different types of organisational strategies,
from corporate through to business and then functional. In the past students have struggled to apply
the different types of strategies so I consciously designed a number of examples into the class, both
ones that I could use to explain the concepts as well as a number that student in groups could practise.
The learner activities for the class began with students working with their peers to answer the
question: “what is strategy?” After consolidating student ideas on the document camera, the next
activity involved 14 volunteers who were split into two teams and set the task of building the largest
tower. Each team was provided with people, time, cardboard, scissors and tape – their resources.
Each team also had slightly different combinations of the resources, e.g. one team had 7 minutes and
9 people whilst another had 10 minutes and 5 people. During the exercise I asked the rest of the class
to reflect on two things – what were the advantages of each team in terms of resources, and also how
the team group dynamics were working? Group interaction and sharing of knowledge is a key
resource in organisations that can lead to a competitive advantage and this connects nicely with
collaboration and group work which is a key skill underpinning the course. At the end of the activity
there was obviously a winning team, but I also debriefed on how this applied to resource based theory
which strategic decisions are underpinned by.
At the end of each logical content section, generally about every 20 minutes, I designed a multi-choice
or short answer question for the class to work on in groups. This provided immediate formative
feedback and with one short answer question on business level strategies student were not in
agreement, with some lacking comprehension in their answer. I then went through two more
examples to show application of the theory and asked the class another short answer question. The
responses were greatly improved after the additional examples. I also structured another learner
activity into the class - paper darts. This activity is easily related to alliances and collaboration for
gaining resources, a topic the often can be misunderstood in an introductory course. Finally, at the
end of class to show linkage and align with the course learning outcome 4, I use my own concept map
to show the linkages and knowledge connections for the strategy lecture (see figure 2).
Figure 2: Strategy Concept Map
The tutorial that followed the lecture was structured so that students got to practice their learnings
from the lecture. First, they worked in groups on developing their own concept map for strategy,
working with the concept terms they brainstormed in the lecture. Next, to support their development
of learning towards completing the group case assessment, they worked in groups on applying the
strategy models to a case. Both the lecture and the tutorial learning, together with student readings
of the textbook were developed to assist the students with the in tutorial quiz on strategy which would
be held the following week.
REVIEW OF THE IMPLEMENTATION WITH RECOMMENDATIONS
The purpose of this paper was to redesign STMG191 to create better alignment with learning
outcomes, strategies for teaching and assessment. The challenge with assessing this initiative was
collating data in a timely manner from the various parties involved: my own reflections on the learning
as a teacher, the tutor reflections on learning in tutorials, student grades both internally and from the
exam, and finally student feedback on the course. As not all data could be obtained by the time of
the writing of this report, the review contains my own observations on student learning, responses to
questions I asked the tutoring team about the course redesign, student feedback from internal grades
and anecdotal evidence from the exam (exam marking was occurring as this report was being
compiled). Student course appraisals were not available.
My own reflections throughout the process of facilitating the course endorse the notion that the
learning environment was more conducive and supportive of collaborative student learning. Students
were much more engaged in the classroom, working in groups at the beginning of each class to discuss
the question of the day and contributing to overall class discussion. Tutors noted that compared to
the A semester version of the paper, there was a lot more student engagement in B semester within
tutorials. Although one tutor commented that “although a lot of students are more engaged and want
to work together, some are just not motivated.” Motivation is a challenge and I recognise that
although I need to continually build on and use techniques that incentivise learning, the student also
has a part to play in motivation.
Reflecting on the strategy of a question of the day in each class, I believe that this resulted in a number
of consequences for learning. First, it created a sense of place and purpose for the students, as it
directed their centre of attention to the STMG191 paper, away from the course they may have just
come from. Second, it focused the students on the core learning for the day – finding an answer to
the question. Third, it became easier to create linkages between what is often considered to be
isolated topics in a first year management paper. The material of the day was much easier to link to
the overarching question for the course – what is management – and moreover, students began to
see how different topics intersected. This greater interconnection of ideas was reinforced in the
student concept map assessment piece, where their reflection on the use of concept maps for learning
were explored. The concept map definitely benefits the creator the most, because I understood the
thought-processes between the different boxes and can recall where everything is. This reinforces the
idea that concept maps are very unique to each person that makes them.” (David Cuellar, student
assignment).
With the follow through of concept mapping into the exam, I belief that the final grades will
significantly improve compared to past semesters. Anecdotal evidence from the exam marking
process has shown that the concept map approach, compared to the case essay used in past iterations,
has resulted in students being able to explicitly show greater learning through articulating their
knowledge and understanding of concept interconnections. One tutor commented:
“If students had been given an essay question on – what is management – they would not
be able to articulate as much as they have through drawing a concept map. The concept
maps in the exam are showing that there is greater understanding and linkage of concepts.
Even if a student had said that they were not a visual learning and that concept maps
were not for them, the exam is showing that the tool is really helping students appreciate
and articulate their knowledge. What we are getting is a way better appreciation of
student knowledge and understanding.”
Although concept mapping seems to have assisted students to organise their knowledge is a more
meaningful manner which supports interconnections, upon reflection the processes underpinning the
assessment could have been done better. There were issues regarding the use of technology to
support the development of concept maps. I wanted to provide students with the power to choose
how they implemented their concept maps and I did not want to enforce any one way of achieving
the end result. Students were told they could use any technology they wanted, or even hand-write
their maps and during lectures I provided students with the name of two different software systems
they could download for free. Those that chose the cmap tool, which was developed specifically to
support concept maps, generally developed better linking propositions between concepts. However,
I found that those that went with the other technology did not develop as good linking propositions
and struggled to show depth of concept interconnection. For future iterations I believe that more
time and thought needs to go into the processes and documentation that will support students in
developing their concept maps. This includes teaching time in lectures and tutorials, as well as
multiple student practise time. Ensuring that students can develop meaningful connections is
fundamental and with appropriate linking propositions the knowledge connections can be
meaningless (Novak, 2010).
The redesign of the course did involve the creation of a lot more assessment, but it focused on smaller
assessment, time to practice, more feedback and scaffolding learning and tasks. Time was provided
to practise STEPP in groups before the group assignment, individual STEPP assignment and finally the
case analysis. This allowed students to develop and refine their approach to the application of the
theory (Ambrose et al., 2010) and overall the grades were generally higher for the assessment pieces
than in previous iteration. Time on task was also important with lectures and tutorials supporting
quantity of practice to assist with accumulation of knowledge (Healy, Clawson & McNamara, 1993). I
felt that there was a large improvement in overall student understanding with the conscious effort
that was made to provide time and space for students to practice and articulate ideas. This was also
supported by the mid-term survey where over 70% of the student felt that the multiple practise
applications assisted them with their learning. A tutor noted that “by having a lot more feedback on
their learning throughout the semester, this has definitely helped to keep students more engaged.”
Another assessment initiative this semester was the draft case report being handed in a week prior to
the actual report, allowing feedback to the students before the final version was submitted. This
strategy allowed us to see where there were student errors and at our weekly tutors meeting by
discussing how students were progressing I could see if there were any patterns of errors arising. One
pattern that did arise early on was that students had only attempted one concept from the topic rather
than at least two. I brought this up in lectures and also sent a class email out, so that students that
still had cases to do would not make the same error. By having a two stage case report, a draft and
final, this made students begin their work earlier and generally this resulted in better overall learning
and understanding. Feedback from their draft report also allowed students to improve on it before
they handed in a final. “Being able to provide feedback on the draft reports for the cases improved the
level of understanding and learning the students got. The final reports handed in were much improved
from past semesters” (senior tutor). This type of timely feedback provided to the students was specific
to the assessment process that they were engaging in and can create a deeper level of learning (Balzer
et al., 1989). However, the tutor team suggested that it would be more beneficial to learning if the
case concept that students are reporting and presenting on should be aligned to the week we are
discussing it in class (lecture and tutorial), rather than a week later. Rationale was that tutors had
observed that if a team of students did not present an idea with complete comprehension that the
tutors then had to review the material with the class to ensure accurate understanding, before they
moved onto the new material already scheduled for that day. This suggested change will definitely be
implemented in future iterations of the course.
Part of the course redesign was to use the strategy of regular quizzes to both motivate students to
keep up-to-date with their readings, as well as being a platform for the teaching team to ascertain
student level of knowledge understanding. Upon reflection the structure of the quizzes worked well.
Tutors agreed that the combination of online multiple-choice quizzes and in tutorial short answer
quizzes worked well and supported learning. One tutor commented “students could see how their
learning was going through the multiple assessments. The quizzes really helped as well.” The fast
turnaround time with marking of tutorial quizzes, less than 1 week, meant that I could address any
areas where I felt that students had issues during the following lecture. The grades from the online
quizzes were on average 40% higher than previous semesters and although the grades from the
tutorial quizzes were not as high, the marks were still significantly improved from previous iterations.
Furthermore, anecdotal evidence from the exam and a question that was purposefully put in to
ascertain how student learning had developed from a tutorial quiz revealed that the quizzes had
assisted with learning. Two tutors commented on the exam: “The motivation question from the
quizzes which was not done that well at the time, has been done really well in the exam. Students are
comparing and contrasting the motivation theories well.” and “The organising question which was
done really poorly in the past exam, has been done really well this time.”
CONCLUSION
The purpose of redesigning this course was to ensure that there was better alignment between
learning outcomes, strategies for content delivery and assessment. I wanted to ensure that the
learners were building knowledge content and developing skills that would assist their learning in both
the STMG191 course as well as future papers. Although at the time of this report the final course
grades including examinations was not available, I believe that through conscious design for alignment
there has been a remarkable improvement in student learning and engagement.
After this first iteration of course design I feel that I am much more engaged with what works for
student learning and that some of the strategies that were designed into the course have stimulated
student learning. However, the course does require a number of refinements inclusive of a reexamination of instructions and processes around assignments to ensure that students understand
requirements. Although the concept map skill that students have begun to develop has assisted them
to develop more meaningful knowledge connections, I want to redesign the use of this within lectures
for future iterations. For instance, I believe that by using a whole lecture class dedicated to developing
a concept theory such as organising, through the use of concept mapping will improve student
understanding of the process. Students will be able to practise the development of concept maps
multiple times within the class (lecture and tutorial) and this will assist to build their own meaningful
knowledge connections.
This exercise has excited me as I have seen first-hand how simple conscious alignment with
appropriate strategies can improve student learning. Although I believe that the initiative has been
successful for students and has met my goal of creating more meaningful knowledge connections,
next I intend to use the literature and my observations from this iteration to future develop and refine
the paper. I recognise that I play an important role in student learning and that I need to continue to
build a climate and infrastructure which can support the student experience (Usher, 2009). I look
forward to continuing to create an environment that supports student learning through nurturing
meaningful knowledge connections.
REFERENCES
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning
Works: 7 research-based principles for smart teaching. San Francisco: CA, Jossey-Bass.
Balzer, W.K., Doherty, M.E., & O’Connor, R. (1989) Effects of cognitive feedback on performance.
Psychological Bulletin, 106, 410-433.
Bradshaw, G.L. & Anderson, J.R. (1982) Elaborative encoding as an explanation of levels of
processing. Journal of Verbal Learning and Verbal Behavior, 21, 165-174.
Chi, M.T.H., & VanLehn, K. (1991). The content of physics self-explanations. Journal of the learning
sciences, 1, 69-105.
Healy, A.F., Clawson, D.M., & McNamara, D.S. (1993). The long-term retention of knowledge and
skills. In D.L. Medin (Ed.), The psychology of learning and motivation (pp.135-164). San Diego, CA:
Academic Press.
Illeris, K., (2009). A comprehensive understanding of human learning. In Contemporary Theories
on Learning: Learning theorists….. in their own words, edited by Knud Illeris., New York: NY,
Routledge.
Magolda, M.B. (2010). The interweaving of epistemological, intrapersonal, and interpersonal
development in the evolution of self-authorship. In M.B. Magolda, E.F. Creamer and P.S. Meszaros
(Eds.), Development and Assessment of Self-Authorship (pp. 25-43). Sterling, VA: Stylus Publishing.
Moon, J. (2002). The module and programme development handbook. London: Kogan Page.
Novak, J.D., & Canas, A.J. (2008). The Theory underlying concept maps and how to construct and
use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human
and
Machine
Cognition,
2008.
Retrieved
on
2
April
2014
from
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Novak, J.D. (2010). Learning Creating, and Using Knowledge: Concept Maps as Facilitative Tools in
Schools and Corporations, 2nd Edition, New York: NY, Routledge
Usher, R. (2009). Experience, pedagogy, and social practices, In Contemporary Theories on
Learning: Learning theorists….. in their own words, edited by Knud Illeris., New York: NY, Routledge.
APPENDIX 1 – CURRENT COURSE OUTLINE
Below is a cut down version of the Management School paper template for course outline for
STMG191-14A. Information on tutors, tutorial and lecture times etc., has been removed.
PAPER OUTLINE
Paper Title:
Introduction to Management
Paper Code:
STMG191-14A (HAM)
School:
Waikato Management School
Department:
Strategy & Human Resource Management
Location:
Main Campus, Hillcrest Road, Hamilton
PURPOSE STATEMENT
This paper provides a realistic introduction to the essentials of management. It demonstrates how
businesses identify opportunities and problems, and create viable strategies. It reviews the
manager's role in organisations today, together with an understanding of how management theory
and practice has changed over time. Using the case teaching method, students develop a critical
awareness that in every situation, issue or problem managing is a mixture of artful and scientific
decision making that requires the application of analytical and interpersonal skills.
As a core first year paper for the BMS, BBA, BECom., BCS and BTour degrees this paper provides
students with an introduction to the essential concepts and aspects of management. It reviews the
role of a manager in today’s organisations, including key concepts that any manager will use (planning,
control, organising, leading, motivation, HRM, strategy). The learning outcomes are fundamental to
students moving into other specialised management areas.
An essential part of this paper is to develop the student’s ability to apply theories and concepts taught
to case studies. This provides students the avenue to apply their knowledge to real world situations
(commercial context goal). Cases used are both NZ and global, ensuring students expand their
horizons to develop an awareness of cultural differences in global business (connectedness goal). An
important aspect taught within the paper is that students appreciate the difference between
universalism versus contextual approaches, and can critically evaluate both. The paper has
compulsory group work with both presentations and reports, supporting the goals of communication
and collaboration.
Ideally students should implicitly use their knowledge from STMG191 and be able to apply this to
critical thinking when they engage in real-world problem solving (critical thinking goal). In relation to
the BMS degree, STMG191 is an essential building block for students to naturally progress to
examining how organisations behave (individual and group) in HRMG241. Students within the BCS
will benefit from the study into motivation and leadership. BTour students and BECom will gain value
from understanding the fundamental roles of a manager. Accountants often end up providing advice
beyond financial and subsequently it is essential that BBA students appreciate the inter-related roles
of managers.
LEARNING OUTCOMES
By engaging in the learning opportunities provided in this paper students can expect to have gained
an understanding and appreciation of the following:
1 : Explain what management is, what managers do and the foundational contributions
to management theory.
2 : Evaluate contemporary issues on management, including corporate social responsibility and
ethics and the principal challenges managers face in today's increasingly competitive global
environment.
3 : Scrutinise the importance of contextual factors in the environment and how these
influence managers and the organisation.
4 : Critically analyse the four principal managerial functions -planning, control,
organising and leading.
5 : Explain and evaluate other key roles of managers, including motivation, human
resource management and strategy development.
6 : Develop basic skills for analysing case studies as demonstrated through the application of
concepts and principles of management introduced in the paper.
7 : Appreciation of the skills required for team-based learning.
8 : Develop an ability to work collaboratively to produce reports and presentations.
9 : Develop skills in locating and retrieving required materials through the library and electronic
resources together with appropriate referencing of such materials.
10 : Develop independent research and learning skills demonstrated through producing written work
supported by scholarly literature or other relevant evidence.
ASSESSMENT
Internal Assessment/Final Examination 3:2
Internally Assessed
Components
Component Details
Component
Submission Details
Due Date
Weighting
A day in the life of... GROUP REPORT
7/04/2014
at 9:00 am
A day in the life of... GROUP PRESENTATION
Application of DIL - INDIVIDUAL ESSAY
Compulsory
Where
How
10.00%
MSC
Web Submit
11/04/2014
at 5:00 pm
10.00%
to Tutor
Printed
26/05/2014
at 9:00 am
25.00%
MSC
Web Submit
30.00%
to Tutor
Web Submit
Quizzes
Quiz 1
21/03/2014
at 12:01am
-
Online
Online Test
Other
Quiz 2
28/03/2014
at 12:01am
-
Online
Online Test
Other
Quiz 3
4/04/2014
at 12:01am
-
Online
Online Test
Other
Quiz 4
2/05/2014
at 12:01am
-
Online
Online Test
Other
Quiz 5
9/05/2014
at 6:00 pm
-
to Tutor
Printed
Quiz 6
16/05/2014
at 6:00 pm
-
to Tutor
Printed
Quiz 7
23/05/2014
at 12:01am
-
Online
Web Submit
Online Test
Quiz 8
30/05/2014
at 6:00 pm
-
to Tutor
Printed
10.00%
Other
Web Submit
Case Analysis - GROUP PRESENTATION
Strategy Case Presentation
28/04/2014
at 9:00 am
-
MSC
Web Submit
Organising Case Presentation
5/05/2014
at 9:00 am
-
MSC
Web Submit
Control Case Presentation
12/05/2014
at 9:00 am
-
MSC
Web Submit
HRM Case Presentation
19/05/2014
at 9:00 am
-
MSC
Web Submit
Motivation Case Presentation
26/05/2014
at 9:00 am
-
MSC
Web Submit
15.00%
Other
Web Submit
Case Analysis - GROUP REPORT
Strategy Case Report
28/04/2014
at 9:00 am
-
MSC
Web Submit
Organising Case Report
5/05/2014
at 9:00 am
-
MSC
Web Submit
Control Case Report
12/05/2014
at 9:00 am
-
MSC
Web Submit
HRM Case Report
19/05/2014
at 9:00 am
-
MSC
Web Submit
Motivation Case Report
26/05/2014
at 9:00 am
-
MSC
Web Submit
Total
100%

Notes


The above Internally assessed components make up 60.00% of the total
assessment.
The Final Examination makes up the remaining 40.00%
You are required to complete the Assessments marked as "Compulsory".
YOU MUST do the Compulsory Assessment otherwise you will not pass
the Paper.
Examination
Examination
Exam
Starts
Ends
Weighting
Starts: 20/06/2014
at 9:15 am
Ends: 20/06/2014
at 12:30 pm
40.00%
Compulsory
Assignment Details
A day in the life of... GROUP REPORT (Due Date: Monday, 7 April 2014 at 9:00 am)
This item of assessment is Compulsory.
Where
How
at Exam
Printed
This assignment will help you work towards achieving learning outcomes: 7 and 8.
As a member of a small group you are to interview a manager about her or his job and write a report
using a structured framework which will be outlined during your first few tutorials.
As a group you will need to prepare questions before your interview with your manager so as
to ensure that you elicit the information required to complete your assignment.
Assignment length: 1500 - 2000 words.
A day in the life of... GROUP PRESENTATION (Due Date: Friday, 11 April 2014 at 5:00 pm)
This item of assessment is Compulsory.
This assignment will help you work towards achieving learning outcomes: 7 and 8.
Your group will make a presentation of the DIL interview in the tutorial. You have 12 minutes to
present followed by five minutes for questions. This assignment will be discussed at the first tutorial.
You must bring a copy of your Powerpoint or Prezi slides to your tutorial and give them to your tutor
BEFORE you present.
Application of DIL - INDIVIDUAL ESSAY (Due Date: Monday, 26 May 2014 at 9:00 am)
This assignment will help you work towards achieving learning outcomes: 4, 5, 9 and 10.
In this individual assignment the student will apply the theory from the concepts they have learnt in
the course to their team's initial findings from the DIL manager interview. The student will need to
apply appropriate theoretical concepts, and reflect back on what they gathered, in terms of
information from their earlier interviews.
Assignment Length: 1000 - 1500 words.
Quizzes
The quiz will help you work towards achieving learning outcomes: 1, 2, 3, 4 and 5.
Quiz 1, 2, 3, 4 and 7 will be held in online. You will have 24 hour in which to do the test. Once you log
into the test you will have 15 minutes to complete the test. You will have only one chance at the
test. These quizzes will comprise of multi-choice and or true/false questions.
Quiz 5, 6 and 8 will be held in tutorials. You will have 15 minutes to complete a short answer question.
Students will be required to have read the relevant chapters in the text book, attended lectures and
tutorials. The purpose of the quiz is to test students knowledge, recall and understanding of key
concepts.
The final grade allocated for the quiz (worth 25% of the internal assessment grade) will be the average
mark for the best 7 quizzes. .
Case Analysis - GROUP REPORT
This item of assessment is Compulsory.
This assignment will help you work towards achieving learning outcomes: 4, 5, 6, 7, 8 and 9.
Students in their groups will prepare a detailed case analysis of one of the five concept cases. The
case will be allocated by the tutors during tutorial time prior to the term break.
Assignment length: 1500 - 2000 words.
Case Analysis - GROUP PRESENTATION
This item of assessment is Compulsory.
This assignment will help you work towards achieving learning outcomes: 4, 5, 6, 7, 8 and 9.
Students will have 25-30 minutes to present their group case analysis. 5-10 minutes of questions
will follow and will be asked from both the tutor and also other class members.
Students must submit their Powerpoint slides to MyWeb.
Examination ( Date: 20/06/2014 12:30:00 p.m. )
RESOURCES
Required
Schermerhorn, Davidson, Poole, Woods, Simon, and McBarron (2014). Management: Foundations
and Applications. 2nd Asia-Pacfic Edition: Wiley.
Jones, G. (2010). Management: The Aotearoa New Zealand context (3nd edition). Milton, Qld: Wiley.
NOTE: You can use the earlier eddition of the text but the chapters do not directly align and you will
have to ensure you are reading the correct chapter for the week. The earlier edition is:
Schermerhorn, Davidson, Poole, Woods, Simon, and Chau (2010) Management: Foundations and
Applications. 1st Asia-Pacfic Edition: Wiley.
SCHEDULE
Title
Topics
LECTURE 1: The study of organizations and management
Week 1
beginning 3/03/2014
Chapter 1 in Schermerhorn et al., pp1-32.
There are no tutorials this week. Please make sure you sign-up
to a tutorial group THIS WEEK as tutorials start the week
beginning Monday 10th March.
LECTURE 2: Aotearoa New Zealand & the Global Context
Week 2
beginning 10/03/2014
Chapter 4 in Schermerhorn et al., pp87-118 and Chapters 1 and 2 in
Jones' text.
Before this Lecture, you must view the video at the link : China
Blue
TUTORIAL 1:
During this class you will:






Understand the expectations relating to this paper.
Understand the learning outcomes and assessment.
Get to know your fellow tutorial members and start
thinking about group formation.
Learn about MyWeb and how to submit assignments and
find course related materials.
Learn how to search the databases for research - Google
Scholar.
Be introduced to writing an effective assignment for this
paper.
LECTURE 3: Corporate Social Responsibility, Business Ethics
Week 3
and Sustainability
beginning 17/03/2014
Chapter 5 in Schermerhorn et al., pp119-146 & Chapter 4 in Jones.
TUTORIAL 2:
During this class you will:



Examine in more depth NZ versus global business.
Be introduced to case discussion.
Finalise your groups for the Day-in-the-life
(DIL) assessment.
Case for discussion in this tutorial: Lion Mauled by Dragon.
QUIZ 1 - CHAPTERS 1 AND 4
LECTURE 4: Ideas central to Western Management
Week 4
beginning 24/03/2014
Chapter 2 in Schermerhorn et al., pp33-56.
TUTORIAL 3:
During this class you will:



Examine Corporate Social Responsibility.
Apply case analysis skills.
Continue to work on your group assessment for DIL.
Case for discussion in this tutorial: When sustainability doesn't
guarantee success: Recycled pallets and pegs.
QUIZ 2 - CHAPTER 5
LECTURE 5: Planning and Decision Making
Week 5
beginning 31/03/2014
Chapter 6 in Schermerhorn et al., pp147-174.
Chapter 7 in Schermerhorn et al., pp175-200.
Case for discussion in this lecture: Boeing and Airbus
TUTORIAL 4:
During this class you will:

Develop a further appreciation and understanding of the history
of western management.



Understand what makes a good presentation.
Finalise times for your DIL presentations.
Be allocated a group case from the following topics:
strategy, organising, control, HRM or motivation. The
group case reports and presentations will occur during
tutorials 6, 7, 8, 9 and 10.
QUIZ 3 - CHAPTER 2
LECTURE 6: Strategy
Week 6
beginning 7/04/2014
Chapter 8 in Schermerhorm et al., pp201-234.
TUTORIAL 5:
During this class you will:


Present with your group on your DIL report.
Be actively involved with asking questions of other
presenting groups.
NOTE : You must be available to attend during this time to do your
scheduled group presentation, so make sure you organise your time
NOW.
LECTURE 7: Organising
Week 9
beginning 28/04/2014
Chapter 9 in Schermerhorn et al., pp235-270.
TUTORIAL 6: Strategy Case Presentation
During this class you will:

Actively participate in, listen to, and ask questions of the
presenting team

Build on your knowledge and application of the concept of
strategy.
Case for discussion in this tutorial: Phoenix
QUIZ 4 - CHAPTERS 6 AND 7
LECTURE 8: Control
Week 10
beginning 5/05/2014
Chapter 10 in Schermerhorn et al., pp271-294.
TUTORIAL 7: Organising Case Presentation
During this class you will:

Actively participate in, listen to, and ask questions of the
presenting team

Build on your knowledge and application of the concept of
organising.
Case for discussion in this tutorial: Telecom
QUIZ 5 - IN TUTORIAL, CHAPTER 8
LECTURE 9: Human Resource Management (HRM)
Week 11
beginning 12/05/2014
Chapter 11 in Schemerhorn et al., pp295-336.
TUTORIAL 8: Control Case Presentation
During this class you will:

Actively participate in, listen to, and ask questions of the
presenting teams.

Build on your knowledge and application of the concept of
control.
Case for discussion in this tutorial: Apple
QUIZ 6 - IN TUTORIAL, CHAPTERS 9 AND 10
LECTURE 10: Motivation
Week 12
beginning 19/05/2014
Chapter 14 in Schermerhorn et al., pp399-428.
TUTORIAL 9: HRM Case Presentation
During this class you will:

Actively participate in, listen to, and ask questions of the
presenting teams.

Build on your knowledge and application of the concept
HRM.
Case for discussion in this tutorial: Pret a Manger
QUIZ 7 - CHAPTER 11
LECTURE 11: Leadership in the Organisation
Week 13
beginning 26/05/2014
Chapter 12 in Schemerhorn et al., pp337-364.
TUTORIAL 10: Motivation Case Presentation
During this class you will:

Actively participate in, listen to, and ask questions of the
presenting team.

Build on your knowledge and application of the concept
motivation.
Case for discussion in this tutorial: Google
QUIZ 8 - IN TUTORIAL, CHAPTER 14
LECTURE 12: Bringing it all together
Week 14
beginning 2/06/2014
TUTORIAL 11: Leadership & Exam Preparation
During this class you will:



Build on your knowledge and application of the concept
leadership.
Reflect on the learning you have done throughout the paper.
Go through exam preparation.
APPENDIX 2 – PROPOSED NEW COURSE OUTLINE
PAPER OUTLINE
Paper Title:
Introduction to Management
Paper Code:
STMG191-14B (HAM)
School:
Waikato Management School
Department:
Strategy & Human Resource Management
Location:
Main Campus, Hillcrest Road, Hamilton
PURPOSE STATEMENT
This paper provides a realistic introduction to the essentials of management. It demonstrates how
businesses identify opportunities and problems, and create viable strategies. It reviews the
manager's role in organisations today, together with an understanding of how management theory
and practice has changed over time. Using the case teaching method, students develop a critical
awareness that in every situation, issue or problem managing is a mixture of artful and scientific
decision making that requires the application of analytical and interpersonal skills.
As a core first year paper for the BMS, BBA, BECom., BCS and BTour degrees this paper provides
students with an introduction to the essential concepts and aspects of management. It reviews the
role of a manager in today’s organisations, including key concepts that any manager will use (planning,
control, organising, leading, motivation, HRM, strategy). The learning outcomes are fundamental to
students moving into other specialised management areas.
An essential part of this paper is to develop the student’s ability to apply theories and concepts taught
to case studies. This provides students the avenue to apply their knowledge to real world situations
(commercial context goal). Cases used are both NZ and global, ensuring students expand their
horizons to develop an awareness of cultural differences in global business (connectedness goal). An
important aspect taught within the paper is that students appreciate the difference between
universalism versus contextual approaches, and can critically evaluate both. The paper has
compulsory group work with both presentations and reports, supporting the goals of communication
and collaboration.
Ideally students should implicitly use their knowledge from STMG191 and be able to apply this to
critical thinking when they engage in real-world problem solving (critical thinking goal). In relation to
the BMS degree, STMG191 is an essential building block for students to naturally progress to
examining how organisations behave (individual and group) in HRMG241. Students within the BCS
will benefit from the study into motivation and leadership. BTour students and BECom will gain value
from understanding the fundamental roles of a manager. Accountants often end up providing advice
beyond financial and subsequently it is essential that BBA students appreciate the inter-related roles
of managers.
LEARNING OUTCOMES
By engaging in the learning opportunities provided in this paper students can expect to have gained
an understanding and appreciation of the following:
1 : Describe and apply the key components of management within the context of business practice
to selected case studies e.g. planning, organising, leading, controlling, human resource
management, motivation, strategy, managerial ethics, sustainability and globalisation.
2 : Describe the main contributions of historical theory (i.e., classical, behavioural, quantitative and
modern approaches) to the contemporary practice of management and to identify these
principles in examples of current management practice.
3 : Demonstrate the ability to work collaboratively to produce reports and presentations on
management components taught in the paper.
4 : To begin to demonstrate meaningful connections between management concepts through the
use of ‘concept maps’.
ASSESSMENT
Internal Assessment/Final Examination 3:2
Internally Assessed Components
Assignment Details
Group STEPP 5%
This assignment will help you work towards achieving learning outcomes 1, and 3.
In tutorials your group will be provided with an Industry that you are required to do a STEPP analysis
of. There are two parts to this assignment, first you will bring a one page report to your tutorial to
hand in to your tutor, and second your group will present your findings to your tutorial class.
This assignment is weighted 50:50 report/presentation.
Report Assignment length: 1 page
A day in the life of... GROUP REPORT & PRESENTATION 15%
This item of assessment is Compulsory.
This assignment will help you work towards achieving learning outcomes 1, 2 and 3.
As a member of a small group you are to interview a manager about her or his job and write a short
report using a structured framework which will be outlined during your first few tutorials. The report
framework will include information on what the manager you selected does (elicited from your
interview) as well as learning you have gained from working in a group.
As a group you will need to prepare questions before your interview with your manager so as
to ensure that you elicit the information required to complete your assignment.
Your group will make a presentation of the DIL interview in your tutorial. You will need to use
technology to support your presentation e.g. Powerpoint, Prezi. You have 5-7 minutes to present
followed by five minutes for questions.
You must bring a copy of your Powerpoint or Prezi slides to your tutorial and give them to your tutor
BEFORE you present.
This assignment is weighted 50:50 report/presentation.
Report Assignment length: 1200 words
Individual STEPP 5%
This assignment will help you work towards achieving learning outcomes 1.
You will be provided with an industry in tutorials and you will then need to conduct a STEPP analysis
on that industry and hand in a one page report. This assignment will build on the learning that you
gained for working on your Group STEPP report.
Report Assignment length: 1 page.
Case Analysis - GROUP REPORT & PRESENTATION 25%
This item of assessment is Compulsory.
This assignment will help you work towards achieving learning outcomes: 1, 2, 3 and 4.
Students in their groups will prepare a detailed case analysis report of one of the five concept cases.
The case will be allocated by the tutors during tutorial time prior to the term break. Student will apply
a STEPP, SWOT and relevant concepts to the case. A ‘Concept Map’ linking main ideas within the
concept will also form part of the report.
This assignment has three assessable components. The first section worth 20% is the draft report
which is due to the tutor in tutorial time 2 weeks before the assignment is due. Tutors will provide
feedback to the team on their report.
The second part worth 40% is the finished report, which is due in Monday 9am of the week the team
is presenting. The ‘Concept Map’ should be included as an appendix in the report.
The third part, worth 40% is the presentation in tutorial on the concept. Students must submit their
PowerPoint slides to their tutor in tutorials BEFORE they present. Groups will have 20-30 minutes to
present their case to their tutorial class. 5-10 minutes of questions will follow and will be asked both
from the tutor and also class members.
This assignment is weighted 20:40:40 draft report:report:presentation.
Assignment length: 1500 - 2000 words.
Quizzes 20%
The quiz will help you work towards achieving learning outcomes: 1 and 2.
Quiz 1, 2, 3, 4, 5 and 8 will be held in online. You will have 24 hour in which to do the quiz. Once you
log into the quiz you will have 15 minutes to complete the questions. You will have only one chance
at the quiz. These quizzes will comprise of 20 multi-choice questions.
Quiz 6, 7 and 9 will be held in tutorials. You will have 15 minutes to complete a short answer question.
Students will be required to have read the relevant chapters in the text book, attended lectures and
tutorials. The purpose of the quizzes is to assess student learning of the key concepts.
The final grade allocated for the quiz (worth 20% of the internal assessment grade) will be the average
mark for the best 8 out of 9 quizzes. .
Individual Concept Map 30%
This item of assessment is Compulsory.
This assignment will help you work towards achieving learning outcomes: 1 and 4.
In this individual assignment students will demonstrate meaningful connections of management
concepts taught in the course by using a ‘Concept Map’. This assignment will build on the learning
that student will have gained developing ‘Concept Maps’ for their Group Case Assignment. Students
will develop a ‘Concept Map’ for a topic that they did not do in their Group Case Assignment. Students
will support their ‘Concept Map’ with a 2-page explaination of meaningful linkage connections.
Assignment Length: 2 pages plus concept map.
Examination
The exam will be structured to assess the learning of students using multiple approaches to
assessment, e.g. multi-choice, short answer, cases and concept maps. This builds on the internal
assessment components of the quizzes, cases and individual concept map.
RESOURCES
Required
Schermerhorn, Davidson, Poole, Woods, Simon, and McBarron (2014). Management: Foundations
and Applications. 2nd Asia-Pacfic Edition: Wiley.
Jones, G. (2010). Management: The Aotearoa New Zealand context (3nd edition). Milton, Qld: Wiley.
NOTE: You can use the earlier edition of the text but the chapters do not directly align and you will
have to ensure you are reading the correct chapter for the week. The earlier edition is:
Schermerhorn, Davidson, Poole, Woods, Simon, and Chau (2010) Management: Foundations and
Applications. 1st Asia-Pacific Edition: Wiley.
SCHEDULE
Week 1
Lecture
Tutorial
Introduction to Management
Content

Outline course

Cases for learning and

Group Work Part 1
Learning Outcomes

Describe the management process and
the role that managers play.

Identify the essential managerial skills
and competencies and discuss how they
are developed over the career of a
manager.

Discuss the challenges that managers
face in conducting business in the 21st
century.
Content

Go through course outline, learning
outcomes, links to graduate profile,
assessment, tutorials etc.

What is Management about?

Levels of management

Skills and Roles of Managers

Recap by linking the concepts from
today back to the learner activity –
What is Management?
Activities

Get to know each other, ice-breakers
activities (lost on a desert island)

Get the class to brainstorm group
challenges – timetable clashes, work
priorities etc.

Get the class to brainstorm a list of things
that are important to them in terms of
group work and learnings from the
course. To bring this the following week
to class so that when choosing groups
they share what is important to them.
Resources

Chapter 1 – Schermerhorn et al.,
Linkage to Assessment

Quiz 1
Learner Activities

Ask question – “What is Management”,
get them in groups is discuss, and write
down an answer in under 35 words.
Get the groups to share in class. (10
mins)

Week 2
What are the challenges facing
managers today? – (10 mins in groups).
NZ and the Global Context
Learning Outcomes
•
To identify what globalisation is in the
context of business.
•
To describe the challenges that firms
face with globalisation.
•
To appreciate how government
decisions from the 1980s have impacted
on the New Zealand economy and
business today.
•
To begin to appreciate cultural
differences and how this impacts on
how mangers manage relationships
with their stakeholders.
Content

Recap on last week with class questions
Content

Group work Part 2

SWOT (S and W) and application to
example.

Report Writing – structure, style, APA
referencing

How to hand in assignments

DIL assignment – go through how it is
marked
Activities

Teams to work on SWOT and report back
to class. Will use a case from previous
years.

Get teams for form for the STEPP/DIL
assessment. Get teams to write up a set
of standards for group performance –
Assessment





Universal versus contextual.
What does Globalisation mean to
managers?
Where has NZ come from? The changes
in the 1980’s.
Is culture a factor we should be thinking
about with global business?
Recap key points – globalisation and
how it impacts managers, link back to
their responses to the class question.
meeting times, expectations, timetable
etc.
Resources

Chapter 4 – Schermerhorn et al.,

Chapter 1 and 2 - Jones
Linkage to Assessment

Quiz 1
Teaching Activities

Ask the class as a whole what conflict
could exist between transnationals and
governments. Try to generate a list of
ideas on the white board. (5-10 mins)

Past exam questions to pose to the class
– mix of multi-choice and short answer

Culture – find out all the different
cultures in the class room. Use this to
link to managing asking if management
is different.
Learner Activities

Ask the question – What effect do you
think Globalisation has on New Zealand
Managers? Get them to develop
answers in groups and then share with
the class. Put up ideas on the
document camera. (10 mins)
Week 3
CSR, Business Ethics &
Sustainability
Learning Outcomes

To be able to describe the different
perspectives of CSR and the importance
of recognising sustainability as a
business concept

To be able to identify the main
elements of ethics and recognise the
importance of ethics in decision making

To being to appreciate how we can use
concept maps to assist in the
development of meaningful knowledge
connections.
Content

Recap of globalisation

What is CSR and why is it important?

What does sustainability mean to
managers?

Ethics – why do we need them?

Introduction to Concept Maps
Content

STEPP

Exemplar STEPP report

Presentation tips

Groups – managing them

Ethics / Sustainability Case examples

Sustainability video
Activities

Work in teams on a STEPP

Work in teams on Ethics questions –
ethical versus legal

Continue to develop concepts maps for
this topic, but in groups building one for
CSR and Sustainability. Get students to
share with the tutorial.

Teams to develop timetable in class for
managing collaborative work during the
paper.
External Tasks

Team to take a STEPP home to do over
the week and present next week in
Quiz 1 online
(Chapters 1 & 4)
Resources

Chapter 5 – Schermerhorn et al.,

Videos – Dilbert on Ethics,
Sustainability, add into PowerPoint
slides

Develop a concept map of ethics to
show the class after they have
developed there one.

tutorials. This is assessment task is Group
STEPP, worth 5%.
Teams should be finding a manager to
interview.
Linkage to Assessment

Quiz 2
Teaching Activities

UOW Stakeholders – ask the class

Mobile phone – get the class to stand
up and sit down as I count up the
number of phones they have had – link
to sustainability

Ribena example from past exam.
Learner Activities

Ask the question – What is corporate
social responsibility/sustainability? Get
them to develop answers in groups and
then share with the class. Put up ideas
on the document camera. (10 mins)

Get the groups to think about how they
could answer the Ribena past exam
question on ethics. Get them to report
back. (15 mins)

Ask the question – what is ethics, and
document their ideas on the document
camera, use these for concept map
development

Week 4
Introduce Concept Maps. Provide them
with parking concepts and also linking
words. In groups get them to develop.
Draw up a class concept map for ethics.
Western Management Ideas
Learning Outcomes

To be able to describe the different
management perspectives including
their assumption and appreciate how
management has evolved

To be able to identify the main
academic contributors to western
management theory and appreciate
how mangers today incorporate their
ideas into how they manage.
Content

Recap on concept maps, CSR,
sustainability and ethics
Resources

Chapter 2 – Schermerhorn et al.,

Cog in the Wheel Video
Linkage to Assessment

Quiz 3
Content

STEPP Presentations (45 mins)

SWOT (O+T) and linkage to STEPP (25
mins)

Further use of Concept Maps and
application to Western Management
ideas. (40 mins)
Activities

Groups present STEPP (5 mins each.)

Groups to work on developing part of a
concept map for Western Management
Ideas, e.g. get groups to split up and one
team to do say scientific management,
another administration, another
behavioural. Then get the teams to share
and put together all the ideas into a single
Concept Map.
Tutor Feedback

On presentation styles for the STEPP.

Ensuring SWOT and STEPP are
understood
Quiz 2 online
(Chapter 5)
In tutorials
Group STEPP 5%

Teaching Activities

Past tutorial quiz questions – Weber on
Bureaucracy

Develop up the front of the class with
student help a concept map for the
classical approaches to management.
Provide students the parking concept
terms, so I am scaffolding their
understanding
Concept Maps – group and class
collaborative learning
External Tasks

Teams should be interviewing a manager
and writing up their report which is due in
next week.

Individual STEPP assignment handed out
and due in 2 weeks time.
Learner Activities

Week 5
Motion studies using supermarket
example, getting students up the front
of the class.
Planning & Decision-Making
Learning Outcomes

Describe the varying factors that need
to be considered when making
managerial decisions

Comprehend the differences between
optimising and satisficing decisions

Describe the decision process in the
context of a decision a manager may
have to make

Explain the planning process and
appreciate the different types of plans
that managers will use.
Content

Recap using my concept map to
discussion western management
theories

Decision making – different types

How managers make decisions – the
process

Decision making concept map

Planning – the process

Types of plans

MBO

Recap
Resources

Chapter 6 & 7 – Schermerhorn et al.,

Red or Blue Decision Video

Western Management Concept Map

Decision Making concept Map
Linkage to Assessment

Quiz 4
Teaching Activities

Ford Pinto Cost Benefit Analysis
example and link back to Ethics and
Individualism approach to decision

Making Omelette – do with the class

Zombie Attack in class – planning for
survival
Learner Activities
Content

Teams provided with Cases for
presentation next semester
Activities

Groups present DIL (10 min each)
Tutor Feedback

On presentations
External Tasks

Work on individual STEPP

All to read Vuitton case – Money Bags for
class next week, and be prepared to come
and dicuss.
Quiz 3 online
(Chapter 2)
In tutorials
DIL presentations 15%
(50:50 weighting on
report/presentation)



Week 6
What is decision making & what is
planning questions, with responses up
on the document camera to reflect back
on at the end of the lecture.
Survey on your decision making style
Get them to develop a concept map on
decision making – provide them with
parking concepts but this time with no
linking terms (10 mins)
Strategy
Learning Outcomes

To be able to describe some of the
internal and external models used in
strategic management

To be able to describe and apply using
examples the different levels of strategy
within an organisation
Content

Strategy and strategic management

Strategy formulation

Vision, mission, goals – link to SWOT

Environment, STEPP and Porters 5

Bringing it together

Strategy Map

Student Feedback Quiz
Content

Go through the three levels of strategy.

Apply to the Money Bags case – SWOT,
STEPP, application

Recap on Porters 5, Corporate and
Business level strategies

Allocate cases and explain what is to be
done for this assessment.
Quiz 4 online
(Chapters 6 & 7)
Individual STEPP (5%)
Activities

Go through the Money Bags (Vuitton)
case and get teams to apply one of the
concepts and report back to class.
External Tasks

During the break teams to work on their
Cases

First team to email draft case during the
break.
Resources

Chapter 8 – Schermerhorn et al.,

Resource videos from You Tube to
support

Strategy Concept Map
Linkage to Assessment

Quiz 5
Teaching Activities

Quiz questions from online quizzes

Examples of business level strategy –
accommodation, retail, Pak n Save and
Nosh
Learner Activities

Question – What is strategy? Compile
results up on the document camera

Building towers to show resource based
view of the company

Week 7
Week 8
Week 9
Paper planes to show resources and
cooperation.
Teaching Recess
Organizing
Learning Outcomes
•
To be able to describe why managers
need to organise resources within an
organisation.
•
To be able to describe the concepts that
relate to organising.
Content

Go through Organising concepts, with
focus on types of structures and
contingencies in design.

Quiz 5 (20 mins).

Go back through expectations for
presentations on cases.
Quiz 5 in tutorials
(Chapter 8)
•
To be able to describe and apply using
examples the different types of
organisational structures used within an
organisation, recognising advantages
and disadvantages of each.
Content

Feedback from mid-term survey

Recap what we have learnt to date

Organising

Organisational structures

Spans of control, chains of command
and delegation – link back to earlier
concepts from Western Management
ideas

Types of organisational structures –
functional, divisional, matrix

Organisational design – including
contingencies
Activities

Groups to come up with disadvantages
and advantages for each type of
organisational structure.

Exercise in matching organisational
structures with business
Tutor Feedback

To teams presenting organising case next
week on their draft report
External Tasks

Teams to be working on their cases.
Organising case final report due in next
week. Control report draft due to tutor.
Resources

Chapter 9 – Schermerhorn et al.,

NZ symphony orchestra – flash mob
video
Linkage to Assessment

Quiz 6
Teaching Activities

Quiz questions from online quizzes

Game – create human pyramid of
organisational structure

Past exam question
Learner Activities

At the beginning of class get ½ the class
to write down how a takeaway bar is
organised, the other ½ to write down in
groups how a restaurant is organised.
Students can work in groups with this
activity.

Get two people up the front to write up
the class ideas

Question – What is organising? Compile
results up on the document camera

Week
10
In groups get students to work through
past exam question on mechanistic
versus organic design.
Learning Outcomes
•
To be able to describe what control is in
the context of management, including
the levels of control within an
organisation.
•
To be able to describe and apply the
control process, types of controls and
control systems used in organisations.
Content

Watch team presentations on organising

Control revise lecture – types of controls,
the control process

Linkage of external controls back to
Theory X and Theory Y

Application of bureaucratic, clan and
market to organisational systems that
student can remember
Content

Feedback on quiz 5 from tutorials.
Activities

Case Presentation – Organising
Control
Quiz 6 online
(Chapter 9)
Case
Presentation/Report
Organising - BIC





What is control and the roles on control
in an organisation
Levels of control
The control process
Types of control – timing,
internal/external, bureaucratic, clan,
market
Organisational control systems

Practice in groups answering a short
question – groups to develop on and give
to another group to answer.
External Tasks

Teams to be working on their cases.
Control case final report due in next
week. HRM report draft due to tutor.

Resources

Chapter 10 – Schermerhorn et al.,

Fonterra video
Individuals to work on Individual Concept
Map Assessment.
Linkage to Assessment

Quiz 7
Teaching Activities

Application of control to Fonterra
example.

Quiz questions to check learning

Past exam question on timing controls
Learner Activities

Question – What is control? Compile
results up on the document camera.

Apply the types of control to the
Fonterra example in groups.

Week
11
Using their results and also what they
have learnt in the lecture develop a
concept map for control – high level
only.
HRM (lecture taken by Professor
Mark Harcourt)
Learning Outcomes
•
To be able to describe what HRM is in
the context of management and the
roles that HRM has in attracting,
developing and maintaining a quality
workforce.
•
To be able to describe the different
tools that managers can use to assist
them to develop and maintain their
social capital.
•
To be able to see the relationship
between HRM and the concept of
motivation within the context of
managing people in an organisation.
Content

What are the strategic options for
human capital?

What are the strategic options for
worker behaviour?

The HRM process

How HRM attracts an effective
workforce

How HRM develops its workforce

How HRM maintains its workforce

Other roles that HRM is involved in
within an organisation.
Content

Watch team presentations on control

Quiz in tutorials

HRM revise lecture

How we attract a quality workforce

How we develop a quality workforce

How we maintain a quality workforce
Activities

Case Presentation – Control

Get students to come up with the ideas as
to how we attract, develop and maintain
a quality workforce and discuss against
lecture material

Discussion on diversity in the workplace
and how this impacts on the HRM
concepts that have been discussed

Quiz 7 – short answer 15 mins
External Tasks

Teams to be working on their cases. HRM
case final report due in next week.
Motivation report draft due to tutor.

Individuals to work on Individual Concept
Map Assessment.
Quiz 7 in tutorials
(Chapter 10)
Case
Presentation/Report
Control – Pan
Pharmaceuticals
Resources

Chapter 11 – Schermerhorn et al.,

Foodstuffs and Progressives websites
and video on jobs available.
Linkage to Assessment

Quiz 8
Teaching Activities
•
Discussion of cases of HRM which show
difference between Buying and Making
HRM.
Learner Activities
•
Question – What is HRM? Compile
results up on the document camera.
•
Week
12
How can an organisation create a
realistic job preview – say for example a
prison? Get them to discuss in groups
and bring back to the whole class for
discussion.
Motivation
Learning Outcomes
•
To be able to describe the different
types of motivation theories and
recognise how they can be applied by
managers to motivate employees.
•
To be able to compare and contrast the
fundamental differences between
content and process theories of
motivation.
Content
•
Feedback on quiz 7
•
Defining what motivation means and
the role that managers have in
motivating staff.
•
Key linkage of motivation concept to
HRM and leadership
•
What is the model of motivation –
needs, behaviour, reward and feedback.
•
Needs (Content) theories – the what
•
Behaviour (Process) theories – the how
•
Rewards – remuneration, pay,
incentives
Resources
•
Chapter 14 – Schermerhorn et al.,
•
Preparing to fight video – which
explains different content theories.
•
Gorilla and Apple videos
•
Dan Pinks video – the surprising truth
about what motivates us.
Linkage to Assessment
•
Quiz 9
Teaching Activities
•
Hilton Hotel example to apply
Hertzberg’s Hygiene-Motivation theory.
Content

Watch team presentations on HRM

Motivation revise lecture

Focus on being able to distinguish the
difference between process and content
theories.
Activities

Case Presentation – HRM

Exercise on diagnosing motivation and
job design – linking motivation and HRM.
External Tasks

Teams to be working on their cases.
Motivation case final report due in next
week. Leadership report draft due to
tutor.
Individuals to work on Individual Concept
Map Assessment.
Quiz 8 online
(Chapter 11)
Case
Presentation/Report
HRM – Body Works
•
Bring in additional material on
perceptions to underpin Equity theory.
Bears, Gorilla and Apple examples
Learner Activities
•
Question – What is Motivation?
Compile results up on the document
camera.
•
Week
13
As students to come up with a list of
reasons as to why they are here today –
what motivated them?
Leadership
Learning Outcomes
•
To be able to describe the different
types of leadership theories and
recognise how they can be applied by
managers to lead employees in an
organization.
•
To be able to compare and contrast the
fundamental differences between
leadership theories.
Content

Link motivation and leadership
together.

Power and influence and leadership.

Leadership traits

Leadership behaviours – Blake and
Mouton

Contingency approaches to leadership –
Fiedler, Hersey-Blanchard, House PathGoal, Vroom-Jargo

Transactional, Charismatic,
Transformational leaders
Resources

Chapter 12 – Schermerhorn et al.,

Power video
Teaching Activities
•
Go through the difference between a
leader and a manager. Get class to
come up with ideas and lead discussion
on it.
•
Leadership behaviours, lead class in a
discussion before we discuss the theory
to see if we can get to what sorts of
behaviours leaders have. Try to put
them in the task and people categories.
•
Application of Hershey-Blanchard model
– 2 examples to work through
Learner Activities
•
Question – What is does leadership
mean in an organisation? Who are the
leaders in an organisation? Compile
results up on the document camera.
•
Ask them to discuss in groups what sort
of leader they aspire to be. Then look
Content

Watch team presentations on Motivation

Quiz 9 in tutorials (15 mins)

Leadership revise lecture

Video on 10 leadership theories – we only
focus on 1-8.

Contingency theories

Linking Path Goal theory with motivation.
Activities

Case Presentation – Motivation

Group discussion – what type of leaders
are you?

Application of leadership theory to the
DIL manager the groups interviewed at
the beginning of the course.
External Tasks

Teams to be working on their cases.
Leadership case final report due in next
week.

Individuals to work on Individual Concept
Map Assessment. Due Monday next
week.
Quiz 9 in tutorials
(Chapter 14)
Case
Presentation/Report
Motivation – Cirque
de Soleil
at how they could apply the theories we
have discussed in class.
Week
14
Bringing it all Together
Learning Outcomes
Show them their learning through the course
learning outcomes – 1, 2 and 4. 3 relates to
group work.
•
Describe and apply the key components
of management within the context of
business practice to selected case
studies e.g. planning, organising,
leading, controlling, human resource
•
Describe the main contributions of
historical theory (i.e., classical,
behavioural, quantitative and modern
approaches) to the contemporary
practice of management and to identify
these principles in examples of current
management practice.
•
To begin to demonstrate meaningful
connections between management
concepts through the use of ‘concept
maps’.
Content


Structure of the exam – study
techniques

What is Management (going back to the
big question)

Take a quick journey through each of
the topics, with key takeaways from
each area.

Split the class up in areas that they want
to ask questions on. Each tutor to take
an area.
Resources
•
Schermerhorn et al., - all material
covered to date.
•
Extra room booked for the day.
Learner Activities
•
Put up the original collation of ideas
from the students on what they said
management was in lecture one. Get
them in groups to expand on what it
means to them now.
Content

Watch team presentations on Leadership

Exam preparation – format, time students
should be spending on each section. Tips
for success

Jeopardy game – to cover the topics (1
hour)
Activities

Case Presentation – Leadership

Jeopardy game
External Tasks

Study for Exam
Case
Presentation/Report
Leadership – Air New
Zealand
Individual Concept
Map