COURSE OUTLINE
BU8601: FUNDAMENTALS OF MANAGEMENT
_________________________________________________________________________
Academic Year
Course
Coordinator
Pre-requisites
Nil
No. of AUs
2015/2016
Mr. Ching Kwock Wing
Semester
Lecturer
Tutors
Mr. Ching Kwock Wing
: Mr. Ching kwock Wing
Mr. Richard Chua
Course Description and Scope
As the world becomes more and more complex, the study of management principles and skills is no
longer an option to people in the workforce, regardless of their profession. Technical skills alone are
insufficient to meet the needs of any job in the real world. In fact, most people find that in order to
accomplish their goals, they need the skills to manage people, as much as, if not more than their
technical expertise. To become an accomplished professional, students of today need a firm
foundation in managerial skills.
BU8601 - Fundamentals of Management - is an introductory course for non-business undergraduates
to gain the fundamental knowledge and basic skills in management.
This course is designed for non-business students who wish to equip themselves with competencies in
various key aspects of management. The course encompasses the core components of management.
These include the following:
Management Process
Business Environment & Global Management
Management of Ethics & Social Responsibility
Planning Process & Decision Making
Management of Strategies
Organizing Process & Organizational Structures
Management of Human Resource
Management of Change
Understanding of Individual Differences
Leading Process & Leadership
Management of Motivation
Modern Communication Technologies in Business
Management of Team
Controlling Process & Organizational Excellence
Management of Organizational Culture
Management of Quality
Course Learning Objectives
Students will gain fundamental knowledge and basic skills in the management of contemporary
organisations through lectures, reading the prescribed textbook, tutorials (active, collaborative and
participative learning), and a group project assignment (reading prescribed academic articles on a
given topic, conduct field research, and submit a group project report). Students will also develop
creative and critical thinking skills.
Specifically, the learning objectives for students are:
To understand key principles of management covered in lectures and the prescribed textbook.
To be able to apply this knowledge to critically analyze realistic cases and creatively suggest
solutions to management problems.
To develop insights on a selected management topic through research from both academic
publications and real organisational settings.
Learning & Teaching Methods
Students are required to attend a 2-hour lecture weekly for 12 weeks, and a 2-hour tutorial fortnightly
for 6 sessions. Collaborative learning emphasizing classroom participation will be adopted for the
course. Various pedagogical methods will be used, including lectures, and small group discussions to
analyze paper or video cases, etc. Pre-class preparation and in-class active participation are required
of the students.
Readings and References
th
DM
Richard L. Daft & Dorothy Marcic, Understanding Management, CENGAGE Learning, 9 ed.,
2015
RC
Rajaram K. & Ching K. W., Experimental and Active Learning in Management Studies
nd
Handbook, McGraw Hill, 2 ed., 2015
Other readings will be prescribed as appropriate during the lectures.
Course Assessments
Components
Marks
Individual/Group
COLLABORATIVE LEARNING - Participation in Tutorials
10
Individual
CRITICAL THINKING & PROBLEM SOLVING - Group Project
30
Group*
KNOWLEDGE ACQUISITION - Examination
60
Individual
Total
*Students are required to work in groups of three
100
Assessment Plan
Learning Goals
Knowledge
acquisition
Critical
Thinking &
Problem
Solving
Collaborative
Learning
Course Learning
Objective
Assessment Method
To acquire knowledge of
key principles of
management and be able
to apply this knowledge
critically to the analysis of a
complex case study
Final Exam
To understand and apply a
selected management
topic to real organisational
settings
To be able to discuss /
debate with others the key
management principles
covered in the lectures and
the prescribed textbook,
showing ability to apply
knowledge to case study
materials used in the
tutorials
Students are required to sit for a
closed-book exam at the end of
the semester
Assessment
Rubrics
Examination Marking
Guide (*)
Group Project Report
Students are required to
research and analyze a selected
management topic and compare
the findings from reading
academic articles with findings
from interviewing managers in
real organisations as a group
project.
Instructors assessment of
participation and engagement
during tutorials
Students are required to
participate and contribute
consistently in the collaborative
learning activities
Group Project Report
Assessment Rubric
Refer to the Group
Project Report
Assessment Rubric
furnished in pp. 5
Tutorial Participation
Assessment Rubric
Refer to the Tutorial
Participation
Assessment Rubric
furnished in pp. 6
(*) Will be developed and approved by the Division
Further description of each assessment component
End of semester examination:
This will be a two-hour closed book examination. The examination will have a written case study and
several questions regarding the case study pertaining to management topics covered in the course.
Students will be required to answer all questions. To do well in the examination, students must be
able to not only fully understand the meaning of the key concepts in the management topics covered
in the course but also to apply these concepts to the case study by creatively suggesting ways to
solve the management problems raised from the case study. The various activities conducted during
the tutorials as well as the research and writing up of the group project report should prepare students
for the final examination. Past exam question papers (EQPs) are available at NTUs Library website.
Group Project
Students will form teams of three during Tutorial 1. As a team, students will work together throughout
the semester to research on a management topic, submit a Literature Analysis and a final Group
Project Report (GPR) on the topic.
As a team, students will submit a Literature Analysis, due at Tutorial 3. This is to be a short
analysis (maximum of 500 words) of 3 prescribed journal articles about the topic. The team will
receive feedback from the tutor on the Literature Analysis submitted, to help it refine / correct the
approach to conduct the research. An in-class debrief will be given during Tutorial 4. Parts of the
Literature Analysis shall be incorporated into the teams final Group Project Report (GPR). Please see
the rubric (page 4) that will be used to provide feedback to the Literature Analysis.
There is no grade for the Literature Analysis, but as a part of the Group Project, it must be submitted
on time or else the final report will not be accepted and the team will lose a potential 30% of their
respective final marks for BU8601.
The team members, individually or collectively, will interview three managers who work in
management/supervisory positions in any organization about the topic.
The team will write a Group Project Report (maximum of 4,500 words) that compares what they
have found about management practices (from the interviews) against the management theory /
concepts (from the three prescribed readings, the prescribed textbook or other academic research
they may have carried out). The report is due at Tutorial 5. The report will be assessed according to
criteria in the Group Project Report Rubric (see page 5). Students are strongly urged to read and
understand the rubric to ensure they achieve the highest possible grade for the group project. Please
see the Instructions for Group Project document available at the beginning of the semester for
further details.
Participation in tutorials
Students will be assessed by their tutor, based on their attendance, and the level of engagement in
each tutorial as well as proactive demonstration that they have prepared for each tutorial. Participation
will be assessed according to criteria in the Tutorial Participation Rubric (see page 6).
Literature Analysis Rubric
(Formative Assessment = no marks given)
Standards
Criteria
Understanding
of the
theoretical
principles in the
readings
Integration of
the theoretical
principles
Communication
and
presentation of
the literature
analysis
Below expectation
Meets Expectation
Above Expectation
- Does not demonstrate
a good understanding of
the readings.
- Demonstrates a good
understanding of the
readings using the
students own words
- Demonstrates
excellent insights into
the readings using the
students own words
- Many key points or
principles in the articles
are missed out.
- Many of the key points
or principles in the
articles are identified
and discussed.
- Most of the key points
or principles in the
articles are identified
and discussed.
- Does not show that the
students understand the
readings (e.g. it simply
repeats the points from
an articles abstract,
headings or conclusion).
- Clear explanation of
the main points from all
the readings that relate
to the topic (i.e. not
simply a summary of the
readings).
-Excellent explanation of
the main points from all
the readings that relate
to the topic (i.e.
evidence of insights
gained from the
readings).
- No integration of the
readings.
- No demonstration of
effective synthesis or
paraphrasing of the key
points chosen from the
articles.
- The readings are
simply summarised one
after the other.
- Some integration of
key points from the
readings.
- Some evidence that
the key points from the
readings are compared,
contrast, and combined.
- This is demonstrated
from the effective
synthesis and
paraphrasing, through
the structure of the
analysis, whereby
discussions relate to the
key points and not to the
individual readings.
- Excellent integration of
key points from the
readings.
- Poorly organized.
- Unfocused writing, with
inappropriate or
inconsistent
paragraphing.
- Well organized.
- Clear and concise
writing, with good
paragraph structure.
- Very well organized.
- Very clear and concise
writing, with excellent
paragraph structure.
- Contains grammatical
or spelling errors that are
quite distracting to read.
- May contain some
grammatical or spelling
errors but not
distracting.
- Minimal grammatical or
spelling errors.
- General inadequacy of
referencing. Failure to
use Harvard Referencing
System.
- Most sources are cited,
referenced and used
correctly.
- Strong evidence that
the key points from the
articles are compared,
contrast, and combined.
- This is demonstrated
from the excellent
synthesis and
paraphrasing, through
the structure of the
analysis, highlighting
similarities and
differences in the
different readings.
- All sources are cited,
properly referenced and
used correctly.
Further comments to guide students in their Group Project Report:
Group Project Report Assessment Rubric
Standards
Criteria
IntroductionIssues & scope:
(20% of overall
grade)
Quality of
Information and
Discussion
Below expectation
Meets Expectation
Above Expectation
- Weak introduction
that repeats texts from
readings.
- Adequate introduction
that guides the reader.
- Exceptional
introduction that grabs
interest of the reader.
- Does not adequately
identify purpose of
report and issues to be
addressed.
- Adequately identifies
purpose of report and
issues that will be
addressed.
- Clearly identifies
purpose of report, and
issues that will be
addressed.
- Lack of thorough
research.
- Limited information
on the issues.
- Adequately researched.
- Exceptionally wellresearched.
- Issues are well
discussed, providing
specific and relevant
references or
examples.
- Own position, views
or ideas are unclear,
simplistic,
inadequately
explained, under
developed,
unconvincing or
missing.
- Adequately presents and
justifies own position,
views and ideas with
evidence and support
though gaps may exist.
- Clearly presents and
justifies own position,
views and ideas and
develops new insights
on the issues with
critical evidence and
well developed
support.
- Fails to consider
other perspectives or
alternative views, or
does so superficially
showing weak
analyses and
syntheses of materials.
- Adequately considers
alternative views with
adequate analyses and
syntheses but lacks
strong development or
connection to own
position.
- Addresses and/or
integrates alternative
or others perspectives
and materials from a
variety of sources
showing excellent
analyses and
syntheses of materials.
- Weak, ungrounded
conclusion that lacks
proper summary of the
discussion or missing
conclusion.
- Concludes with
adequately summarized
findings and discussions.
- Concludes with wellgrounded and
balanced views and
incisive summary of
findings and
discussions.
- Poorly organized,
unfocused, distracting
errors, inappropriate or
inconsistent
paragraphing
- Organized, clear,
adequate paragraphing,
may contain some errors
but not distracting.
- Well organized, very
concise, clear, with
proper paragraphing
and minimal errors.
- Failure to use
Harvard Referencing
System.
- Most sources are cited,
referenced and used
correctly.
- All sources are cited,
properly referenced &
used correctly
- Issues are discussed
citing relevant materials
and credible sources.
(60% of overall
grade)
Communication
and presentation
(20% of overall
grade)
Students will receive grades for their projects, where overall:
A+, A and A- represent above expectation
B+, B and B- represent meets expectation
C+, C, D and F represent below expectation
Tutorial Participation Assessment Rubric
Standards
Criteria
Below expectation
Meets Expectation
Above Expectation
Attendance at
Tutorials
Misses 2 or more
tutorials without valid
excuses or
is late to 3 or more
tutorials.
Attends every tutorial,
arriving punctually for at least
5 out of the 6 tutorials.
Shows no sign of
preparation for the
tutorials.
Demonstrates that s/he has
read the required chapter(s)
of the textbook and thought
about the relevant materials
prior to attending the
tutorials.
Absence of
engagement in
discussions and
collaborative
learning:
Evidence of engagement in
discussions and
collaborative learning:
Attends every tutorial,
arriving punctually every
time.
If absent, provides valid
reasons, e.g. medical
certificate, permission to be
absent.
Demonstrates that s/he has
read beyond the required
textbook chapters and
lecture materials, and
thought about the relevant
materials prior to attending
the tutorials.
Evidence of engagement in
discussions and
collaborative learning:
Engages with other students
in most tutorials and
sometimes with tutor.
Engages with other students
in every tutorial and often
with tutor.
Discusses issues that require
application of knowledge to
various case scenarios.
Communicates effectively
and quotes references and
sources in support of his/her
arguments. Comments on
strengths and weaknesses of
issues at hand.
Makes valuable contribution
of ideas. Gives enhancement
of ideas, and suggestions to
fellow students [peer
teaching].
Makes valuable contribution
of ideas. Gives enhancement
of ideas, and suggestions, to
fellow students [peer
teaching].
(40% of overall
grade)
State of
Preparedness
(20% of overall
grade)
Actual
Participation
during
tutorials
(40% of overall
grade)
Shows little or no
engagement with
other students or the
tutor.
Little or no interest in
the tutorial content or
activities.
Little or no
participation in
collaborative learning
with other fellow
students.
Passively take down
notes of proceedings
only.
Students will receive grades for their participation, where overall:
A+, A and A- represent above expectation
B+, B and B- represent meets expectation
C+, C, D and F represent below expectation
Sharing of insights with
fellow students [collaborative
learning].
Course Instructors
Instructor
Course Co-ordinator:
Mr. Ching Kwock Wing
Lecturer:
Mr. Ching Kwock Wing
Tutors:
Office Location
Phone
Part-Time / By Appt.
Email
[email protected]
Part-Time / By Appt.
[email protected]
Mr. Ching Kwock Wing
Part-Time / By Appt.
[email protected]
Mr. Richard Chua
Part-Time / By Appt.
[email protected]
Lecture Schedule
Lecture & Topic
Learning Objectives
Teaching
Week *
Part I:
Week 1
Lecture 1
Jan 12
Week 2
Lecture 2
Jan 19
Week 3
Lecture 3
Jan 26
Week 4
Lecture 4
Feb 2
Managing in the competitive
landscape
Roles of the manager
Management levels and
functions
Efficiency & Effectiveness for
Business Performance
DM1
RC1
Business Environment in Global Management
2. Managing in the
Global
Environment
3. Managing Ethics &
Social
Responsibility
Part III:
Tutorial
Introduction
1. Management and
Managers
Part II:
Textbk
Ch.
Handbk
Ch.
The internal and external
environment of the business
The impact of globalisation
DM2
DM3
RC4
A1
Nature of Ethics, Ethical
Systems and Ethical
Dilemmas
Ethical decision making
Developing ethical behaviour
Social Responsibility and its
management
DM4
RC5
B1
Planning & Decision Making
4. Planning Process
& Management of
Strategy
Planning fundamentals
Levels of strategic planning
Strategies
Vision, mission & strategic
objectives
DM5
RC7,8
A2
5. Decision Making
Nature of managerial decision
making
Barriers to effective decision
making
Individual and group decision
making
DM6
RC2
B2
DM15
RC 10
A3
Week 5
Lecture 5
Feb 9
Part VI: Controlling
Week 6
Lecture 6
Feb 16
6. Control Process &
Management of
Organizational
Culture and
Excellence
The control process
Organisational culture
Organizational excellence
Literature
Analysis
Due
Part IV: Organizing & Structure
Week 7
Lecture 7
Feb 23
7. Organizing
Process,
Organisational
Structure &
Human Resource
Management
Recess Week:
Part V:
Week 8
Lecture 8
Mar 8
8. Understanding
Individual
Differences
10. Motivation
Week 10
Lecture 10
Mar 22
11. Communication &
Information
Technology &
Effective Team
Management
12. Revision
Week 13
Apr 12
DM7
RC9
DM8
DM9
RC12
B3
Literature
Analysis
Due
Leading & Leadership
Week 9
Lecture 9
Mar 15
Week 12
Lecture 12
Apr 5
The organizing process
Types of organizational
structures
Diversity and organisational
plurality
Human resource management
No Lecture or Tutorial
9. Leadership
Week 11
Lecture 11
Mar 29
Characteristics of individuals
that a manager needs to
manage [e.g. personality,
values, attitudes, etc.]
DM10
A4
The nature of leadership
Introduction to leadership
theories
Leadership styles
Types of leadership
DM11
RC11
B4
DM12
A5
DM13
Group
Project
Report
due
B5
Key motivational theories
Effectiveness of feedback and
rewards
Job enrichment & enlargement
The communication process,
barriers, facilitating effective
communication.
The role of information and
information technology in
todays business.
The nature and purpose of
teams
Team dynamics
Effectiveness of team
Group
Project
Report
due
DM14
All topics covered in the
course
A6
NO LECTURE BUT
TUTORIALS WILL CONTINUE
B6
GROUP A [EVEN WEEKS] also known as GROUPs 1, 3, 5, 7 & 9 respectively.
GROUP B [ODD WEEKS] also known as GROUPs 2, 4, 6, & 8 respectively.
* Note: The teaching weeks are numbered as given on NTUs website for the
Academic Year 2015-2016 SEMESTER 2:http://www.ntu.edu.sg/Students/Undergraduate/AcademicServices/AcademicCalendar/Page
s/AY2014-15.aspx
