Ateneo Graduate School of Business

Rockwell Center, Makati City

Ateneo School of Medicine and Public Health

Ortigas Ave. San Juan, MM

PRINCIPLES AND DYNAMICS

OF MANAGEMENT
AteneoMBA Program

Revised: July 2017

Note: This syllabus is integrated with the YL5 - Transition Summer Course of the
Ateneo School of Medicine and Public Health.
 CENTRAL MANAGEMENT CLUSTER
Ateneo MBA Program
Ateneo Graduate School of Business
Rockwell Center, Makati City

COURSE TITLE: PRINCIPLES AND DYNAMICS OF

MANAGEMENT

COURSE CODE: PRIMAN

COURSE DESCRIPTION:

The course provides an introduction to management and the knowledge and skills to
competently cope with the challenges facing today’s management. Business
enterprises and nonprofit organizations operate within a complex and rapidly changing
global environment. The field of management is undergoing a revolution. Globalization,
economic deregulation, trade liberalization, technological advancement and the
widening growth of the urban poor have created new opportunities and threats
confronting managers. The course is designed to familiarize learners with the accepted
management standards, procedures and techniques employed by corporate, business
and functional level managers.

COURSE OBJECTIVES:

Upon successful completion of this course, learners are expected to competently:

1. Define management, its functions and its impact on organizations, governance,

social responsibility and nation building.

2. Understand what management paradigms are; what are the principal functions of a
manager; and the influence of paradigms on the practice of these functions;

3. Identify the emerging trends that will determine management work in the future;

4. Apply the various experience-tested analytical tools of management in their

respective companies;

5. Learn how business and nonprofit organizations attain their objectives through the
management of processes and their elements; how several processes interact in a
system called the organization; and how this organization is itself interacting with a
bigger set of systems in its environment;and

6. Instill in the learners the desire to contribute to nation-building.

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 COURSE OUTLINE:
PLEASE REFER TO SEPARATE COURSE OUTLINE FILE

COURSE REQUIREMENTS:

1. ATTENDANCE/PUNCTUALITY:
The course will meet once a week, for 3 hours per week, and for 15 weeks. The
highly interactive pace requires learners to take a great deal of responsibility for
their own learning outcomes. While in class, learners are expected to actively
participate in the discussions and group activities. Outside of class, learners are
expected to spend a considerable number of hours of study, homework
assignment, and individual and group discussions.Learners are expected to attend
all class sessions. Under existing rules, the learnershould not incur more than
three (3) absences, otherwise he/she will be disqualified from the course and will
receive a failed grade (1.0). Likewise, learners who are habitually late for class
shall bedisqualified from the course. Tardiness of more than 30 minutes is
equivalent to an absence.

2. WRITTEN ASSIGNMENTS:
An important requirement of this course is the completion and on-time
submission of written assignments.Late reports will not be accepted and will
not be givenanygrade credit.All written work must be typewritten or computer-
printed, one and a half spaced, with page numbers, on standard letter-size paper
and are to include appropriate headings to divide topic sections. Aresearch paper
is required towards the end of the course. This is a research work on a particular
topic related to strategic management. It must contain the standard requirements:
title page, table of contents, pagination, footnotes, bibliography and appendices or
exhibits.Failure of learners to submit individual and group reports shall
result in a failed grade (1.0) for the course.

The following rubric will be used in assessing the quality of written assignments:

Traits 1 2 3 4
Effective Analysis Presents an
Presents a Presents a Presents
incompletesuperficial thorough insightful and
analysis of
analysis of analysis of thorough
the issuessome of the most issues analysis of all
identified.
issues identified; issues
identified; includes mostidentified;
omits necessary includes all
necessary financial necessary
financial calculations.financial
calculations. calculations.
Percentage of Failed to 70-79% of 80-89% of 95-100% of
Requirements meet 70% of the the the
(Exercises/Problems/Cases) the requirements requirements requirements
Completed requirements. are are are
completed. completed. completed.
Writing Mechanics Writing is Writing lacks Writing is Writing
unfocused, clarity or accomplished demonstrates
rambling, or conciseness in terms of a
contains and contains clarity and sophisticated

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 serious numerous conciseness clarity,
errors; lacks errors; gives and contains conciseness
detail and insufficient only a few and
relevant data detail and errors; correctness;
and relevant data included includes
information; and sufficient thorough
poorly information; details and details and
organized. lacks relevant data relevant data
organization. and and
information; information;
well- extremely
organized. well-
organized.

3. PRESENTATIONS:
Presentations made in class, whether by an individual or by a group, should be
professionally done and presented expediently. The presentation should be well
organized, with the topic covered thoroughly. Learners should prepare
PowerPoint slidesfor all individual and group works.

The following rubric will be used in assessing the quality of the presentation:

Traits 1 2 3 4
Content Presentation Presentation Presentation Presentation
Did the contained little had moments had a good had an
presentation to no valuable where valuable amount of exceptional
have valuable material. material was material amount of
material present but as (occasionally valuable
relevant to the a whole using exercises material (using
topics content was and problems exercises and
assigned? lacking. to illustrate a problems to
concept or illustrate a
citing actual concept, citing
business actual business
cases) and cases) and
benefited the was beneficial
class. to the class.
Organization The There were Presentation Presentation
Was the presentation minimal signs had organizing was well
presentation lacked of organization ideas but could organized, well
well organized organization or preparation. have been prepared and
and easy to and had little much stronger easy to follow.
follow? evidence of with better
preparation. preparation.
Presentation Presenters Presenters Presenters Presenters
Did the were were not were were all very
presenters unconfident consistent with occasionally confident in
speak clearly? and the level of confident with delivery and
Did they demonstrated confidence/ their they did an
engage the little evidence preparedness presentation excellent job of
class? of planning they showed however it was engaging the
Was it obvious prior to the classroom not as class.
the material presentation. but had some engaging as it Preparation is

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had been strong could have evident.
rehearsed? moments. been for the
class.
Collaboration The members The members The members The members
Did everyone never worked sometimes worked from always worked
contribute to from others’ worked others’ ideas from others’
the ideas. from others’ most of the ideas.
presentation? It seems as ideas. time. And it It was evident
Did everyone though However it seems like that all
seem well only a few seems everyone did contributed
versed in the people as though some work, but equally to the
material? worked on the certain some people presentation.
presentation. people did not are carrying
do the
as much work presentation.
as
others.
Use of Media Media is Relies heavily Looks at the Media are used
Did the group superfluous or on the media materials often effortlessly to
use any media nothing was used. Materials to keep track of enhance
or materials to used during the rarely support the presentation.
support their presentation. the presentation. Materials are
presentation? presentation. They are easy appropriate,
Did they to use and easy to
reinforce the understand. understand,
presentation and attractive.
and are
appropriate,
easy to
understand
and attractive?

4. CLASS PARTICIPATION:
Each learner is expected to actively participate in the discussions on the
assumption that each brings a wide range of experiences to the learning process.
Active participation may include helping the class understand complex ideas,willing
to consider new ideas, asking insightful questions, having a cooperative attitude
and a sense of humor and helping others comprehend the material. However,
consideration of other learners is important to avoid dominating class discussions.

5. TEAM BASED LEARNING:

At the start of the course, each class shall be divided into 5 teams by their
preceptor. These 5 teams shall continue to work together throughout the course.
At the start of certain sessions, a pre-test shall be given, and time allotted for
answering the pre-test. Each student will then pass their individual answer sheet.
Then, the class will break up into teams, and each team will be given time to
discuss the questions and answer the same pre-test questions as a team. The
team shall then submit its team answer sheet. Then, the preceptor will hold a
plenary and discuss the correct answer to each pre-test item, and address what
points may be raised by students regarding the question and the answer. The
grade for the pretest will be based on the individual score (75%) and the team
score (25%).

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6. RESEARCH WORK:
AGSB recommends the use of standard style guides with preference to the
American Psychological Association (APA). The following websites are suggested
as guide references:

http://www.aresearchguide.com/styleguides.html
http://www.apastyle.org/index.html
http://apastyle.org/electrf.html
http://www.bedfordstrmartins.com/online/shrttoc.html
http://bob.ucsc.edu/library/ref/instruction/research/libres.html

7. EXAMINATIONS:
Midterms and Final examination will be given to assess the learning of the
students.

COURSE METHODOLOGY:

The course will be conducted with the use of interactive methods appropriate for adult
learners, focusing on cases on specific and broad topics, group discussions and
exercises, quizzes, individual participation, group presentations and other learning and
skill building approaches. Such methodologies are designed to enhance the personal
development of the learner who will take on leadership roles in their future.

GRADING SYSTEM:

Learners will be graded for their performance in the following manner:

Individual reports, participation and attendance/punctuality 30%

Group reports and participation in the group 25%
Team Based Learning Pretest Grade5%
Midterm Examination 20%
Final Exam 20%
Total 100%

Note: Facilitators may vary the weights as they see fit for their purposes.

SPECIAL ACCOMODATIONS:

If a learner is in need of course adaptation or special considerations due to certain

disability or other problems or constraints, the same should be discussed with the
facilitator.

ACADEMIC INTEGRITY POLICY:

Each learner is responsible to know the standards of conduct and expectations of

academic integrity that apply to academic undertakings. Academic dishonesty will
not be tolerated and will result in the maximum penalty allowable as defined in the
Student Guidebook. The following are considered serious violations per Guidebook:
 Cheating during exams.
 Submitting spurious reports copied from materials other than his/her own.
 Plagiarism.
In understanding what constitutes Plagiarism, see the following sites:
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 http://www.engl.niu.edu/comskills/students/plagiarism/Plagiarism.html
http://www/ehhs.cmich.edu/~mspears/plagiarism.html

In addition to what is stated in the Guidebook, the following are examples of academic
dishonesty that are pertinent to the requirement of this course:
 Copying another learner’s work including assignments and reports.
 Use of “crib” sheets or other hidden note for a quiz or an exam.
 Receiving assistance from anyone else with take-home quizzes.

MATERIALS OF INSTRUCTION:

1. Textbook: Daft, Richard L.

NEW ERA OF MANAGEMENT
11th Edition
Cengage Learning, 2016.

2. References: Bateman, Thomas S and Snell, Scott A

M: Management, 2009

Jones, Gareth R
Essentials of ContemporaryManagement, 3rd Edition,
2009

Ghillyer, Andrew W
Management
A Real World Approach, 2009

Kinicki, Angelo and Williams, Brian K

Management, 4th Edition, 2009

Rue, Leslie W
Management, 13th Edition, 2009

3. Supplemental Materials:

a. Case materials as a guide to the discussion in appropriate workshops/sessions.

b. The ethical cases in every workshop. {Learners are encouraged to update the
information on the exercise materials by surfing the net.}

c. In Session 1, the facilitator will provide details of grading and evaluation in this
course. An example of a suggested grading system is shown below:

WTD
GRADE PRESENTATION INDIVIDUAL WEIGHT RATING SCORE
INDIVIDUALREPORTS GRADE
To Follow REPORTS 0.20

Group Work- PRESENTATION

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1 and 0.05
CLASS
PARTICIPATION
2 TBL PRESTEST .0.10

3 MIDTERM EXAM 0.20

4 FINAL EXAM 0.20

5
6
7
8

TOTAL

AVERAGE

GROUP REPORTS GROUP WEIGHT RATING WTD

SCORE
1. Group Report: Corporate Social
Responsibility
2. Group Report: Strategic Planning REPORTS 0.15
Process of a Company
3. Group Report: Analysis of the PRESENTATION 0.05
Organization Structure of a Company
4. Group Report: Leading & Motivating PARTICIPATION 0.05
Techniques
5. Group Report: Controlling OVERALL TOTAL 1.00 FINAL
GRADE
TOTAL
AVERAGE

TRASSUM- SESSION 1

COURSE OVERVIEW
INTRODUCTION TO MANAGEMENT
MANAGERIAL DECISION MAKING

Assignments to be completed prior to Session 1:

1. Read Chapters 1 and 9,Decision-Making Steps, on pages 264-265 only of the

textbookand the two handouts on the Case Method (How to Analyze a Case).

2. Individual learners will prepare a report and a PowerPoint presentation on the case
“Elektra Products, Inc.” (Handout)

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Describe the dual MD-MBA Program and its integration.

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2. Define management and describe the four management functions and the type of
management activity associated with each;

3. Differentiate between efficiency and effectiveness and their importance for

organizational performance;

4. Describe management types and the horizontal and vertical differences between
them;

5. Distinguish conceptual, human, and technical skills and their relevance;

6. Learn the roles that managers perform in organizations;

7. Understand the management competencies needed to deal with today’s turbulent

environment, including issues such as diversity, globalization and rapid change;

8. Compare management in the “The New Workplace” as against “The Old

Workplace“;

9. Learn the distinction in managing small businesses and nonprofit organizations vs.
large corporations;

10. Know the six steps used in managerial decision making;

11. Define business and understand its objectives and functions in relation to nation-
building and social responsibility; and

12. Learn how to analyze a case and understand the rubrics in grading individual
reports, group reports, research works and exams.

Activities:

1. The facilitator and the class members will introduce themselves.

2. The facilitator will discuss the course objectives, course requirements, grading
criteria and classroom rules.

3. The facilitator will ask learners their expectations of the course.

4. The facilitator will lead the discussion on what management is all about, the four
management functions, organizational performance, management skills and new
management competencies.

5. Learners will be asked to present their analysis of the case “Elektra Products” using
PowerPoint.

6. The facilitator will then lead the discussion on the case analysis made by the
learners.

7. Using the assigned case, the facilitator will focus on the correct way of analyzing a
case and preparing a case analysis report.

8. The facilitator will also show the class how the case analysis report is evaluated or
graded using rubrics such as: a. Recognition of decision requirement or Problem
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 identification; b. Objectives with reference to the decision to be taken; c. Diagnosis
and analysis; d. Development of alternatives; e. Decision or selection of decided
alternative; and f. Implementation of chosen alternative taken from the Case
Method handouts and Decision-Making Steps.

9. The facilitatorwill explain the assignments for the next session.

TRANSSUM SESSION 2

THE EVOLUTION OF MANAGEMENT THINKING

THE ENVIRONMENT OF MANAGEMENT

Assignments to be completed prior to Session 2:

1. Read Chapters 2 and 3 of the textbook.

2. Prepare Group Written reports and PowerPoint presentations on the case “Not
Measuring Up” on page 196-197.

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Know the major developments in the history of management thought;

2. Explain the learning organization and its components;

3. Understand the organizational, general, task and internal environments affecting

the organization;

4. Define corporate culture and how it relates to the environment;

5. Learn the value of adaptive culture to the organization; and

6. Describe a cultural leader and the tools a cultural leader uses to create a high
performance culture.

Activities:

1. Learners (in Groups) will be asked to present their case reportsusing PowerPoint,
for“Not Measuring Up” on page 196-197.

2. The class will be asked to provide comments and additional inputs to the
presentations.

3. The facilitator will integrate the presentations made.

4. The facilitatorwillexplain the assignments for the next session.

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 PRIMAN SESSION 1

MANAGING IN A GLOBAL ENVIRONMENT

ETHICS AND SOCIAL RESPONSIBILITY

Assignments to be completed prior to PrimanSession 1:

1. Read Chapters 4 and 5 of the textbook.

2. Prepare an Individual report and PowerPoint presentation on the assignedcase

3. Groups will prepare a report and a PowerPoint presentation on the social

responsibility activity or program of a company. Define at which level of social
responsibility is the company. Is it Economic, Legal, Ethical, or Discretional? Justify
your choice.

4. Prepare reports and PowerPoint presentations on the case “We Want More Guitars”
on page 198-199. (Individual Reports)

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Appreciate the existing borderless world;

2. Distinguish the dissimilarities in the economic, socio-cultural, and legal-political

environments throughout the world as they affect business operations;

3. Know the different entry strategies that businesses may use to develop foreign
markets;

4. Describe how regional trading alliances are reshaping the international business
environment;

5. Know how to face the challenges of managing in a global environment;

6. Define ethics and how ethical behavior relates to behavior governed by law and
free choice;

7. Know the approaches for ethical decision making;

8. Evaluate corporate social responsibility along economic, legal, ethical, and

discretionary criteria;

9. Describe structures managers can use to improve their organization’s ethical and
social responsiveness;

Activities:

1. Team Based Learning Pretest

2. Learners will be asked to present the assigned case using PowerPoint

3. The facilitator will lead in the discussion of concepts in the reports.

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4. Groups will be asked to present their reports using PowerPoint on a company’s
social responsibility activities or programs.

5. The facilitator will lead in the discussion of the group reports.

PRIMAN SESSION 2

MANAGING SMALL BUSINESS START-UPS

MANAGERIAL DECISION MAKING

Assignments to be completed prior to Session 2:

1. Read Chapter 6 and 9 of the textbook.

2. Prepare Individual written reports and PowerPoint presentations on the assigned

case. (To Follow)

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Learn the rudiments of managing a small business, a growing business as well as

a non-profit organization;

2. Define the personality characteristics of a typical entrepreneur; and

3. Explain social entrepreneurship as a vital part of today’s small business

environment.

4. Understand why decision making is an important component of good management;

5. Know the difference between programmed and non-programmed decisions and the
decision characteristics of risk, uncertainty, and ambiguity;

6. Describe the classical, administrative and political models of decision making and
their applications;

7. Explain the four personal decision styles used by managers; and

8. Appreciate the advantages and disadvantages of participative decision making.

9. The facilitator will give a short lecture on increasing participation in decision making
using the Vroom-Jago Model and new decision approaches during turbulent times.

10. The facilitator will explain the assignments for the next session.

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Activities:

1. Team Based Learning Pretest

2. Learners will be asked to present the assigned cases using PowerPoint.

3. The facilitator willlead the discussion of concepts in the reports and will help the
class integrate the lessons of the session.

4. The facilitator will give a mini-lecture on the value of entrepreneurship to job

creation and nation building.

5. The facilitator willexplain the assignments for the next session.

PRIMAN SESSION 3

MANAGERIAL PLANNING and GOAL SETTING

STRATEGY FORMULATION and IMPLEMENTATION

Assignments to be completed prior to Session 3:

1. Read Chapters 7 and 8 of the textbook.

2. Prepare anIndividual written report and PowerPoint presentation onthe assigned

case.

3. Groups will prepare a report and a PowerPoint presentation on the strategic

planning process of an existing organization. The report should include an analysis
of the strategic planning process and recommendations for improvement.

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Team Based Learning Pretest

2. Define goals and plans and explain the relationship between them;

3. Compare the various planning models;

4. Speculate on the new planning paradigm and its use in learning organizations;

5. Learn the components of strategic management;

6. Define the mission statement and include nation-building as an additional

component of a well stated mission statement; and

7. Incorporate/relate Corporate Social Responsibility in the development of an

organization’s mission statement.

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Activities:

1. Groups will present their group report on the strategic plan of an organization using
PowerPoint.

2. Learners will present Assigned Case

3. The facilitator will lead the class in discussing the outputs of the presentations.

4. The facilitator will give a short lecture on strategic management and the
requirement of preparing a strategic management paper as a prerequisite in
completing the MBA program.

5. The facilitatorwill explain the assignments for the next session.

PRIMAN ESSION 4

DESIGNING ADAPTIVE ORGANIZATIONS

MANAGING HUMAN RESOURCES

Assignments to be completed prior to Session 4:

1. Read Chapters 10 and 12 of the textbook.

2. Prepare anIndividual report and PowerPoint presentation onassigned case.

3. Groups will prepare a report and a PowerPoint presentation on the organization

structure of a company.

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Explain the fundamental characteristics of organizing;

2. Describe the various approaches to departmentalization and identify where each is

appropriate;

3. Contrast traditional organizations and learning organizations;

4. Link how structure can be used to achieve an organization’s strategic objectives;

5. Know the types of teams in an organization;

6. Understand the role of human resource management in organizational strategic

planning;

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7. Learn the tools managers use to recruit and select employees;

8. Explain how organizations develop an effective workforce through training and

performance appraisal;

Activities:

1. Team Based Learning Pretest

2. The groups will present their outputs.

3. The facilitator will lead the class in the discussion of the concepts.

4. Some groups will be asked to present their organization structure report in

PowerPoint.

5. The facilitator will give a short lecture on new application of teams to facilitate
employee involvement.

6. The facilitator willexplain the assignments for the next session.

PRIMAN SESSION 5

MID-TERM EXAMINATION

Assignment to be completed prior to Priman Session 5:

Review all topics covered from Transsum Sessions 1 and 2 &Priman Sessions 1-4
and prepare for the mid-term examination.

Learning Objective:

To evaluatethe learning of the students.

Activity:

1. For the first hour, learners will take a multiple-choice examination covering
Chapters 1 – 10, 12, 14 &18inthe textbook. This will be a closed book/notes
activity.

2. On the 2nd to the 4th hour, learners will do a case analysis exercise. Learners may
refer to their books and notes.

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 PRIMAN SESSION 6

DYNAMICS OF BEHAVIOR IN ORGANIZATIONS

LEADING TEAMS
LEADERSHIP

Assignments to be completed prior to PrimanSession 6:

1. Read Chapters 14- 15

2. Prepare an Individual report and PowerPoint presentation on the assigned case

3. Groups will prepare, for submission, 3 to 5 pages Leading paper and a powerpoint
presentation describing and analyzing leading and motivation techniques
experienced in an organization. Refer to the concepts in the text.

Recommend possible changes to your company president’s leadership traits.

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Define attitudes, including its major components and explain their relationship to
personality, perception and behavior;

2. Know the major personality traits and describe how personality can influence
workplace attitude and behaviors;

3. Explain how people learn in general and in terms of individual learning styles;

4. Identify the types of teams in organizations, stages in team development;

5. Discuss some of the problems and challenges in teamwork

6. Learn new applications of teams to facilitate employee involvement;

7. Identify roles within teams and the type of role you could play to help a team be
effective; and

8. Appreciate the concepts of team cohesiveness and team norms and their
relationship to team performance.

9. Define the outcomes of effective teams and how managers can enhance team
effectiveness.

10. Define leadership and explain its importance for organizations; and

11. Describe how Leadership is changing in today’s organization, including Level

leadership, Servant Leadership and Authentic Leadership.

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12. Identify personal characteristics associated with effective leaders.

13. Describe the different leadership theories.

14. Explain how effective followership is related to effective Leadership.

15. Identify the sources of power and the tactics leaders use to influence others.

Activities:

1. The facilitator will discuss the mid-term exam.

2. Learners will present their individual report on the behavior and leadership
characteristics of their company president.
3. The facilitator will lead the class in the discussion of the reports presented.

4. The facilitator willexplain the assignments for the next session.

5. A Guest Speaker shall be invited to regale class on personal experiences about the
topic.

PRIMAN SESSION 7

MOTIVATING EMPLOYEES
MANAGING COMMUNICATION

Assignments to be completed prior to PrimanSession 7:

1. Read Chapters 16 and 17 of the textbook.

2. Prepare a report and PowerPoint presentation on the assigned case

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Define motivation and explain the difference between current approaches and
traditional approaches to motivation;

2. Learn and apply the various theories of motivation;

3. Appreciate why communication is essential for effective management;

4. Know the difference between formal and informal organizational communications

and the importance of each for organization management; and
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5. Identify the skills managers need for communicating during a crisis situation.

Activities:

1. The groups will present their respective outputs.

2. The facilitator will lead the discussion of the outputs.

3. Learners will present their analysis using PowerPoint of the assigned case

4. The facilitator will lead the discussion of the case presentations.

5. The facilitatorwillexplain the assignments for the next session.

6. A Guest Speaker will regale the class on his personal experiences about the topic.

PRIMAN SESSION 8

MANAGING CHANGE AND INNOVATION

MANAGING DIVERSITY
MANAGING CONFLICT

Assignments to be completed prior to PrimanSession 8:

1. Read Chapters 11and 13 of the textbook.

2. Prepare an individual report and a PowerPoint presentation on the assigned case

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Define organizational change and explain the forces of change;

2. Know the techniques managers can use to facilitate the initiation of change in
organizations, including idea champions, new venture teams, idea incubators, and
open innovation;

3. Understand force-field analysis and other implementation tactics that can be used
to overcome resistance to change;

4. Understand the causes of conflict and how to reduce conflict;

5. Discuss how to effectively manage a culturally diverse workforce; and

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6. Appreciate the importance of multicultural teams and employee network groups for
today’s globally diverse organizations.

Activities:

1. Learners will present their analysis using PowerPoint on the assigned case

2. The facilitator will integrate the results of the discussion and presentations.

3. The facilitatorwillexplain the assignments for the next session.

PRIMAN SESSION 9

MANAGING QUALITY and PERFORMANCE

Assignments to be completed prior to PrimanSession 9:

1. Read Chapter 19 of the textbook.

2. Prepare an Individual report and a PowerPoint presentation on the assigned case

3. Groups will prepare, for submission, 3 to 5 pages on Controlling report and a

PowerPoint presentation describing the management control system(s) in an
organization and possible recommendations for improvement. Refer to the
concepts in the text.

Learning Objectives:

At the end of this session, learners are expected to competently:

1. Define organizational control and explain why it is a key management function;

2. Describe differences in control focus, including feedforward, concurrent and

feedback control;

3. Describe trends in budgeting and financial control; and

4. Introduce the Balanced Scorecard concept, giving emphasis on the different

stakeholders including the community and the nation.

Activities:

1. The facilitator will lead in discussing the case “Lincoln Electric” with the whole
class.

2. Groups will present their reports using PowerPoint on management control

system(s). The facilitator will discuss the presentations with the class and include
his/her own inputs.
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Ateneo Standard MBA Program
July 2016
3. The facilitator will give a short lecture on the Balanced Scorecard.

4. The facilitatorwillexplain the assignments for the next session.

PRIMAN SESSION 10

FINAL-TERM EXAMINATION

Assignment to be completed prior to Priman Session 10:

Review all topics covered from Priman Sessions 6-9 and prepare for the Final
examination.

Learning Objective:

To evaluatethe learning of the students.

Activity:

3. For the first hour, learners will take a multiple-choice examination covering
Session 6-9 topics. This will be a closed book/notes activity.

4. On the 2nd to the 4th hour, learners will do a case analysis exercise. Learners may
refer to their books and notes.

Principles and Dynamics of Management 19

Ateneo Standard MBA Program
July 2016