Your final grades and all their component scores are now accessible from the Blackboard "My Grades" tab.
I enjoyed teaching you and invite you to keep me abreast of the successes and challenges you encounter in the future. The TAs and course assistants join me in wishing you a good summer and a future of good health and prosperity. Special best wishes to those of you who are graduating this semester.
I’m in my office most of the time when school is in session and often during breaks, and you are always welcome to come in to discuss topics from the course or other matters. It’s usually best to call first, especially during intersession or other school vacations. You'll need an appointment if you want to meet with me next Monday or next Tuesday morning, and I'll be out of the office from sometime 5/10 through 5/12 taking care of a family matter.
ANSWER SHEETS AND EXAMS: I plan to dispose of all spring quiz answer sheets at the end of May. You won’t find anything useful in these piles, but the papers include everyone’s name and Albany ID. In order to protect your privacy, I send it to a secure off-campus disposal facility. If you’d rather handle these documents yourself, either come in soon and pick them out or email me a request to hold them for you until a time that is convenient for you to come and get them.
(As a privacy advocate, I instituted this policy years ago to protect people's Social Security numbers. Nobody took me up on it then, nor has anyone done so since we changed to local ID's. Still, if you want these old quiz scantrons, you are invited to request them.)
I may post one last message on this BMgt341-L distribution list before it expires later this month.
Again, my best to you always.
Prof. M. Fogelman
Friday, May 6, 2011
Wednesday, May 4, 2011
Tomorrow's exam room assignments
Here are the room assignments for tomorrow morning's exam. This sign will be posted on LC2, LC5, LC6, and LC7--also on my office door in BA324.
B Mgt 341 Final Exam Room Assignments
The exam will be given Thursday, 5/5,
from 8:00-10:00 a.m.
(Students who want extra time may arrive at 7:30)
Section 4779 (8:45 class): should go to LC-7
Section 3414 (10:15 class): Students taking more than one of exams 1b, 2b, and 3b are in LC-6
Section 3414 (10:15 class): Students planning to take one of exams 1b, 2b, or 3b are in LC-5
Q and A re finals 1b, 2b, and 3b and final exam instructions
Q and A re finals 1b, 2b, and 3b and final exam instructions
A few questions i've had and helpful hints associated with them:
Exam 1b:
Q: Is Hofstede a folk hero? What should we know about his national culture framework?
A: Yes, he's a folk hero, and you should be able to recognize what he means by the 5 dimensions that make up the framework: masculinity/femininity, individualism/collectivism, etc.
Exam 2b:
Q: What to we have to know about expectancy theory, and is Vroom a folk hero?
A: Vroom's not a folk hero, but you should understand what expectancy, instrumentality, and valence mean in that context and how they combine as factors in motivation.
Q: What do we need to know about the "psychological contract"?
A: Understand what it is and how it's applied--both the "traditional" psy contract and what I referred to in class and the notes as the "modern version" (the one I sometimes associate with Jack Welch), which looks at loyalty in a different way from the traditional version.
Exam 3b:
Q: What do we need to know about the group development stages? (storming, norming, etc.)
A: Just have a good idea what happens during each stage, as we discussed in class. A more detailed discussion, from Wikipedia, follows:
Hofstede's Framework for Assessing Culture
Hofstede has found five dimensions of culture in his study of national work related values. Replication studies have yielded similar results, pointing to stability of the dimensions across time. The dimensions are:
Small vs. large power distance
How much the less powerful members of institutions and organizations expect and accept that power is distributed unequally. In cultures with small power distance (e.g. Australia, Austria, Denmark, Ireland, New Zealand), people expect and accept power relations that are more consultative or democratic. People relate to one another more as equals regardless of formal positions. Subordinates are more comfortable with and demand the right to contribute to and critique the decisions of those in power. In cultures with large power distance (e.g. Malaysia), the less powerful accept power relations that are autocratic or paternalistic. Subordinates acknowledge the power of others based on their formal, hierarchical positions. Thus, Small vs. Large Power Distance does not measure or attempt to measure a culture's objective, "real" power distribution, but rather the way people perceive power differences.
Individualism vs. collectivism
How much members of the culture define themselves apart from their group memberships. In individualist cultures, people are expected to develop and display their individual personalities and to choose their own affiliations. In collectivist cultures, people are defined and act mostly as a member of a long-term group, such as the family, a religious group, an age cohort, a town, or a profession, among others. This dimension was found to move towards the individualist end of the spectrum with increasing national wealth.
Masculinity vs. femininity
The value placed on traditionally male or female values (as understood in most Western cultures). In so-called 'masculine' cultures, people (whether male or female) value competitiveness, assertiveness, ambition, and the accumulation of wealth and material possessions. In so-called 'feminine' cultures, people (again whether male or female) value relationships and quality of life. This dimension is often renamed by users of Hofstede's work, e.g. to Quantity of Life vs. Quality of Life. Another reading of the same dimension holds that in 'M' cultures, the differences between gender roles are more dramatic and less fluid than in 'F' cultures; but this strongly depends on other dimensions as well.
Weak vs. strong uncertainty avoidance
How much members of a society are anxious about the unknown, and as a consequence, attempt to cope with anxiety by minimizing uncertainty. In cultures with strong uncertainty avoidance, people prefer explicit rules (e.g. about religion and food) and formally structured activities, and employees tend to remain longer with their present employer. In cultures with weak uncertainty avoidance, people prefer implicit or flexible rules or guidelines and informal activities. Employees tend to change employers more frequently.
Michael Harris Bond and his collaborators subsequently found a fifth dimension which was initially called Confucian dynamism. Hofstede later incorporated this into his framework as:
Long vs. short term orientation
A society's "time horizon," or the importance attached to the future versus the past and present. In long term oriented societies, people value actions and attitudes that affect the future: persistence/perseverance, thrift, and shame. In short term oriented societies, people value actions and attitudes that are affected by the past or the present: normative statements, immediate stability, protecting one's own face, respect for tradition, and reciprocation of greetings, favors, and gifts.
These cultural differences describe averages or tendencies and not characteristics of individuals. A Japanese person for example can have a very low 'uncertainty avoidance' compared to a Filipino person even though their 'national' cultures point strongly in a different direction. Consequently, a country's scores should not be interpreted as deterministic.
A few questions i've had and helpful hints associated with them:
Exam 1b:
Q: Is Hofstede a folk hero? What should we know about his national culture framework?
A: Yes, he's a folk hero, and you should be able to recognize what he means by the 5 dimensions that make up the framework: masculinity/femininity, individualism/collectivism, etc.
Exam 2b:
Q: What to we have to know about expectancy theory, and is Vroom a folk hero?
A: Vroom's not a folk hero, but you should understand what expectancy, instrumentality, and valence mean in that context and how they combine as factors in motivation.
Q: What do we need to know about the "psychological contract"?
A: Understand what it is and how it's applied--both the "traditional" psy contract and what I referred to in class and the notes as the "modern version" (the one I sometimes associate with Jack Welch), which looks at loyalty in a different way from the traditional version.
Exam 3b:
Q: What do we need to know about the group development stages? (storming, norming, etc.)
A: Just have a good idea what happens during each stage, as we discussed in class. A more detailed discussion, from Wikipedia, follows:
Hofstede's Framework for Assessing Culture
Hofstede has found five dimensions of culture in his study of national work related values. Replication studies have yielded similar results, pointing to stability of the dimensions across time. The dimensions are:
Small vs. large power distance
How much the less powerful members of institutions and organizations expect and accept that power is distributed unequally. In cultures with small power distance (e.g. Australia, Austria, Denmark, Ireland, New Zealand), people expect and accept power relations that are more consultative or democratic. People relate to one another more as equals regardless of formal positions. Subordinates are more comfortable with and demand the right to contribute to and critique the decisions of those in power. In cultures with large power distance (e.g. Malaysia), the less powerful accept power relations that are autocratic or paternalistic. Subordinates acknowledge the power of others based on their formal, hierarchical positions. Thus, Small vs. Large Power Distance does not measure or attempt to measure a culture's objective, "real" power distribution, but rather the way people perceive power differences.
Individualism vs. collectivism
How much members of the culture define themselves apart from their group memberships. In individualist cultures, people are expected to develop and display their individual personalities and to choose their own affiliations. In collectivist cultures, people are defined and act mostly as a member of a long-term group, such as the family, a religious group, an age cohort, a town, or a profession, among others. This dimension was found to move towards the individualist end of the spectrum with increasing national wealth.
Masculinity vs. femininity
The value placed on traditionally male or female values (as understood in most Western cultures). In so-called 'masculine' cultures, people (whether male or female) value competitiveness, assertiveness, ambition, and the accumulation of wealth and material possessions. In so-called 'feminine' cultures, people (again whether male or female) value relationships and quality of life. This dimension is often renamed by users of Hofstede's work, e.g. to Quantity of Life vs. Quality of Life. Another reading of the same dimension holds that in 'M' cultures, the differences between gender roles are more dramatic and less fluid than in 'F' cultures; but this strongly depends on other dimensions as well.
Weak vs. strong uncertainty avoidance
How much members of a society are anxious about the unknown, and as a consequence, attempt to cope with anxiety by minimizing uncertainty. In cultures with strong uncertainty avoidance, people prefer explicit rules (e.g. about religion and food) and formally structured activities, and employees tend to remain longer with their present employer. In cultures with weak uncertainty avoidance, people prefer implicit or flexible rules or guidelines and informal activities. Employees tend to change employers more frequently.
Michael Harris Bond and his collaborators subsequently found a fifth dimension which was initially called Confucian dynamism. Hofstede later incorporated this into his framework as:
Long vs. short term orientation
A society's "time horizon," or the importance attached to the future versus the past and present. In long term oriented societies, people value actions and attitudes that affect the future: persistence/perseverance, thrift, and shame. In short term oriented societies, people value actions and attitudes that are affected by the past or the present: normative statements, immediate stability, protecting one's own face, respect for tradition, and reciprocation of greetings, favors, and gifts.
These cultural differences describe averages or tendencies and not characteristics of individuals. A Japanese person for example can have a very low 'uncertainty avoidance' compared to a Filipino person even though their 'national' cultures point strongly in a different direction. Consequently, a country's scores should not be interpreted as deterministic.
TEXT FROM TOMORROW'S FINAL EXAM COVER PAGE
B Mgt 341 – 5/5/2011 - Finals 1b, 2b, 3b
REMOVING ANY QUESTION SHEET FROM THE EXAMINATION ROOM WILL RESULT IN A FAILING COURSE GRADE AND JUDICIAL ACTION!!!
1. Pick up answer sheets as you exchange your picture id for this question sheet packet. ALL FINAL EXAMS IN THIS PACKET ARE VERSION 3!!!. [YOUR VERSION# MAY VARY]
3. Write one of the following six section identification lines across the top of side one of each answer sheet you use:
Section 4779 (8:45)
4779 Exam 1b (8)
4779 Exam 2b (9)
4779 Exam 3b (10)
Section 3414 (10:15)
3414 Exam 1b (8)
3414 Exam 2b (9)
3414 Exam 3b (10)
4. Answer the exam questions on 1b, 2b and/or 3b in any order you like, selecting the best answer for each question.
5. When you are completely finished, stand up, put your pencils away, retrieve your belongings, and go to the back of the room.
6. Place your answer sheets in the appropriate file boxes or piles (1b, 2b, and 3b).
7. Exchange this question sheet packet for your ID card before leaving.
Please read and sign the following declaration: I understand that I may review my exam by appointment until noon on Tuesday, May 10, and I may initiate an appeal of final exam questions through Thursday, May 12. Outside of normal class and online materials, I obtained no advance knowledge of any questions. Missing or incorrect entries for (1) my ID number, (2) my name, or (3) the exam version number may cause that exam grade to be reduced by 3 points. _____________________________________ Signed
Sunday, May 1, 2011
Session 26 Videos
I had planned to show three short student-created videos, which run 15 minutes all together, as part of class session 26 on 5/3). A combination of technical problems, mainly the inability to play them loud enough for LC2, will make that public showing unfeasible.
I"ve placed them in a file on our BMgt341 Blackboard homepage and request that you watch them before Tuesday's class. You may enjoy them and they should make you think.
Thank you.
Prof. M. Fogelman
I"ve placed them in a file on our BMgt341 Blackboard homepage and request that you watch them before Tuesday's class. You may enjoy them and they should make you think.
Thank you.
Prof. M. Fogelman
Pre-exam "final" grades are posted
Pre-exam "final" grades are posted
Your grades are all posted and released, and they should reflect most gradebook corrections requested via mgt341ga@yahoo.com up to this point. Changes pointed out anytime today should take effect on Monday. Even though I don’t enforce a firm deadline, it is a mistake for you to wait any longer before identifying any unaccounted for hotseat credit, assignment point, or other missing grade component.
With the exception of clicker points, all grade recording problems should be addressed to the TAs at mgt341ga@yahoo.com. email me personally at fogelman@albany.edu regarding any clicker point questions you have. If you are one of the small number of people who never check the weekly hotseat points report and just now discover you have no clicker credit, EMAIL ME YOUR CLICKER NUMBER AND INDICATE WHICH CLASS YOU ARE IN. I will look up how many points that clicker earned and instruct the TAs to post your credit. Of course, students and former students are always welcome to contact me regarding ANY concern associated with this course or other matters.
As I noted several times during the term, grades have been adjusted to increase the relevant class average to B+. Since the exam 3a grades averaged slightly below my last forecast, the final curve factor is 1.04. This is one percent more than our earlier estimate of 1.03. Therefore, each student’s term grade has been boosted by 4% of itself. Your actual earned grade appears in the row titled “F Raw Term Grade (A+B+C+D+E),” with the increased final grade posted as “G Adjusted Term Grade equals RawTermGrade * 1.04 (89.499999 is a B+ and 89.5 is an A-).” The column named "E Clicker points to add," reflects 0.091 course points per click up to a maximum of 10.01 course points for 110 or more clicks. (There were 121 all together.)
As indicated above, a term grade with a decimal portion of .50 or higher is rounded up to the next whole number in order to assign letter grades. You can verify the letter grade entry by finding your adjusted term grade in the “Grades” table at the bottom of page 3 of our syllabus.
A final grade will change only if something occurs to increase one or more of its components, the most likely reason being improved performance on one, two or three of the "second chance" finals to be given on Thursday, May 5 at 8 a.m. Since students could earn up to 30.01 “free” points in addition to an extra five points on each exam, and since overall grades have now been raised another 4% beyond what was earned including all those free points, there is no point asking for a higher grade because the current one falls just short of the next cutoff point. In many cases, the letter grade awarded is already two intervals higher than the one that was actually earned before the curve.
SOME CALCULATED GRADE VALUES WILL NOT BE VIEWABLE FOR SEVERAL HOURS, EITHER DURING THE MAY 7-8 WEEKEND OR ON MONDAY, MAY 9. I SUPPRESS THESE RESULTS AT THAT TIME IN ORDER TO PREVENT CONFUSION WHILE FINAL EXAM GRADES 1b, 2b, AND 3b ARE BEING UPLOADED AND THEIR ASSOCIATED TERM AVERAGES AND LETTER GRADES RECALCULATED.
Good luck to those who will be taking taking our final (Exams 1b, 2b, and/or 3b). If I won't be seeing you in our last class or at the exam (THURSDAY, MAY 5 at 8 a.m., by the way), I wish you the best in your other courses and all your future endeavors.
Wednesday, April 27, 2011
3a/3b digital audio reviews and 1b/2b video reviews
2 students have told me they could not access the reviews tonight via electronic reserve, so I've put additional copies on the blackboard homepages.
The video review sessions (one for exams 1b and 2b, and another with just the 2b portion) are now available via electronic reserve. There are also powerpoint slides there for exams 1b and 2b.
The video review sessions (one for exams 1b and 2b, and another with just the 2b portion) are now available via electronic reserve. There are also powerpoint slides there for exams 1b and 2b.
Exam 3a questions from students
Here are some recent questions from students with my replies included.
Q:
I was wondering if you could answer two questions for me. They are related
to the University of Michigan hospital studies and IDEO. ...What are the most important things I should
know about the two topics?
A: Regarding the UM case, remember what they were faced with (resistance, etc.), how they implemented the program (e.g., TQM and the groups' levels of autonomy), and what the outcomes were.
The aspects of IDEO's "deep dive" decision processes, which I mentioned in the digital audio exam reviews posted today, are most of what you'll need to review for exams 3a/3b.
------------------------
Q: First, in the ethics session, the shareholder theory is the same as the
agency theory(by friedman)? if so, what does it support? And what is the
difference with the stakeholder theory by Freeman?
A:Agency theory is defined in the slide I put up in class...along with several that were in your session 24 set of review slides. You can get a fuller definition from it online if you like--here, for example (considering the manager as "broker" and the shareholder as "client"):
I used AT in reference to the shareholder view, just to point out how it addresses the fact that managers' interests sometimes diverge from those of owners. You won't have to deal on these exams with the complicated relationship between AT and the stakeholder view.
Also, from the leadership session, do we need to know characteristics of
each contingency factor from the goal trait theory(for example
achievement-oriented,work facilitation etc)or just know the general
research findings and managerial implications?
All you need to know about contingency theory is the topics I discussed in class, which are also in your slides. (Of course, you may need to review the chapter to fully understand those aspects--which DON'T include any full analysis of the goal trait theory you note in your question.)
-----------------------
http://financial-dictionary.thefreedictionary.com/Agency+Theory
Q:
I was wondering if you could answer two questions for me. They are related
to the University of Michigan hospital studies and IDEO. ...What are the most important things I should
know about the two topics?
A: Regarding the UM case, remember what they were faced with (resistance, etc.), how they implemented the program (e.g., TQM and the groups' levels of autonomy), and what the outcomes were.
The aspects of IDEO's "deep dive" decision processes, which I mentioned in the digital audio exam reviews posted today, are most of what you'll need to review for exams 3a/3b.
------------------------
Q: What do you mean by know the functions of groups and teams? Also i want to make sure that we don't need to know about social loafing and How to build and maintain trust?
A: The functions of teams center on how they function and what they do, especially what they can do well. Though I didn’t single out either of those other topics, I’m not guaranteeing they’re completely absent from the exam. …mf
----------------------------------
Q: Looking back at my notes I seem to miss what a semi-autonomous work group is and self designing team is could you please explain what they are again or if not where i might find the answer.
A:
Q: Looking back at my notes I seem to miss what a semi-autonomous work group is and self designing team is could you please explain what they are again or if not where i might find the answer.
A:
self-designing team | team that has the characteristics of self-managing teams but that also controls team design, work tasks, and team membership |
self-managing team | team that manages and controls all the major tasks of producing a product or service |
semi-autonomous work group --------------- | group that has the authority to make decisions and solve problems related to some tasks associated with producing a product or service |
agency theory(by friedman)? if so, what does it support? And what is the
difference with the stakeholder theory by Freeman?
A:Agency theory is defined in the slide I put up in class...along with several that were in your session 24 set of review slides. You can get a fuller definition from it online if you like--here, for example (considering the manager as "broker" and the shareholder as "client"):
I used AT in reference to the shareholder view, just to point out how it addresses the fact that managers' interests sometimes diverge from those of owners. You won't have to deal on these exams with the complicated relationship between AT and the stakeholder view.
Also, from the leadership session, do we need to know characteristics of
each contingency factor from the goal trait theory(for example
achievement-oriented,work facilitation etc)or just know the general
research findings and managerial implications?
All you need to know about contingency theory is the topics I discussed in class, which are also in your slides. (Of course, you may need to review the chapter to fully understand those aspects--which DON'T include any full analysis of the goal trait theory you note in your question.)
-----------------------
http://financial-dictionary.thefreedictionary.com/Agency+Theory
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