MANAGEMENT COURSE ENRICHMENT: VIDEO, FILMS, ARTICLES, ABSTRACTS, AND COMPUTERS

INTRODUCTION

The creative process of transforming goals into events having educational consequences for students (Eisner, 1985, p. 140) is the task that calls most heavily on the teacher's 'educational imagination.' This paper relates the ongoing process of course development done by G. Arlan Toy for the Management II course, BCN 4750, in the School of Building Con­struction curriculum at the University of Florida.

COURSE SETTING

The School

The School of Building Construction has an undergraduate upper-division enrollment of approximately 250 students plus 40 more working toward a graduate degree. Approximately 60 students are accepted into the undergraduate program each Fall and Spring semesters.

There are 29 different undergraduate Building Construction designated (BCN) courses offered. Nearly all of the required 64 upper division credits are courses taught within the school by its 18 fulltime faculty members. The formal (explicit) curriculum is relatively uniform for all undergraduates. There are four different' curriculum paths for graduate students. The informal (implicit or hidden) curriculum includes five very active student construction organizations and a variety of faculty/student traditional events such as the reception for incoming juniors and the dinner for graduating seniors. The school has a strong summer employment relationship with industry and operates its own job interview and placement center.

The Course

The course is four credit hours and meets four times per week for 15 weeks. Enrollment in a Management II class is typically 28 last-semester seniors. Class membership is about 95% males, as is school-wide enrollment. The text, Managing: A Contemporary Introduction, is a standard business management textbook.

Within this educational curriculum the Management II course, 'Managing People,' stands unique. In contrast to the mathematical problem solving courses, the factual information materials courses, and the management skills courses, Management II deals mainly with the non-quantitative people factors. Professor Toy has attempted to structure the course to be more person-oriented as well as to provide learning activities on human behavior and interaction. Students in Management II participate directly in the selection of course content by their choice of books and articles for their presentations. Their written reviews are distributed to their peers and become the basis for a large portion of the examinations. They also participate in course development and continuity over time by evaluating content as well as instruction at the end of the course. In addition, selected student article and book reviews from previous terms become part of the supplementary readings and handouts. Students become aware that the course is organic and that they can have some influence over its direction. The redevelopment or enrichment of this course has been in process for three years.

Instructional Philosophy

Professor Toy is a realist. He views his teaching role primarily as one of facilitator.

The 'learners' fit the assumptions. for the andragogy model of adult learning as given by Knowles (1984, p. 55-61). For the most part, they are self-directed, prefer learning through experience, and prefer dealing with real-life situations. They are internally motivated and have a task-centered orientation to learning.

The organismic model of reality as presented by Knowles, (1984, p. 16) is subscribed to by Profes­sor Toy. In this model the universe is represented as a developing organism, its essence an active search for unity among its many parts. This dovetails with the 'contingency approach' to managing which is a recurring theme in the course textbook and the 'Situational Leadership' model currently prominent in leadership theory and research.

In many ways the orientation of this course is toward the development of the cognitive processes, problem solving, learning how to learn, and providing opportunities for use and strengthening their intellect. The predominant orientation, however, is personal relevance; "...for experience to be educational students must have some investment in it - must have some hand in its development -" (Eisner, 1985, p. 69).

COURSE DEVELOPMENT

Prior to 1985-86 Academic Year

Course activities and supplementary materials prior to the-1985-86 academic year included oral and written presentations; establishing a management lending library and bibliography in conjunction with these presentations; case studies from both student experience and textbook; article handouts and discussion; and occasional speakers.

The oral and written presentations were the most successful of these activities. Two article presentations and one book presentation have been required of each student. The bibliography developed as a source for the book presentations. It started as a composite from other management book bibliographies and has been edited and expanded every term. The Spring '86 bibliography had 156 titles (by Spring '87 it had grown to 177). Books must be from the bibliography, but current articles are selected by the student on any management topic.

Several approaches to the use of case studies have been tried. The first approach was the use of published construction human relations case studies. Students wrote solutions and participated in general class discussion. The second approach was the development of an experience case book based on the experiences of each and every class member in the areas of individual behavior, human motivation, and human groups. These student papers were bound and re-distributed to each student for individual study and class reference. This produced some very interesting cases which were then related to course outline topics as the course proceeded.

1985-86 Developments

Two computer assignments were initiated in the Fall '85 term. Both required the students to do relatively simple programs on the University mainframe IBM computer through student classroom accounts. At the beginning of the term a computer-generated calendar is assigned. The dual purpose of this assignment is to acquaint the student with another useful computer tool and to focus the student on time scheduling his academic term. At the end of the term a statistical analysis of peer evaluations of each student's oral presentations was assigned. The peer evaluation process starts with the very first presentation of the term. Evaluation cards are filled out by each audience member for each student presentation and given to the student at the end of that class period. Each student saves the evaluations from each of the three presentations and uses the data for a Scheffe test on the differences between presentations (See Appendix A for the evaluation card and statistical analysis program).

In the Spring '86 term Professor Toy introduced three new activities into the course. First, in addition to several films owned by the School, films were selected from the Office of Instructional Resources Film Catalog. The purpose of film selection was to emphasize course topics and clarify concepts and values. These films were shown concurrently with the text coverage of the topic. McKeachie (1978, p. 129-131) indicates that films are of more value when related to the course and that learning from films is not confined to details, but may include concepts and attitudes. There was, however, a wide range of sophistication in the films selected and some of the films were outdated.

The second new activity was the assigned reading of Iacocca. The students found this book enjoyable reading. They could relate to his views, his attitudes, and his methods as a referent or role model. His television and newsprint presence helped maintain their interest. Discussion of Iacocca in class was initiated both by students and the professor.

Finally, video equipment was used to tape selected classroom activities for later reference by students. Initially, one oral presentation by each student was taped and placed on reserve in the Architecture and Fine Arts Library. This library has two video cassette player stations available to the students. A later check' indicated that over half of the students reviewed their own presentations. In addition to the presentations, several of the 'film' presentations were actually videos and were placed on reserve for students to review at their own pace.

1986-87 Activity Evaluation and Revision

At the end of the Spring '86 term the students were asked to evaluate certain elements of course content. See Appendix B for the results of the survey (on the survey form). As a consequence of this student evaluation several films have been dropped. Several new films were selected from the Film Catalog for the next term. This process was repeated in the Fall '86 term. See Appendix C for Spring '86 schedule, the. Fall '86 schedule and the Spring '87 schedule to follow the changes.

Far and away the best student rating for assignments was the resume preparation. Obviously, the reason was its relevance to their immediate career goals. Feedback from students indicated that a cover letter should be added. Also receiving good evaluations was the written analysis of human group interaction illustrated in the movie "12 Angry Men." The movie rating corresponded with the assignment rating. The two computer assignments, Calendar and Statistical Analysis, received average ratings indicating room for improvement in instructor presentation and/or application. The statistical analysis assignment has been changed so that the students do not have to contend with making the computer program run and with the statistical analysis of the evaluations at the same time. A preliminary computer run on the data from their first two presentations is checked for data and computer program errors. The final assignment requires use of the same program on the data from all three presentations. The results of the statistical analysis along with the student's personal analysis-of the videotapes of his first two presentations form the basis for the written evaluation due from each student at the end of the term.

Over time supplementary materials have been gathered for use in this course. As indicated in Supplementary materials table of contents shown in Appendix D, some 36 different articles/abstracts were selected to accompany the text during the term. Additional materials were distributed as available and appropriate. As they total. over 150 pages, these supplementary materials have been placed with a local copy center for copying and binding for students on demand. All of these materials are referred to and discussed in class and questions from each topic are on exams.

The course content evaluations show better than average ratings for all of the abstracts currently listed. One abstract, Denial of Death, has been deleted from the original supplementary materials list due to poor student evaluations and subsequent re-evaluation by the instructor.

The use of microcomputers as management tools aiding the decision making process is slowly being introduced into the course. Professor Toy has reviewed public domain software for the Apple computer in business and management areas. He has compiled a list and prepared a computer diskette of programs expanding on topics found in the text. Appendix E contains the program list with a short description of each program. Appropriate assignments in quantitative decision making techniques, break-even. analysis, and trend analysis will be developed.

SUMMARY

Conceptualizing, developing and implementing learning activities for the course on 'managing people' has been an ongoing, organic process. In this paper, the author has attempted to present how he views the challenge, how he has developed learning activities to meet the challenge, and the process of evaluating and refining these learning activities.

The use of a variety of media resources facilitates learning by increasing the sensory impact, providing emphasis by repetition and selecting in depth analysis, and promoting student participation in the process.

The expected outcome of this constant evaluation and revision process is more effective learning and ultimately more qualified leaders and professionals within the construction industry.

REFERENCES

Eisner, E.W. (1985). The Educational Imagination: On the Design and Evaluation of School Programs (2nd ed.). New York: MacMillan.

Iacocca, L., and Novak, W. (1984). Iacocca: An Autobiography. New York: Bantam.

Knowles, M. (1984). The Adult Learner: A Neglected Species. Houston, TX: Gulf Publishing.

Massie, J.L., and Douglas, J. (1985). Managing: A Contemporary Introduction (4th ed.). Englewood Cliffs, N.J.: Prentice-Hall.

McKeachie, W.J. (1978). Teaching Tips: A Guidebook for the Beginning College Teacher (7th ed.). Lexington, MA: D.C. Heath and Company.

Public Domain Softward, CLC Business and Finance #18-25. Tacoma, WA: Computer Learning Center.

APPENDIX A

APPENDIX B

APPENDIX C

APPENDIX D

APPENDIX E

BAYPRO.

BAYES PROBABILITY

----------------------------------------­THIS PROGRAM USES BAYES THEOREM TO REVISE ESTIMATES OF THE PROBABILITIES OF THE OCCURRENCE OF THE VARIOUS STATES OF NATURE. INPUTS TO THIS PROGRAM ARE THE PROBABILITIES OF A FINITE AND USER SELECTABLE NUMBER OF STATES OF NATURE. THESE PROBABILITIES MUST SUM UP TO .1.. IN ADDITION, THERE MUST BE INPUT FOR EACH STATE OF NATURE. THE PROBABILITY OF A CERTAIN EVENT, SAY B, OCCURRING GIVEN THAT STATE OF NATURE IS THE TRUE STATE OF NATURE. THEN THE PROGRAM WILL COMPUTE THE CONDITIONAL PROBABILITIES OF EACH OF THE STATES OF NATURE BEING TRUE, GIVEN THAT EVENT B OCCURS. THESE ARE CALLED POSTERIOR PROBABILITIES AND MAY BE USED IN DECISION-MAKING.

BREEVE

BREAK EVEN ANALYSIS

----------------------------------------­FOR THIS PROGRAM, WE ASSUME THAT A COMPANY HAS CERTAIN FIXED COSTS. THIS COMPANY IS SELLING AN ITEM SUCH THAT VARIABLE COST/UNIT SOLD OF THAT ITEM IS KNOWN. WE ALSO KNOW THE PRICE AT WHICH THE ITEM IS SOLD. GIVEN THIS INFORMATION WE CAN COMPUTE THE NUMBER OF UNITS OF THE ITEM WHICH THE COMPANY MUST SELL TO JUST BREAK EVEN, I.E. SO THAT THE NET SALE REVENUE JUST COVERS FIXED COSTS . WE CAN ALSO COMPUTE THE NUMBER OF ITEMS THE COMPANY MUST SELL TO MAKE ANY GIVEN PROFIT. THIS PROGRAM WILL DO BOTH TYPES OF COMPUTATIONS.

OPPLOS

OPPORTUNITY LOSS TABLE

----------------------------------------­THIS PROGRAM ASSUMES THERE ARE FROM 1 TO 6 POSSIBLE ACTIONS WE CAN TAKE. IF THE STATE OF NATURE (S OF N) IS KNOWN THEN EACH ACTION LEADS TO A KNOWN MONETARY RESULT. THIS RESULT IS A CONDITIONAL PROFIT . FOR EXAMPLE, IF ACTION 3 LEADS TO A $35 PAYOFF WHEN STATE OF NATURE IS 4 IS TRUE THEN 35 IS THE CONDITIONAL PROFIT OF ACTION 3 GIVEN. STATE OF NATURE 4. IF WE LOOK AT THE CONDITIONAL PROFIT OF EACH ACTION WITH RESPECT TO A PARTICULAR S OF N THEN THERE IS THE LARGEST PROFIT. THE AMOUNT BY WHICH EACH OF THE OTHER PROFITS DIFFER FROM THE MAXIMUM IS CORRESPONDING ACTION FOR THE PARTICULAR STATE OF NATURE.

LINPRO

LINEAR PROGRAMMING ----------------------------------------­LINEAR PROGRAMMING IS A MATHEMATICAL TOOL DESIGNED TO HELP MANAGEMENT MAKE OPTIMUM USE OF COMPETING RESOURCES. IT IS A VERY POPULAR TECHNIQUE AND IN­VOLVES LINEAR INEQUALITIES CALLED CONSTRAINTS AND A LINEAR OBJECTIVE FUNCTION WHICH WE TRY TO MAXIMIZE OR MINIMIZE. THE INTERESTED USER MAY CONSULT ANY INTRODUCTORY TEXT IN FINITE MATHEMATICS FOR ADDITIONAL INFORMATION.

PERUTI

PERSONAL UTILITY FUNCTION ----------------------------------------­UTILITY THEORY HAS TO DO WITH ONE'S PREFERENCE FOR VARIOUS DECISION AL­TERNATIVES. SUPPOSE EVERY DECISION. ONE CAN MAKE LEADS TO A KNOWN MONETARY PAYOFF. THEN THAT PERSON WILL CHOOSE THE DECISION WITH THE HIGHEST PAYOFF. HOWEVER, IF THERE IS SOME UNCERTAINTY IN THE RESULT OF A DECISION, THEN THE CORRECT DECISION IS NOT SO OBVIOUS. UTILITY THEORY PERMITS US TO ASSIGN A NUMBER TO EACH PAYOFF, ITS 'UTILITY'. HIGHER PAYOFFS LEAD TO HIGHER UTILITIES, BUT A UTILITY OF 2 FOR $5000 DOES NOT NECESSARILY MEAN A UTILITY OF 4 FOR $10,000. ONCE UTILITIES ARE DETERMINED, DECISIONS ARE MADE BASED UPON HIGHEST EXPECTED UTILITY.

DECMAT

DECISION MATRIX ----------------------------------------­THIS PROGRAM WILL PROVIDE OPTIMUM PARAMETER RANKS, OPTIMUM WEIGHTED AVERAGE, AND WEIGHTED AVERAGE RANKS GIVEN VARYING NUMBERS OF PARAMETERS WITH VARYING OPTIONS. IT PERFORMS SENSITIVITY (PERCENT DEVIATION) ANALYSIS ON PARAMETERS.

TRELIN

TREND LINE ANALYSIS ----------------------------------------­THE LINEAR LEAST-SQUARES FIT OF POINTS (X,Y), WHERE Y IS INPUT AND X IS INTEGRALLY INCREMENTED BEGINNING WITH 1, IS DETERMINED.