The purpose of this course is to give students a basic understanding of management and organizations. It is also organized to give students a set of insights about how managers affect organizations and vice verse. It is also organized to give students a better understanding about their own styles of activity, and particularly, to give students a better understanding of how these individual styles can/should be considered in the development of a personal management strategy.

Methods of the Course:

The course will actually be divided into two basic sections, one of which will focus on management and organizations and one of which will focus on individual student's personal styles of activity. The first section (on management and organizations) will be coordinated by Dr. Torrens and will be carried out in each session from 8:OOAM to 10:45AM. The second session (on personal styles and behaviors) will be coordinated by Ms. Freshman and will be carried out in each session from 11:00AM to 12:00 Noon. The remainder of this course curriculum will deal with the first area of content (management and organizations)(to be presented by Dr. Torrens); a separate set of detailed course curriculum will be presented by Ms. Freshman and will deal with the material that she will be conducting (on personal styles and preferences).

With regards to the first section of the course (on management and organizations), the methods for this course will include formal class presentations on management and organizations, class room exercises, assigned readings, and several out-of-class projects. The formal class presentations will be of the usual didactic kind, with occasional visiting lecturerssupplementing the assigned faculty. The out-of-class projects will include interviews with health care managers to document what they do and how they do it; the projects will also include an individual survey of an individual organization to better understand organizational form and function, but also to learn methods of surveying and analyzing organizations. The managerial interviews should be done by each student separately; the organizational analyses may be done by students working in small teams.

When students have completed the course, they will have fundamental understanding of the following, at a minimum:

• How a particular management "job" takes shape;
• The management process in health service organizations;
• The role and function of the manager;
• The relationship between personal styles of the manager and success
  in the managerial process;
• Organizations and their defining characteristics;
• Different ways of looking at and defining organizations;
• Methods of analyzing organizations;
• The interaction between managers and organizations.

Required Texts

The required text for the course is Health Care Management by S.M. Shortell and A.D.Kaluzny, published by Delmar Publishers, Inc. Albany, N.Y. This book will be given to you on the first class session, together with a specially selected book of additional readings.

Grading for the Course

Grading for the course will be assigned on the following basis:

(a) participation in lectures, discussions, and classroom exercises	25%
(b) structured interviews with managers	25%
(c) analysis of an organization	25%
The remaining 25% of the course grade will come from the personal styles and preferences section of the course, coordinated by Ms. Freshman.

With regards to participation in lectures and discussions, each student will be expected to attend all lectures and discussion sessions unless prior arrangement has been made for an approved absence. Students will also be expected to come prepared to participate fully in the class discussion and should expect to be called upon to review the background reading for that day's class and lead the discussion on the assigned reading.

With regards to the managerial interviews, each student will be expected to carry out three interviews with managers at different levels in a health care organization; students should be prepared to discuss preliminary findings during the appropriate class session. The student will be expected to write up each of the interviews and will be expected to provide a summary paper covering each interview. More detailed guidance on the interviews will be provided in class.

With regards to the organizational analysis, each student (working either alone or with other students) will conduct an analysis of a healthcare organization, according to guidelines provided by the instructor. In this analysis, the student will be expected to both learn about certain aspects of the organization itself and also to learn about methods of analyzing organizations in general. The summary report of the analysis should include commentary on both aspects of the assignment. Students should be prepared to discuss the results of their organizational analysis during the appropriate class session.

Date:	Subjects to Be Covered	Textbook Readings	Other Readings
9/26/98	(1) Goals of the course: understanding management, understanding organizations, understanding yourself. (2) How this course fits into the management core curriculum. (3) Development of a personal management strategy. (4) How a management job takes place.	chapters 2 and 7	(a) "So Much Work, So Little Time" (b) Rakich: "Managerial Process and Managerial Role" (c) Kovner: "The Work of Effective CEO's in Four Large Health Organizations" (d) Harris: "The Post-Capitalist Executive: An Interview with Peter Drucker" (e) Mintzberg: "The Manager's Job: Folklore and Fact"
October 10, 1998	Understanding Management and What Managers Do (1) Why Should a Manager be able to analyze a managerial job, assignment, situation? (2) Models for Understanding Managerial Work (3) Detailed Review of Individual Models	chapters 3 and 5	(1) Van Eynde and Tucker: "Personality Patterns of Health Care and Industry CEOs: Similarities and Differences (2) Longest: "Managerial Competence at Senior Levels of Integrated Delivery Systems" (3) Brooke, Hudak, Finstuen, and Trounson: "Management Competencies Required in Ambulatory Care Settings"
October 24, 1998	(Guest Speakers)(Management Styles)	Chapters 6 and 8	(1) Flamholtz: "Managing Organizational Transitions: Implications for Corporate and Human Resource Management" (2) Lambert: "The Emotional Path to Success" (3) Kotter: "What Leaders Really Do"
November 7, 1998	(Continuation)(Models for Understanding Managerial Work)	Chapters 13
November 21, 1998	Understanding Organizations (1) Why Understand Organizations? (2) Models for Understanding Organizations (3) Detailed Review of Individual Models of Organization	Chapters 1 and 9	(1) Mintzberg: "Five Basic Parts of the Organization" (2)Mintzberg: "The Organization as a System of Flows" (3) Morgan: "Images of Organization" (4) "Systems and Contingency Theories in Organization" (5) Scott: "The Subject is Organizations" (6) Katz and Kahn: "Organizational Models" (7) Morgan: "Imaginization"
December 5, 1998	(Continuation) Understanding Organizations (1) (cont.)Detailed Review of Individual Models of Organization	Textbook: Chapters 10 and 15	(1) "Reinventing Xerox" (2) "Booking the Future" (Amazon.com) (3) Senge: The Leader's New Work: Building Learning Organizations (4) Bennis: "The Four Competencies of Leadership" (5) Shortell: "Theory Z: Implications and Relevance for Health Care Management"
December 19, 1998	(1) The Interaction of Organizational Analyses, Managerial Analyses, Personal Analyses, and the Development of a Personal Management Strategy" (2)Time management	Chapters 12, 14 and 4	(1) McKibbin: "The Soul of Corporation" (2)"Assessing the Internal Environment of Health Care Organizations" (3) Morgan: "Developing the Art of Organizational Analysis" (4) "Purpose, Vision, Mission, and . Strategic Objectives" (5) Zammuto and Krakower: "Quantitative and Qualitative Studies of Organizational Culture" (6)Cummings and Worley: "Diagnosing Organizations"

Faculty: Brenda Freshman

Phone and Fax: (310) 451-2427 (notify before faxing-fax needs to be switched over)

Email: bfreshman@pacificnet.net

Overall Course Objective:

The overall course objective is for participants to learn about and apply behavioral science knowledge and interpersonal skills toward self-development in their roles as managers and leaders.

Specific Learning Goals:

1. Gain knowledge in the area of leadership and managerial core competencies and skills.
2. To learn about your own learning through the introduction and practice of intrapersonal management skills.
3. To identify personal and professional goals.
4. To create an action plan for, and follow through on, your self-development objectives.

Readings:

Text: Cooper & Sawaf. (1996). Executive EQ. New York: Gosset/Putnam

& Reading packet of compiled required readings

Assignments:

Reaction Paper assignments: On selected assigned readings you will be asked to write a short reaction paper answering the following four questions:

1. What you liked about the article?

2. What you didn’t like about it?

3. What you learned from the article?

4. And how you are going to apply it?

You will be given points for depth of thought and application. Reaction papers are anticipated to be between 250-750 words or 1-2 pages. Each question is worth 2 points, so eight points for each article.

Experiential Exercises and skill practice assignments: Participation in class exercises in intrapersonal reflection, and interpersonal communication will be part of the course requirements. On occasion, homework skill practice will be assigned and tracked.

Tracking Progress (Grading): There will be a maximum number of points available for each graded assignment. There are also 10 points given for each class attendance. If you can not make a class and would like to make up the points, extra credit assignments will be available in an area of your particular interest and of your choosing (as long as it relates somehow to your personal or professional development). You will be informed in advanced of the total points available for all tracked assignments. Since personal and professional development is unique to each individual, tracking points will not be assigned in terms of normative standards. Instead, the focus of point assignment will be on the student’s demonstration of depth of participation on the assignments, specifically, the willingness to learn, stretch, and grow.

At the end of the quarter, tracking points will be tabulated and compared with total points available. Letter grades will be assigned in accordance with the following percentages of points earned: 100%-90% = A, 89%-80% = B, 79-70% = C, 69%-60 = D, 59% or below F or I depending on circumstances.

This entire syllabus is subject to change without notice, due to unforeseen circumstances, and the faculty's intention to continually improve the learning process for all involved.