《管理学》实践教学指导书讲解.docx

1、管理学实践教学指导书讲解管理学实践教学指导书实践教学设计思想：本课程以培养职业管理者为主要目标，针对管理学的核心知识点，设计多种形式的实践教学形式：案例教学、团队练习、情景模拟、管理游戏、角色扮演、管理（专题）辩论等方式，为学生们创设高度摹真的管理情景，使他们处在管理者的职位上思考问题，调动自身的所有知识和潜能解决问题，获得未来企业环境中所必需的知识结构和管理技能，培养学生分析解决问题的综合管理能力、创新能力与协作精神。实践教学内容： Chapter 1 Introduction to Management and Organization Case Application：Sweet Mus

2、icTeam-based exercise：Characteristics of Good ManagersDebate: Is Management a Science or an Art?Chapter 2 Management Yesterday and Today Case Application：Timbuk2 DesignsTeam-based exercise: How to Increase Efficiency and EffectivenessChapter 3 Planning Section 1 Decision-Making: The Essence of the M

3、anagers JobCase Application：C.F.Martin Guitar Company or Framing a Good DecisionTeam-based exercise: A Good/Bad Decision-making ExperiencesSection 2 Foundations of PlanningManagerial Simulation: Develop Goals of a ProjectChapter 4 Organizing Section 1 Organizational Structure and DesignCase Applicat

4、ion: In the KnowRole-playing: Effective or Ineffective DelegatingChapter 5 Leading Section 1 Motivating EmployeesCase Application: Is This Any Way to Motivate EmployeesSection 2 LeadershipRole-playing: A Effective Leader Chapter 6 Controlling Case Application: Niku Corporation实践教学方式：为激发学生自主学习、研究性学习和

5、协作学习，培养其综合管理技能，精心设计并采用案例讨论、情景模拟、管理游戏、角色扮演、管理（专题）辩论等灵活多样的实践教学方式，辅以新编的管理学案例精析教材，帮助学生积累管理实战经验，为培养学生综合管理技能提供实践的舞台。案例教学借助管理实践中的案例，对某一经营或管理的背景和过程进行全面描述，将学生置身于特定的管理情景之中，进而组织学生对管理问题进行讨论、分析。介绍案例教学法，选择各核心知识点所对应的典型案例，将学生置身于特定的管理情景之中，进而组织学生对管理问题进行讨论、分析。案例选择兼顾了典型示范、应用实战、现实新颖并具有较高的理论价值。如Sweet Music, Timbuk2 Desig

6、ns, C.F.Martin Guitar Company, Framing a Good Decision, In the Know, Is This Any Way to Motivate Employees等案例的分析。通过教师典型案例分析范例，对案例分析、课堂讨论进行指导，引导学生获取相关的理论知识，尽快进入管理“角色”。 在具体案例教学过程中，教师可采用多样化的案例教学方法，比如专题案例研讨、课外的小组讨论和课堂观点交锋，以及来自实际的案例资料收集和分析等等。团队练习每个团队由34名学生自由组合而成，并指定一个主要负责人或主发言人，根据所给具体情况按要求进行练习。每个团队可通过上网或

7、走访企业以了解考察对象的管理模式与管理中的问题，通过积极引导学生反思可以促使学生获得相关的管理知识。团队练习旨在通过小组成员的共同参与，提高学生发现、分析和解决管理问题的能力，加深对课程中理论、概念的认识，更重要的是要培养团结协作精神。具体要求学生完成的团队练习有：Characteristics of Good Managers, A Good/Bad Decision-making Experiences, Effective or Ineffective Delegating, 等。情景模拟通过将实际出现的问题浓缩到某个虚拟时空，让学生置身于这种情境中，锻炼学生解决问题的能力,从而让学生学

8、得更轻松，用得更有效。管理游戏如在讲授决策部分时，采用决策游戏“合同执行决策”，让学生亲身体验决策的过程，揣摩决策的技巧。通过游戏练习，加深对科学决策理论基本观点的认识，掌握科学决策的方法。角色扮演设定某个场景，进行角色分配和扮演，并制作成管理情景剧或小电影。对涉及的知识点进行演示、归纳和总结，培养学生分析解决某一类问题的能力。如扮演有效的领导者(A Effective Leader)。教学影片在组织综合性案例“海尔的崛起”分析时，辅以双语教学影片“CEO”播放。管理（专题）辩论将某一知识点或管理现象设置成论题，进行班与班之间、班内组与组之间辩论，通过必辩和自由辩等形式，来体现组内成员间的默契

9、与配合，当然前提是组内成员必须有多次的赛前交流。每个教学班选派至少1个团队参加比赛，比赛设一等奖1个，二等奖2个，三等奖3个，凡获得上述奖项的团队成员，每人的管理学课程成绩分别加10分、6分、3分。如管理（专题）辩论选题之一为“Is Management a Science or an Art?”案例“学”的艺术案例本身是没有标准答案的。因此案例教学并不重视是否得出正确答案，重视的是得出结论的思考过程。为了提高管理案例“学”的质量和效率，这里简单介绍几种学生在案例学习全过程中的技巧。（1）案例阅读 粗读法和精读法。“读”案例，应先粗后精。粗读在于了解案例的背景知识，抓住关键问题和突破口，这往往

10、在案例描述的开头或结尾，其他内容则快速浏览。精读则要学会做要点夹注，注明自己阅读思考的发现，涉及的有关概念、内容和方法，以及事实、问题等之间的因果关系，抓住关键之所在。（2）案例分析 身临其境法或角色扮演法。案例分析的一般方法有很多，但作为案例分析学习的有效方式之一，则是有意识地使自己融入到案例所描述的情景中，置身于管理者的岗位上去观察思考、分析和处理问题。切忌将自己置于案例涉及的组织之外，以训练自己高瞻远瞩的分析能力和综合处理问题的能力。（3）案例讨论 主动参与法。应将讨论视作锻炼自己思维能力和决策能力的难得机会。在讨论中要积极发言，敢于发表自己的见解，敢于与他人争论，为自己的观点辩护，同时

11、虚心听取他人意见，汲取他人发言中的精华。（4）分析报告 取长补短法。讨论后除按要求撰写分析报告外，还要总结自己的收获。这对案例的学习和以后的实际工作至关重要。既要总结自己在读案例、准备讨论和个人发言中的长处和不足，还要总结他人发言的新颖观点和独到之处，以弥补自己对案例分析的缺陷，提高自身分析研究能力。如此日积月累，持之以恒，即可练就一身多谋善断的本领。通过这种高质量、高效率的案例学习过程，学生不仅应学会自主学习，而且应该获得阅读、理解等基础技能以及综合知识、分析解决问题的能力。实践教学举例I.团队练习Team-Based Exercise 1Title: Is your college ins

12、tructor a manager? Discuss in terms of Fayols management functions, Mintzbergs managerial roles, Katzs skills, the systems perspective, and the contingency perspective.Teachers Analysis (From Stephen P.Robbins) A college instructor would generally not fall within the definition of a manager when uti

13、lizing Fayols managerial functions. This is because the relationship between instructors and students. Students are not employees but, more appropriately, clients. In fact, in some cases, an instructor may have little say about the course content or how it is to be taught. In these instances, the in

14、structor clearly makes few decisions. Regardless, college instructors, in their position as teacher (in contrast to a position such as department head) are not managers.In terms of Mintzbergs managerial roles, college instructors are perhaps involved in some ways in the interpersonal, informational,

15、 and decisional roles. For example, a college instructor could be seen as a liaison (interpersonal role), a monitor and disseminator (both informational roles), and a disturbance handler and negotiator (both decisional roles).Looking at Katzs skills, college instructors obviously need a lot of techn

16、ical skillsin this case, knowledge about the latest research and conceptual developments in a particular discipline. They also need significant human skills as they deal with their students. To a limited extent, the instructor might need to utilize conceptual skills as courses are planned or discuss

17、ed.From the systems perspective, the college instructor could be seen as responsible for coordinating the inputs (students, lecture material, classroom equipment, and so forth), processing them through some form of educational presentation (lecture, multimedia presentation, Internet-based instructio

18、n, and so forth), in order to produce outputs (student knowledge of a particular discipline, skills in a particular area, and so forth).Using the contingency perspective, the college instructor would have to look at the various situational variables (who is in class on a particular day, the arrangem

19、ent of the classroom, available material or equipment, and so forth) in order to most effectively and efficiently do his or her job.Students AnalysisManagement Issue: Is your course instructor a manager?Robbins Viewpoint: The course instructor is not a manager. The teacher is a worker while the stud

20、ents are a kind of clients.Our Viewpoint: The course instructor is a manager in China.Our Statements:At first we want to point out that Robbins and us analyze this problem in different background.Most of American schools are privately run and there has president, vice present, headmaster, teachers,

21、students and so on. However, in China, almost all the schools are public owned. So we havent anybody who can make profit through the school. To the contrast, the main objective of Chinese schools is not to make profit but cultivate talents to serve our country.Also, we dont think the client presente

22、d in the standard answer is appropriately used here. Because in traditional business way, client is defined as the person who uses money to buy specific commodities or service, they dont have the responsibility to cooperate with the teacher and finish the work or assignment they are told to. So, fro

23、m this point we can see the distinct difference between the student and client. Anyway we admit that receiving knowledge in school is also a kind of enjoying service, but after the service, we are not the so-called clients any more but product, because we have received something different, and we ar

24、e changed by it. So, the students are definitely not client. Consequently, we will support our statements from the definition of management, managerial functions, managerial roles, skills, the system perspective, and the contingency perspective.What is organization and what is manager? According to

25、Robbins, organization is a deliberate arrangement of people to accomplish some specific purpose while manager is someone who works with and through other people by coordinating their work activities in order to accomplish organizational goals. As for our parts, the teacher should be the manager, and

26、 teachers and students compose an organization. This organization has a define purpose and it contains more than 2 persons, so management is needed here. The teachers take charge in this system, they plan, organize, lead and control, and they cooperate with the students to achieve the goalto make th

27、e students assimilate the knowledge. Firstly, we will discuss this problem in the terms of managerial functions with example of our Ms Yu. In the first chapter, Ms Yu wanted to give us an introduction of management, in order to achieve this goal; Ms Yu developed a series of plans and also made Power

28、Point to help our understanding. The process of this preparation matches the definition of planning. And in the class and after class, Ms Yu would give us some problems to discuss and solve. We can regard these problems as teaching tasks. And she should decide that how the tasks are grouped, the fin

29、al decision would be reported to whom, this work is a kind of organizing. Then as a teacher, one of the most important things is to motivate students spirit so that we can grasp the content in the class such as questionanswer, doing presentation, etc. when Ms Yu did this, which means she is implemen

30、ting leading function. Furthermore, after the work being done, Ms Yu would compare our answers with the standard answer, if we made some mistakes during the procession; she assumes the responsibility to correct us. This matches the features of controlling function. Then we will discuss about the man

31、agerial roles. As a manager, the teacher should take the roles as interpersonal, informational and decisional. The most important role a teacher plays may be the informational ones. The reality of a teachers work is to transmit the knowledge to her students and make sure they can assimilate it. So t

32、he teachers job is much like the disseminator and the monitor in Mintzbergs managerial roles. And the necessary roles a teacher should play are the interpersonal ones. Teaching is not equal to giving information, is should also include cooperating with them, taking care of their academy works as well as their mental health. Here a teacher may be the manager who plays the interpersonal roles. The teacher should also plays the decisional roles; she should decide which part of the course is more important and