Преподавател(и):

доц. Мария Иванова  д-р

Описание на курса:

Компетенции:

Students who successfully complete the course:

1) know:

• roles that a manager performs in his work, based on the theoretical concepts or classification included in the course;

• the requirements, constraints and alternatives related to the work of the HR manager;

• the main characteristics of the HR manager.

2) can

Upon successful completion of the course students should be able:

•effectively plan and organize their time and workload;

• analyze how managers and their organizations respond to change and competition;

• to identify their own strengths and weaknesses in the context of managerial competence;

• take the first steps to managing stress in the workplace.

Предварителни изисквания:
Students should have knowledge and/ or skills in:

• English reading/ writing skills

• Computer skills (text-processing, worksheets, Internet and e-mail).

Форми на провеждане:
Редовен

Учебни форми:
Семинар в извън учебно време

Език, на който се води курса:
Английски

Теми, които се разглеждат в курса:

1. Seminar: The roles of the manager and the business context During the seminar the students have to: (a) Describe the organization they work for, what it does, how large is it and in what part of the company they work (if this is applicable). Specify the name of the position they occupy, and describe briefly what is the relation of their work to the organization. (b) Analyze the nature of their work, using the ten managerial roles of Mintsberg or the Stewart model for the requirements and limitations of the managers. (c) Having in mind their analysis of (b) to identify two areas of work that they would like to improve. Give workable examples of how to do this. Requirements for the seminar Part (a) The students are expected to apply and discuss ideas from the course. Part (b) First of all the students should choose which model to use. Which of the two possible models are more suitable for their work?. The main part of their discussion should be an application of one of the two above-mentioned models. If they have other relevant information (eg the use of certain methods of scientific work organization in their organization), they have to use it briefly, as it will enrich their response. The facilitator of the seminar will look for depth of the response and its relationship to the corresponding model of student’s choice, and other ideas and concepts of the course. For example, if they select the model of Mintsberg they should consider and comment on what roles prevail and which are less represented to them and why? Similarly to the other approach and the model - the requirements and limitations. The analysis and discussion will help students with certain conclusions - for example, by setting things now doing well enough or those who will have to improve. This in turn will be helpful in answering part (c). Part (c) The discussion in this section must be based on the previous answer. If the students followed our instructions for the preparation of Part (b) they should already have defined some of their strengths and weaknesses - such as roles, to feel confident, or the extent to which they can control certain requirements and restrictions. We also expect that the participants in the seminar will continue to use the previously chosen theory from the previous section, which is good enough. Of course, during the discussion they can approach more generally - here they can find a place for some ideas of the course, not being applied in response to the previous part. For example, if in part (b) they have used the model of requirements and constraints, they can comment on their roles as "communication", "entrepreneur" or "negotiator" to successfully meet the requirements and limitations. The above examples are for illustrative purposes only - they guide the students what to look for and how to present it during the seminar. Once they have identified two areas for personal development and briefly motivate their choice, the participants are expected to offer some very simple, practical steps for their improvement as a manager. Proposals will need to be realistic and appropriate.

Литература по темите:

Main resource:

Burgoyne, J. and Reynolds, M. (eds) (2007) Management Learning, London, Sage.

Additional resources:

Handy, C. B. (1993) Understanding Organisations, 3rd edition, Harmondsworth, Penguin

Honey, P. and Mumford, A. (1996) Using Yours Learning Styles, Maidenhead, Peter Honey Associates

Maddux, R. B. (2001) Delegating for Results, London, Kogan Page.

Mintzberg, H. (1993) The Nature of Managerial Work, New York, Harper & Row.

Mintzberg, H. (1998) “Covert leadership: notes on managing professionals”, Harvard Business Review, Nov.-Dec., pp. 140-147.

Morgan, G. (1986) Images of Organization, London, Sage.

Pugh, D. S. and Hickson, D. J. (1996) Writers on Organizations, Harmondsworth, Penguin.

Ruble, T. and Thomas, K. (1976) “Support for a two-dimensional model of conflict behaviour”, Organisational Behaviour and Human Performance, Vol. 16, pp. 143-155.

Schein, E. H. (1978) Career Dynamics: Matching Individual and Organizational Needs, Reading, Mass., Addison-Wesley.

Sonnenfeld, J. A., Peiperl, M. and Kotter, J. P. (1988) “Strategic determinants of managerial labour markets: a career systems view”, Human Resource Management, Vol. 27, No. 4, pp. 369-388.

Stewart, R. (2002) Choices for the Manager, London, McGraw-Hill.

Taylor, F. W. (1911) The Principles of Scientific Management, New York, Harper & Bros.

Toffler, A. (1970) Future Shock, London, Pan Books.

Whetten, D. A. and Cameron, K. S. (2003) Developing Management Skills: Managing Conflict, New York, HarperCollins.

Williamson, O. E. (1981) “The modern cooperation: origins, evolution, attributes”, Journal of Economic Literature, Vol. 19, pp. 1537-1568..