Introduction to the Performance Management (part of the) Unit 2013-2014
Dr Milena Bobeva, PhD, MSc, MCMI 01202 9 65193, Executive Business Centre EB501 mbobeva@bournemouth.ac.uk; Skype: milenabobeva
On completion of this session… … you should know: How the Performance Management part of the unit will be delivered and assessed What learning and teaching strategy underpins the design of the unit What the expectations of your performance are How to manage communication and ensure effective study support; Who you will be working with for the group 2 assignment.
Setting the Context 1) Intended Learning Outcomes 2) Delivery schedule 3) Assignment 4) Assessment
5) Strategy and approach to
teaching and learning 6) Recommended reading 7) Study support 8) Expectations
1) Intended Learning Outcomes Performance Management
Having completed this part of the unit you are expected to: Demonstrate critical understanding of core theories, frameworks, models and tools for measuring and managing organisational performance; Appraise organisational performance using appropriate analytical tools; Be able to identify feasible management solutions for enhancing business performance.
2) Delivery Schedule
On-campus and online sessions Online timetable Changes announced via unit Announcements board 5
3) The Assignment
Extended case study for advising the management of Jaluch on improving the performance of their projects. Delivered in an electronic portfolio, prepared by a group of 3-4 students. Assignment support – through an online Questions & Answers discussion forum that you should subscribe for. 6
4) Assessment
A management report on Jaluch’s product lines (max 2500 words) – 70% A narrated presentation with script on the key aspects of the project and the key project recommendations for each of the products and the
company strategy on product development – 20%
Professionalism – 10 % 7
5) Approach to Learning and
Teaching
Blended learning Experiential / project-based learning Constructivism “Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin 8
Experiential Learning Concrete experience Do something
Active experimentation Try again with your conclusions in mind
Reflective Observations Think about what you did
Come to conclusions about what you did Abstract conceptualisation Adapted from Kolb et al (2007 cited in Robbins & Hunsaker, 2009)
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6a) Recommended Reading: Ethos “Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested: that is, some books are to be read only in parts, others to be read, but not curiously, and some few to be read wholly, and with diligence and attention.� 10 Francis Bacon
6b) Recommended Reading: Approach “Surviving and thriving as a professional today demands two new approaches to the written word. First, it requires a new approach to orchestrating information, by skilfully choosing what to read and what to ignore. Second, it requires a new approach to integrating information, by reading faster and with greater comprehension.� Jimmy Calano 11
6c) Recommended Reading:
Sources
No core text Most references are available in electronic format:
Journal articles E-books White papers Professional blogs or discussion boards
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6d) Recommended Reading:
Slides and hand-outs
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7) Study Support
Peer support
myBU discussion forum
Individual/group meetings with tutor Librarians BS Learning technologists IT Services Programme administrators 14
8a) Expectations: Communication 1. In person (F2F, Skype) * Milena’s 30 sec rule * Longer meetings will require a booking
2. myBU discussion forum
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8b) Expectations: Attitude • Referencing • Creativity • Ethical behaviour
• Teamwork • Feedback & feed-forward • Emotional Intelligence
• Preparation • Weekly tasks • Further reading
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8c) Your Expectations ?
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The last agenda item ď Š
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