Management

Description: The course reveals the content of the theory and practice of modern management. During the study of the discipline, the student will learn the basics of management theory, acquire skills to work with the most common functions of management, and apply the methodology and tools of management to develop effective decisions for specific situations.

Amount of credits: 2

Пререквизиты:

• Entrepreneurship

Course Workload:

Component: University component

Cycle: Base disciplines

Goal

• The purpose of the course is to form a systematic understanding of the management of an organization among students by studying the basic concepts and provisions of the theory of organization as an integral part of the theoretical foundation of management, the acquisition by students of competencies and practical skills and abilities to solve management problems in the conditions of post–industrial development of society and in accordance with international requirements for their chosen type of activity. This course "Management" is a systematic presentation of the theoretical foundations and practice of organization management (organization theory). The course provides a scientific justification for all aspects of the functioning of organizations in modern conditions, through an analysis of the goals, resources and results of the organization's activities.

Objective

• This discipline includes the most important problems of modern management science. The issues of theory and practice of management development, elements of the organization and the management process, connecting processes, management functions, group dynamics and leadership, ensuring the effectiveness of organizations are considered. A system of scientific knowledge is given, which forms the theoretical basis of management, provides management practice with scientific recommendations.

Learning outcome: knowledge and understanding

• To know and understand the idea of the role of management and management in public life; about modern trends in the development of managerial knowledge; about current methodological and philosophical problems of natural (social, humanitarian, economic) sciences

Learning outcome: applying knowledge and understanding

• to be able to use the acquired knowledge for the original development and application of ideas in the management of the organization ; to think creatively and creatively approach the solution of new problems and situations

Learning outcome: formation of judgments

• to be able to make decisions in difficult and non-standard situations in the field of organization and management of business activities of the enterprise

Learning outcome: communicative abilities

• be fluent in the state and foreign languages at a professional level, allowing you to conduct scientific research, manage and teach special management disciplines in universities.

Learning outcome: learning skills or learning abilities

• be able to carry out information-analytical and information-bibliographic work with the help of modern information technologies

Teaching methods

When conducting training sessions, the use of the following educational technologies is provided: - 1) technologies of problem- and project-oriented learning; The organization of training using the project method sets the teacher the task of ensuring the inclusion of all students in a problematic situation and in each lesson. That is, the task is to create a problem-oriented scenario for the content of the lesson, presenting information to find a solution to the problem situation in a structured and systematic way. At the same time, the type of problematization and the level of complexity of the problem-oriented scenario may be different: - the first level - the teacher presents the educational material, isolating a problematic situation of some kind (choice, uncertainty, conflict, surprise, assumption, refutation, inconsistency) and showing ways to resolve it; - the second level - the teacher creates a problematic situation, and the trainees are included with him in its resolution; - the third level - the teacher creates a problematic situation, and the students solve it on their own; - the fourth level - the teacher reports disordered initial data, on the basis of which students independently form a problem and find ways to solve it. Project-based learning is built as a process of finding a solution to some problem (theoretical or practical) through the formulation of several specific, logically related tasks. At the same time, the topics of the projects are formulated within the framework of the approved curriculum for the discipline. The project is carried out over a certain period of time and with a different composition of students (individual, pair, group training). - 2) the case study method (situation analysis); Case technology allows you to develop the creative abilities of students, forms the skills to perform complex tasks in small groups, helps specialists successfully master the ability to analyze an unforeseen situation, logically related tasks in terms of content. At the same time, the topics of the projects are formulated within the framework of the approved curriculum for the discipline. The project is carried out over a certain period of time and with a different composition of students (individual, pair, group training). - 2) the case study method (situation analysis); Case technology allows you to develop the creative abilities of students, forms the skills to perform complex tasks in small groups, helps specialists successfully master the ability to analyze an unforeseen situation, independently develop decision-making algorithms. - 3) information and communication technologies (including distance education). The use of modern information and communication technologies makes it possible to organize optimal interaction between a student and a teacher in order to achieve a learning outcome.4) communication technologies (discussion, brainstorming as a form of creative, collective work to find solutions to problems).

Assessment of the student's knowledge

Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.

The evaluating policy of learning outcomes by work type

Evaluation form

The student's final grade in the course is calculated on a 100 point grading scale, it includes:

• 40% of the examination result;
• 60% of current control result.

The final grade is calculated by the formula:

 

Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;

E is a digital equivalent of the exam grade.

Final alphabetical grade and its equivalent in points:

The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:

Topics of lectures

• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• 14
• 15

Key reading

• 1 Абчук, В. А. Менеджмент в 2 ч. Часть 1.: учебник и практикум для академического бакалавриата / В. А. Абчук, С. Ю. Трапицын, В. В. Тимченко. — 3-е изд., испр. и доп. - М.: Издательство Юрайт, 2018. - 239 с. 2 Адизес И. К. Как преодолеть кризисы менеджмента. Диагностика и решение управленческих проблем. – М.: Манн, Иванов и Фербер, 2017. – 97 с. 3 Адизес И. К. Новые размышления о менеджменте. – М.: Манн, Иванов и Фербер, 2016. – 201 с. 4 Адизес И. К. Управление жизненным циклом корпорации. – М.: Манн, Иванов и Фербер, 2016. – 201 с. 5 Беляева С. А. Роль планирования в процессе управления инновационными проектами // Организатор производства. - 2010. - N 4. - С. 84-87. 6 Бетанова И. Роль HR в управлении проектами // Справочник по управлению персоналом. - 2011. - N 4 (апрель). - С. 47-52. 7 Бетанова И. Роль HR в управлении проектами // Справочник по управлению персоналом. - 2011. - N 5 (май). - С. 49-54. 8 Ганчин В. В. Роль проектного управления в инновационном развитии электроэнергетики в Российской Федерации // Экономика и управление : рос. науч. журн. - 2011. - N 5. - С. 114-118. 9 Гончаренко С. Управление проектами // Управление качеством. - 2011. - N 8. - С. 44-46. 10 Дойль П. Менеджмент: стратегия и тактика. – СПб: Издательство «Питер», 2015. – 560 с. 11 Емельянов Ю. Управление инновационными проектами в компании // Проблемы теории и практики управления. - 2011. - N 2. - С. 26-39. 12 Ивасенко А. Г. Управление проектами : учебное пособие для студентов. – Ростов н/Д. : Феникс , 2009. - 330 с. 13 Киган Р., Лейхи Л. Неприятие перемен. Как преодолеть сопротивление изменениям и раскрыть потенциал организации – М.: Манн, Иванов и Фербер, 2017. – 121 с. 14 Конференции ПМСОФТ по управлению проектами // Проблемы теории и практики управления. - 2011. - N 7. - С. 102. 15 Котлер Ф. Маркетинг менеджмент – СПб: Питер Ком, 2016. – 896 с. 16 Котлер Филип, Армстронг Гари, Сондерс Джон, Вонг Вероника. Основы маркетинга: Пер. с англ. – 2-е европ. Изд. – М.; СПб.; К.: Издательский дом «Вильямс», 2016. – 1151 с. 17 Кузнецов А. А. Процессное управление проектами на предприятии // Менеджмент сегодня. - 2011. - N 4. - С. 206-212. 18 Куперштейн В. Microsoft Project 2010 в управлении проектами. - СПб : БХВ-Петербург , 2011. - 416 с. 19 Лапыгин Ю. Н. Оценка эффективности проектного управления // Экономический анализ : теория и практика. - 2011. - N 15. - С. 50-53. 20 Мазур И. И. Управление инвестиционно-строительными проектами : международный подход. – М. : Омега-Л , 2011. - 736 с. 21 Маккей Х. Как плавать среди акул. Как обойти конкурентов в торговле, управлении, мотивации, ведении переговоров – М.: Манн, Иванов и Фербер, 2017. – 109 с. 22 Маркетинг. Принципы и технология маркетинга в свободной рыночной системе: Учебник для вузов/Под. Ред. Н.Д. Эриашвили. – М.: Банки и биржи, ЮНИТИ, 2013, - 255 с. 23 Матвеева Л. Г. Управление проектами : учебник. – Ростов н/Д. : Феникс , 2009. - 423 с. Свердловская ОУНБ; КХ; Инв. номер 2310970-КХ 24 Мыльников Л. А. Микроэкономические проблемы управления инновационными проектами // Проблемы управления. - 2011. - N 3. - С. 2-11.

Further reading

• 1 Мыльников Л. А. Обзор концепций инновационного управления инновационными проектами // Информационные ресурсы России. - 2010. - N 3. - С. 34-39. 2 Озерова Т. Системная триада как основа управления проектами на предприятиях общественного питания // РИСК : ресурсы, информация, снабжение, конкуренция. - 2011. - N 2. - Ч. 1. - С. 35-38. 3 Пигалов В. Секреты успешного управления проектной командой // БОСС. Бизнес : организация, стратегия, системы. - 2011. - N 7. - С. 64-65. 4 Попов Ю. И. Управление проектами : учебное пособие для слушателей образовательных учреждений. – М. : ИНФРА-М , 2010. - 208 с. 5 Романова М. В. Управление проектами : учебное пособие. – М. : ФОРУМ : ИНФРА-М , 2010. - 253 с. Свердловская ОУНБ; КХ; Инв. номер 2322160-КХ