Course Syllabus

AIM 6341.0G1 – Planning, Control and Performance Evaluation

School of Management
The University of Texas at Dallas

| Course Info | Tech Requirements | Access & Navigation | Communications | Resources |

Assessments | Academic Calendar | Scholastic Honesty | Course Evaluation | UTD Policies |

Course Number/Section AIM 6341.0G1

Course Title Planning, Control, and Performance Evaluation
Term and Dates Spring 2010 01/11/2010 – 05/12/2010

Professor Mary Beth Goodrich

Office Phone (972) 883-4775 (Office and Voice Mail)
Other Phone (972) 200-7809 (For urgent matters, only – call only after 6:00pm
until 6:00am CST)
Email Address goodrich@utdallas.edu
Office Location SM 4.220
Online Office Hours By appointment
Office Hours By appointment (conference call, only)

Teaching Assistant Nithya Sampath

TA Office Hours Monday 6:00PM – 9:00PM and Wed. 3:00PM – 6:00 PM (other
times by appointment, if needed)
TA E-mail nxs085000@utdallas.edu
TA Office Location SM 4.220 (will hold office hours in my office)
TA Office Phone # 972-883-4775 (call only while in office hours otherwise, the
messages come to me)

About the Instructor

Please listen to Introduction in Course on eLearning and see the Introductions area of
Discussions.

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Prerequisite: AIM 6305 or instructor consent. Basic knowledge of financial and managerial
accounting is essential.

Course Description
An understanding and appreciation of management accounting and particularly applying
planning, control and performance evaluation concepts to businesses is critical for any
professional in business. This course will apply these concepts to business and not-for-profit
organizations with a multi-national focus. Topics in this course will include budgeting,
performance evaluation, modern control methods, responsibility centers, management
compensation, transfer pricing and systems to support planning, control and performance
evaluation.

Student Learning Objectives/Outcomes

The main learning objectives are:
• Explain the management control environment, the typical management control process,
and how management control is applied in a variety of business structures to include

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 multinational organizations, service organizations, organizations that are single industry,
related diversified or unrelated diversified firms and management control of projects.
• Explain the importance of strategies on the organization, organizational behavior and
impact of “tone at the top” on the entire organization and the importance of responsibility
centers on accounting. Describe the concepts of profit centers and business units, what
transfer pricing is, and various ways that assets are measured and controlled.
• Explain and describe and apply the typical management control process which includes
strategic planning, budget preparation, analyzing performance reports, performance
measurement, management compensation and the feedback loop for continuous
development of these processes. Explain how integrated accounting information
systems as part of enterprise resource planning systems, such as SAP, can help
achieve the goal of efficient and effective management control of operations.
• Be able to apply all the concepts mentioned above to various types of organizations to
include service organizations, multinational organizations, and organizations that are
single industry, related diversified or unrelated diversified firms and also in the
management control of projects within the organization.

Required Textbooks and Materials

Textbook: Management Control Systems, 12th Edition, McGraw-Hill/Irwin, 2007, Anthony /
Govindarajan, ISBN: 0073100897

Textbooks and some other bookstore materials can be ordered online through Off-Campus
Books or the UTD Bookstore. They are also available in stock at both bookstores.

Course Policies

Student Assessments
In this course, I expect that you read all discussion postings, all course notes, listen to all
PowerPoint presentations / audio, and actively engage yourself in this course, such as posting
responses to discussion postings, such as the graded module postings and posting any
questions that you may have that are general in nature.

Your active participation will have a direct impact on your success in this course. You will be
tested on the knowledge you are gaining from the textbook and all methods of learning in
eLearning. I hope that you enjoy the flexibility that this on-line course will give you to somewhat
self-pace yourself, but with this in mind, you need to have discipline to stay up with course work
and what is expected. I look forward to getting to know you better. Please let me know any
comments or questions you have. Your positive approach to this course, as to life in general,
will enable you to get the most out of the course. Here’s to a great semester!

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 Grading Information
Weights / Grade Breakdown
Points
Posting of Introduction in discussions 10
during first week (Get to Know You
Document in ELearning)
Graded Module Postings (h) 60
Team Case Study Research, Analysis, 100
Presentation and Facilitation (Appendix
A)
0 (or – or + points)
Teaming Evaluation Points (Appendix
B)
Team Planning Document (Appendix C) 20
Test #1 100
Test #2 100
Cumulative Proctored Final Exam (Test 100
#3)
TOTAL POINTS 490

Grading criteria

Scaled Score Letter Equivalent

100 – 90% 490 – 441 points out of 490 A

89 – 80% 440 – 392 points out of 490 B
79 – 70% 391 – 343 points out of 490 C
Below 69% Less than 342 points out of F
490

Grades of “-“ or will be used in borderline situations using the above grading scale. In order to
achieve a grade without a “-“ you will need to be in the above ranges.

Accessing Grades
Students can check their grades by clicking “My Grades” under Course Tools after the grade for
each assessment task is released.

Graded Participation/Discussions
Posting of Introduction
You must post your introduction (either your own short introduction of use the “Get to Know
You” form) in discussions by the due date and time. This is worth up to 10 points, assuming you
completely answer all required questions. You will receive –5 points for one day to one week
late or -10 points (grade of 0) if later than one week.

Graded Module Postings

Your active participation will have a direct impact on your success in this course and will be
graded as follows:

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There are 3 Modules of the course. In each Module, you must have at least 2 value added
discussion postings related to the CASES (DISCUSSION CASES AND/OR TEAM CASES) in
the related GRADED MODULE POSTING sections. These must be posted during the time
frames specified on the syllabus and must be posted on DIFFERENT DAYS and RELATED TO
DIFFERENT CASES so you are demonstrating that you are keeping up with the course
throughout the semester, with at least one being a response to the posting of another person.
The number of discussion postings should not be excessive and should be relevant to the
course content (you can post more than 2 for each Module). The grading for this will be up to
10 points for each value added posting up to 20 points for each part.

Grading will be as follows:

Module 1: 20 (minimum 2 postings on 2 different days on 2 different cases)
Module 2: 20 (minimum 2 postings on 2 different days on 2 different cases)
Module 3: 20 (minimum 2 postings on 2 different days on 2 different cases)

Note: You should plan to read ALL the discussions postings for the exams, ideally on an on-
going basis in each of the Modules as part of your participation or points may be deducted.

These must be posted during the time frames specified on the syllabus. NO LATE WORK WILL
BE ACCEPTED FOR MODULE POSTINGS.

Class Participation
Students are required to login regularly to the online class site. The instructor will use the
tracking feature in ELearning to monitor student activity. Students are also required to
participate in all class activities such as discussion board activities, chat or conference sessions
and group projects.

It is recommended to check ALL eLearning email and ALL discussion postings daily.

Virtual Classroom Citizenship

The same guidelines that apply to traditional classes should be observed in the virtual
classroom environment. Please use proper netiquette when interacting with class members and
the professor.

Team Case Study / Research, Analysis, Presentation and Facilitation

Please see Appendix A for the Team Case Study information. Also see Appendix B –
Teaming Evaluation Form and Appendix C – Team Project Planning Document.

Sign up for a group using the group sign-up sheet for the team case study or you will be
assigned to a group.

Teaming Evaluation Form

Please see Appendix B.

Team Case Study Planning Document

Please see Appendix C.

Assignment submission instructions

You will submit your assignments (in the required file format with a simple file name and a file
extension) by using the Assignments tool on the course site. Please see the Assignments link

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on the course menu or see the icon on the designated page. You can click each assignment
name link and follow the on-screen instructions to upload and submit your file(s). Please refer to
the Help menu for more information on using this tool. Please note: each assignment link will
be deactivated after the assignment due time. After your submission is graded, you may click
each assignment’s “Graded” tab to check the results and feedback.

For the team project assignment, one group member will submit the assignment for the group
and all group members will be able to view the results and feedback once it’s been graded.

For the team project assignment, one group member will submit the assignment for the group
and all group members will be able to view the results and feedback once it’s been graded.

NOTE: Instructor uses TURNITIN.com for assignments to test for plagiarism.

Online Tests
Test #1 and #2 will be timed, on-line exams. The on-line tests are open book and open notes,
but you need to prepare for them like they were closed book and closed notes. Each exam can
be accessed only once and it is a timed exam. Please read the on-screen instructions carefully
before you click “Begin Assessment”. After each exam is graded and released, you may go
back to the Assessments page and click “View All Submissions” to review your exam results.

If you do not take the exam during the specified testing window, you will receive a 0 on the
exam. If you have conflicts with the testing window, you need to let me know as soon as
possible BEFORE the testing window closes.

Self-Quizzes
There will be several self-quizzes available for you to take. These are not graded. These are
good to take as some questions from the quizzes will be similar to ones you may see on the
exams and can test your knowledge once the respective section of the course is completed.

Each quiz (on the subject matter for the Units) can be accessed multiple times. It is
recommended to take these before and after you cover the related material.

You can access quizzes/exams by clicking the Assessments link on the course menu or see the
quiz/exam icon on the designated page.

Proctored Final Exam Information

This course requires a proctored final examination. The Final Exam is cumulative. It will be
closed book and closed notes. A Scantron form 882-E is required for the final exam. Details
will follow on eLearning.

Students can attend an on-campus classroom exam session administered by the SOM
eLearning Team on Fri. (May 7th) 9 am – 9 pm and Sat. (May 8th), 9am – 5pm. Students
must bring a photo ID and check in at the SOM building lobby area (a table will be set up on the
days of the exams) to be assigned to a classroom for the exam.

Students who are not able to attend this exam session with the instructor can arrange an
individual proctored exam with a testing service of their choice at a date within this required
exam time window: (April 28 – May 8). Students who find UTD geographically inconvenient
may use a testing service at a convenient location to have the exam proctored. All individually
arranged proctored exams must be completed within the required exam time window. Student

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using an outside testing service must inform the instructor, as well as the SOM eLearning Team
(som-elearning@utdallas.edu). A proctored exam form must be completed and sent back to the
SOM eLearning Team before (April 4, 2010). Please go to the Proctored Exam Information
page to download the Proctored Exam Form and find all the detailed information and
procedures on arranging a proctored exam. All completed exams must be received by (May 10,
2010) to allow timely grade reporting to the UTD Registrar.

The SOM eLearning Team requests all students who need to use testing services strictly follow
the proctored exam scheduling deadlines. If any student fails to submit the exam form on time,
the student will be required to come to campus and attend the scheduled class exam session
(or seek the instructor’s approval for any special arrangements).

Policy on Server Unavailability or Other Technical Difficulties

The university is committed to providing a reliable online course system to all users. However, in
the event of any unexpected server outage or any unusual technical difficulty which prevents
students from completing a time sensitive assessment activity, the instructor will extend the time
windows and provide an appropriate accommodation based on the situation. Students should
immediately report any problems to the instructor and also contact the UTD eLearning Help
Desk: http://www.utdallas.edu/elearninghelp, 1-866-588-3192. The instructor and the UTD
eLearning Help Desk will work with the student to resolve any issues at the earliest possible
time.
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Technical Requirements

In addition to a confident level of computer and Internet literacy, certain minimum technical
requirements must be met to enable a successful learning experience. Please review the
important technical requirements and the web browser configuration information.
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Course Access and Navigation

This course was developed using a web course tool called eLearning. It is to be delivered
entirely online. Students will use their UTD NetID account to login to the course through UTD
Galaxy: http://galaxy.utdallas.edu or directly at http://elearning.utdallas.edu. Please see more
details on course access and navigation information.

To get started with an eLearning course, please see the Getting Started: Student eLearning
Orientation.

UTD provides eLearning technical support 24 hours a day/7 days a week. The services include
a toll free telephone number for immediate assistance (1-866-588-3192), email request service,
and an online chat service. The UTD user community can also access the support resources
such as self-help resources and a Knowledge Base. Please use this link to access the UTD
eLearning Support Center: http://www.utdallas.edu/elearninghelp.
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Communications

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This eLearning course has built-in communication tools which will be used for interaction and
communication. Some external communication tools such as regular email and a web
conferencing tool may also be used during the semester. For more details, please see
communication tool information.

Another communication tool available to students is live voice chat in the 3D virtual world of
Second Life. Instructions for accessing the UTD SOM Island in Second Life can be found at
http://som.utdallas.edu/somResources/eLearning/faculty/secondLife.php.

Interaction with Instructor: The instructor will communicate with students mainly using the
Announcements and Discussions tools. Students may send personal concerns or questions to
the instructor using the course email tool. The instructor will reply to student emails or
Discussion board messages within 3 working days under normal circumstances.
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Student Resources

The following university resources are available to students:

UTD Distance Learning: http://www.utdallas.edu/oee/distance/students/cstudents.htm

McDermott Library: Distance Learners (UTD students who live outside the boundaries of
Collin, Dallas, Denton, Rockwall, or Tarrant counties) will need a UTD-ID number to access all
of the library’s electronic resources (reserves, journal articles, ebooks, interlibrary loan) from off
campus. For UTD students living within those counties who are taking online courses, a Comet
Card is required to check out materials at the McDermott Library. For more information on
library resources go to http://www.utdallas.edu/library/distlearn/disted.htm.
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Groups will be assigned at the beginning of the class and will be announced under
Announcements. The instructor may also use a group sign-up sheet to form groups for group
assignments or projects. A private discussion area will be set up on the discussion board for
internal group communications. A group chat room can also be created for each group to use. A
web conference system is available for use. Teams can schedule a live web conference for
team work. Please see communication tool information for instructions on making a reservation
and other web conference information. Meeting spaces have also been set up on the UTD SOM
Island in the virtual world of Second Life. Instructions for accessing the island can be found at
http://som.utdallas.edu/somResources/eLearning/faculty/secondLife.php.

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 Academic Calendar
TOPICS AND SCHEDULE
NOTE: All assignment are due at 12:00, Midnight CST (Central Standard Time)
on the date due.
This course outline should serve as your guideline for where you should be in the completion of
the materials for this course. All course information will be posted in eLearning and it is your
responsibility to keep up with the material and submit materials as requested by the time
requested.
Topics Cases /
Unit Week Assignments and
starting Other Activities
Module 1 – The Management Control Environment
Discussion Postings must be completed from (Jan 11 – Feb. 14
1 1/11 Syllabus NOTE: You can have
a team of 2 if you
Overview of Planning, Control and select a Module 1
Performance Evaluation and entire course case! Team of 2 is
topics not guaranteed for
Module 2 and 3
The Nature of Mgt. Control and Mgt. cases. Please let me
Control Systems (Read Ch. 1) know ASAP!

Find 1-3 people you would like to work

with on the Team Case Presentation and
SIGN-UP or I will assign teams.

Discussion Cases: 1-2

2 1/18 Understanding Strategies (Read Ch. 2) Post your Introduction
and Sign-up for
Finalize teams for team case studies and teams by 1/18
presentations
Module 1 Cases Due
Discussion Cases: 2-1, 2-2 for FREE feedback
as soon as possible,
no later than 1/23

Submit case study

planning document
1/23
3 1/25 Behavior in Organizations (Read Ch. 3)
Discussion Cases: 3-3

4 1/25 Responsibility Centers: Revenue and

Expense Centers (Read Ch. 4)

5 2/1 Profit Centers (Read Ch. 5) Module 1 Potential

Team Case(s): 3-1,
Discussion Cases: 5-1 4-2, 5-2 6-2, 7-1 (Part

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 1, 4-7 only), 7-2 due
by 2/1

6 2/1 Transfer Pricing (Read Ch. 6)

Discussion Cases: 6-4

7 2/8 Measuring and Controlling Assets Take Module 1 Self-

Employed (Read Ch. 7) Quizzes
Module 2 Cases Due
Discussion Cases: 7-7 for Free Feedback on
2/8

2/15 Test #1 (Chapters 1, 2, 3, 4, 5, 6 and 7 Module 1 Teaming

all related discussion cases and Evaluations due 2/15
student-presented cases)
(Test window 2/15 – 2/22 Test due 2/22
Module 2 – The Management Control Process
Discussion Postings must be completed from (2/22 – 3/28)
8 2/22 Topic #1: Strategic Planning (Read Ch. 8) Module 2 Potential
Topic #2: Budget Preparation (Read Ch. Team Case(s): 8-2;
3/1 9) 9-2, 10-1 (I only), 10-
3, 11-4 and 12-4 due
on 3/1

9 3/8 Topic #1: Analyzing Performance Reports Module 3 Cases Due

(Read Ch. 10) for Free Feedback on
Topic #2: Performance Measurement 3/8
(Read Ch. 11)
3/15 Spring Break Enjoy!
10 3/22 Management Compensation (Read Ch. Take Module 2 Self-
12) Quizzes

3/29 – 4/5 Test #2 (Chapters 8, 9, 10, 11, 12 and all Module 2 Teaming
related discussion cases and student- Evaluations due on
presented cases) 3/29
(Test window 3/29 – 4/5)
Proctored Exam
Forms due 4/4

Test due 4/5

Module 3 – Variations in Management Control
Discussion Postings must be completed from (4/5 – 4/28)
11 4/5 Topic #1: Multinational Organizations Module 3 Potential
(Read Ch. 15) Team Case(s): 15-1,
4/12 Topic #2: Controls for Differentiated 15-5, 13-4, 14-3, 14-
Strategies (Read Ch. 13) 5, 14-6, 16-1 due 4/5
Topic #3: Service Organizations (Read
Ch. 14)
Discussion case 13-3
12 4/19 Management Control of Projects + Project

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 Appraisals (World Bank) (Read Chapter
16)
4/26 Continuation of Materials Take all Module 3
Self-Quizzes.

Module 3 Teaming
Evaluations due 4/29
4/28 – 5/8 Final Exam (cumulative, proctored final
exam) – 1 ½ hours long Final Exam MUST be
(Exam Window 4/28 – 5/8) taken and received in
the SOM eLearning
Proctored Final Exam: Office (at least by fax)
Friday, 5/7 from 9AM-9PM and Saturday, by 5/10.
5/8 from 9AM-5PM, Room TBD.

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Scholastic Honesty
The University has policies and discipline procedures regarding scholastic dishonesty.
Detailed information is available on the UTD Judicial Affairs web page. All students are
expected to maintain a high level of responsibility with respect to academic honesty. Students
who violate University rules on scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and/or dismissal from the University. Since
such dishonesty harms the individual, all students and the integrity of the University, policies
on scholastic dishonesty will be strictly enforced.

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Course Evaluation
As required by UTD academic regulations, every student must complete an evaluation for
each enrolled course at the end of the semester. An online instructional assessment form will
be made available for your confidential use. Please look for the course evaluation link on the
course Home Page towards the end of the course.

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University Policies

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of
each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to
all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules
and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,

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Section 3, and in Title V, Rules on Student Services and Activities of the university’s
Handbook of Operating Procedures. Copies of these rules and regulations are available to
students in the Office of the Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work
or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism
(see general catalog for details). This course will use the resources of turnitin.com, which
searches the web for possible plagiarism and is over 90% effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a student’s
U.T. Dallas email address and that faculty and staff consider email from students official only if
it originates from a UTD student account. This allows the university to maintain a high degree
of confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other
accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final grade of
"F" in a course if you choose not to attend the class once you are enrolled.

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Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a
copy of the respondent’s School Dean. If the matter is not resolved by the written response
provided by the respondent, the student may submit a written appeal to the School Dean. If
the grievance is not resolved by the School Dean’s decision, the student may make a written
appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and
convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final.
The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed
at the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is
not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example, it
may be necessary to remove classroom prohibitions against tape recorders or animals (in the
case of dog guides) for students who are blind. Occasionally an assignment requirement may
be substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

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It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office
hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a religion whose places of worship
are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time after the
absence: a period equal to the length of the absence, up to a maximum of one week. A
student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student
has been given a reasonable time to complete any missed assignments or examinations,
either the student or the instructor may request a ruling from the chief executive officer of the
institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the
decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the
Professor.

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 APPENDIX A
AIM 6341 – Team Project Case Study Outline
• Please sign-up for the team you would like to be with (related to the Module 1, 2, or 3)
under the “Start Here!” section of the course titled “SIGN UP FOR TEAMS HERE!”.

• NOTE: If you want a team of only 2 members, you are only guaranteed this option if you
select a Module 1 case. However, Module 1 case teams can have more than 2 people,
as well. Let the Professor know as soon as possible what the team case and team
name are. The cases are combined as shown in the Sign-Up Sheets mainly, to ensure
good representation across the subject matter.

• Complete the Appendix C Case Study Planning Document.

• Teams will have the option to turn the team case in to me AHEAD OF TIME, for free
feedback. Please take advantage of this option, as it has the potential to positively
impact your grade and make sure you are “on the right track”. Due dates are posted in
the syllabus in the TOPICS AND DISCUSSIONS.

Sign-up for the team doing the case in the Module you want to work on. This is first come, first
get. If you do not sign-up for a team, I will assign you to a team and topic in the areas where we
need coverage.

For the cases, complete the following:

1. Find creative ways to facilitate the discussions with the class. For example, you could
generate some questions for open communications with the class, bring up other
scenarios, etc. You should have your first posting regarding your case on the date your
case is due to the instructor or earlier (dates will be communicated to your team via
eLearning. You will post your finalized case materials as instructed to from these dates
communicated. Please ask if you are unsure of due dates!!!! (5 points)
2. Discuss the main points your case is dealing with and relate back to the subject matter.
This must be in the completed case study document (5 points)
3. Completely answer all the questions at the end of the case and related back to the
subject matter. (Spend the most time on this – the whole team needs to work on this!).
(60 points)
4. Respond to any and all questions from class in a timely (respond or post that you are
researching a response within 1 business day and fully answer within 3 business days–
all on team is responsible for) manner on the discussion board. (Spend the most time on
this – the whole team needs to work on this!). (15 points)
5. Come up with at least 5 multiple choice questions (or more) that you can post for
generating class discussions on the “results” or main issues discussed in the case and
“case concepts”, not case details. These questions must be “usable” for use on the
exams. In the case questions, make sure to reference the case # and name in the
question and include answers and explanations for why the answer is correct. (10
points)
6. OPTIONAL: Perform some research on how modern practice is applying these
concepts. For example: This can include how other current companies are applying the
subject matter, industry benchmarking, current concepts, etc.

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 7. You must have a bibliography. Bibliography and footnoting is mandatory. Please follow
the MLA standard. I recommend getting the MLA Handbook or doing research to ensure
compliance to this. Cite all works properly. www.Turnitin.com is used for all submitted
materials for plagiarism purposes. Consult the plagiarism document on the eLearning
site. If you have questions on what is proper, ask me! (5 points)
8. You can use a PowerPoint presentation, Word Document, Excel spreadsheets or
whatever methods you feel are best for presenting your case results. PLEASE SUBMIT
MATERIALS TO THE INSTRUCTOR THROUGH ASSIGNMENTS ON THE DUE DATE
ON THE SYLLABUS. Please ask the instructor when to post in GRADED MODULE
DISCUSSIONS if you are not sure when to post your finalized, complete case for the
class.

Have fun with the subject matter and be creative – apply the knowledge you are learning from
ALL chapters of the text, not necessarily just the one you are doing the case study from. I am
looking for APPLICATION of the theories of the course. To this end, please bring in your “real-
life” experiences to compare and contrast with the case. The more you can show the
application of concepts to companies and even your company, the better.

Late submission points for the case materials will be deducted as follows:
Late by one day = -5 points
Late by two days = -10 points
Late by three days = -20 points
Late by four days = -30 points
Late by five or more days = -40 points

Teaming Evaluation Form

The thing to remember is: 0 (zero) is a good score on this and means that you put forth a full
effort!

The below teaming evaluation form must be completed and submitted by the due date and time
as specified in the Syllabus (the same form will be attached in the Assignments area of the
course). The form MUST be completed on you and all your team members and should include
effort on ALL group work. You must provide responses to all required information or points will
be deducted from your Teaming Evaluation Form score.

In addition to losing points for late submission, points could be deducted for less than team
effort or additional points could be given for above and beyond effort.

Late submission points for late teaming evaluation forms will be deducted as follows:
Late by one to two days = -5 points
Late by three days to one week = -10 points
Late by more than one week = -15 points
Never turned in = -100 points

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 Commonly asked questions on the Team Cases

Q1. What do I need to submit?

Start the discussions on your case on the first date that the Module Window opens up. The case
presentation ”team answer” must be submitted to the instructor by the due date in the syllabus.
To make sure I receive what I need in time, you can also eLearning email it to me, too. Don’t
forget that EACH student must turn in the teaming evaluation form on their team by the date as
specified on the syllabus. You will lose points for late submissions on any of these items. Do
not post the case materials in graded module discussions until instructed to do so. Please email
me if you have questions.

Q2. How do we know we are “on the right track”? Tell me about this free feedback
option?
If you would like *free* feedback, submit a draft of your case study 1 week or more before the
due date by posting it in YOUR TEAM’S DISCUSSIONS AREA and eLearning emailing me, as
well that you would like me to review your case. If you want a synchronous meeting with me:
please set-up a time to meet with me.

Q3. How many cases does our team have to complete?

As a team, you only have to complete one case from one of the modules.

Q4. What is my individual responsibility as related to the cases?

You must be a full participant on all aspects of your team’s team case, including discussions.
Additionally, you are required to provide feedback on cases presented as specified on the
syllabus and you receive participation points for your involvement in this process in the
respective DISCUSSIONS area. You will be tested on all cases that are discussion cases
(instructor driven) and team cases that were selected and presented. You should individually
prepare “your take” on all the cases to enhance your learning and ensure maximum benefit
gained in the course. I will post which cases are covered in the Discussions area of the course.

Q5. When do I post the Team Case for the class out on discussions?
The instructor will post a message in your Team’s Discussions area or send an eLearning email
for when you should post the team’s “answer” to the case. Do not post it in discussions before
that time because it limits discussion!

Q6. Should we do a PowerPoint, Word document or Excel spreadsheet for our case?
It is your decision. Think about what is the best way to transfer the information to the class. I
have had some students do PowerPoints with very detailed information in the notes area and
even a few teams that have done PowerPoint with audio. Although a PowerPoint with audio is
not expected or required, it can be an effective method for knowledge transfer using visual and
audio learning.

Q7. I hate having slackers on my team. What should I do if I have a slacker on my team?
This is one reason I do teaming evaluation forms for the projects (see below). Please let me
know specifically who has done what and I do take that into account in the grading. You must
do a forced ranking of everyone on the team, including yourself.

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Q8. I have many questions on the team project (or other aspects of the course) that are
general in nature, what do I do?
Please post any questions you have that are general in nature in the discussions area of the course
so I or others in the course can answer your question(s). I am here for any questions you may
have. Make sure you have completely read the syllabus and daily check ALL discussion
postings, announcements, the calendar, and eLearning email as I try to communicate relevant
information to you in these ways.

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 APPENDIX B
TEAMING EVALUATION FORM
This part of the team project is confidential. Explain the SPECIFIC work each person did and
consider contribution, quality, effort, time, flexibility, leadership, results, timely completion, knowledge,
experience, creativity, initiative, concern for team, delivering a quality product that flows well and is
professional. I will be looking at the scores from each team member to get an idea of the effort each
person put towards the project. If the scores for an individual are consistently low, this could amount to
points being deducted or a failing grade on the Team Project and other teamwork. Form MUST be typed
and submitted through eLearning assignments.

My Name
Team Name
(List Team Members in alphabetical order of last names, including yourself).
Score:
Above and beyond – A+ = went above and beyond in some way and deserves a score higher than the
majority of the team (explain why they deserve above and beyond status)
Full contributor – A = should get all the team points because they gave a fair effort (explain why they are
a full contributor)
Less than full - If less than a full contributor, say whether they gave a B, C, D or F effort and you give
support for why you scored them there - why they were not a full contributor.

Ranking: Rank each team member from 1 to X with 1 being overall the best team member (you MUST
rank yourself). Note: no person can have the same number!
Team Member’s Name Score of Team Ranking
Member
Team Member #1
Team Member #2
Team Member #3
Team Member #4

Explain the SPECIFIC work (i.e. sections of the paper) that each person did on the project and the
strengths of each team member, INCLUDING you.

What did you like about the group work and did YOU and YOUR TEAM do that worked well?

What would YOU do to improve YOUR work and what could the TEAM have done better?

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 APPENDIX C
AIM 6341 Case Study Planning Document
Complete the following as a team and submit as a team (one submission per team) by the due date /
time. See the detail that follows on guidelines to complete this.
Team # and Name (make up a
fun name)
Team Cases (in order requested)
Team Members contact
information (email, phone #s,
etc), main strength(s) of
members, location/time zone of
members
Roles on the Team and who is
doing which:
Project Manager
Communications Manager /
Instructor Interface
Project Compiler
Official Editor
Works Cited Guru
Main way the team will stay in
contact, date(s) of the week the
team will definitely touch in.
Team Meetings Scheduled and
how these will be done
Team Agreed to Interim
Deadlines
Everyone on the team has read
over the Syllabus, Team member
Intros, Planning Document
detail, and any questions

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 Detail to complete the above
AIM 6341 Case Study Planning Document (descriptions)

• For communications, you have many options, you can set up a conference call line for
free at freeconferencecall.com, you can use the webconferencing system, eLearning
chat, Instant Messenger in a number of systems, or other asynchronous methods. I
recommend that you try at least several synchronous methods throughout the semester.
I am happy to meet with the team. Please set up a time with me.

Team # and Name List out the team # from the GROUPS area and the Name the team
(make up a fun name) agreed on.
Team Cases (in order Sign up for the Module 1, 2 or 3 cases (under the SIGN UP FOR
requested) GROUPS HERE! part of the beginning course materials) based on the
due dates for cases that work best for the team in the Groups area
that has the most cases that the team likes. Give me 2-3 or more cases
in order of the team’s preference.
Team Members and all This helps the team stay in touch and the instructor to get in touch if
contact information needed.
(email, phone #s, etc) For each team member:
and main strength(s) of Name, email address (outside of eLearning), phone numbers (such as cell
each member, location / #, work #, home #), main strengths, location / time zone.
time zone of each
member
Roles on the team and I am suggesting some responsibilities for each category. Each person
who is doing which: on the team should have at least one of these roles in addition to
completing work on the project. Please let me know if your breakdown
or responsibilities are different.
Everyone on the team should: proof read the case study, understand
every aspect of each section of the paper, etc.
Project Manager This person will lead the project, breakout the work along with the
team, ensure people are operating to deadlines and provide direction.
Communications Manager Setting up meetings. If there is something that needs to be
/ Instructor Interface communicated out, this person will make sure everyone gets the
message. Also, this person will be the main contact with the professor
for submitting *FREE* feedback and questions on behalf of the team
(although anyone can let me know about any questions you have).
Project Compiler Combines all the sections of the case study from all on the team.
Needs to determine a method of version control of the project to make
sure the latest and greatest gets to the professor, etc.
Official Editor Responsible for having the first pass on making sure the case project
flows well, etc.
Works Cited Guru Responsible for researching MLA Format and making sure the team is
following guidelines for proper footnoting and bibliography reference.
Main way the team will My suggestion is that you use the eLearning PRIVATE team discussions
stay in contact and area (of course the instructor can see it, too, so I know you all are
date(s) of the week the working hard), Secondary will be regular email, we will touch in on

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team will touch in / Mondays and Thursdays for sure each week and shoot for daily (just an
Team guidelines example), Each team member will respond with a posting once it is read
or reviewed to confirm understanding of meeting, that work was
reviewed, etc.
Team Meetings We will meet on the following dates and times:
Scheduled and how
these will be done
Team Agreed to Interim State these
Deadlines
Everyone on the team Each person state you have done this and state any questions you have.
has read over the
Syllabus, Team member
introductions, Planning
Document detail, and
Appendix A of the
Syllabus and any
questions

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