1. W E L C O M E From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Eastern Academy of Management, May 15, 2009 Margaret E. Mitchell, David Freeman, Daniel Purushotham, Henry E. Morelli, Jr., Stewart Rosenberg

2. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Introductions Margaret Mitchell, Ph.D., Moderator  David Freeman, Adjunct Professor of Management and Organization Former Chairman & CEO – Loctite Corporation  Daniel Purushotham, Ph.D., Adjunct Professor of Management and Organization Former VP, Compensation & Performance Management – Hartford Financial Services Group, Inc. Panelists:

3. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Introductions Margaret Mitchell, Ph.D., Moderator  Henry E. Morelli, Jr., Adjunct Professor of Management and Organization Former VP & CIO - Motorola Corporation President & CEO - Morelli Associates, Ltd.  Stewart Rosenberg, Adjunct Professor of Management and Organization President & CEO – Bio-Investigations Ltd. Panelists:

4. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Using Business Experience to Enrich Student Learning David Freeman, Adjunct Professor of Management and Organization Former Chairman & CEO – Loctite Corporation

5.  Business to classroom expectations Reasonable or not From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Using Business Experience to Enrich Student Learning David Freeman

6.  Unanticipated events “This isn’t business” From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Using Business Experience to Enrich Student Learning David Freeman

7.  Using business experience in the classroom That’s why they hired me!!!!!! From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Using Business Experience to Enrich Student Learning David Freeman

8.  Challenging, or expanding on assumptions made in the text book “Dare I?” From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Using Business Experience to Enrich Student Learning David Freeman

9.  Best practices in the classroom Soon these students will not be students From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Using Business Experience to Enrich Student Learning David Freeman

10. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Understanding Today's College Students Daniel Purushotham, Adjunct Professor of Management and Organization Former VP, Compensation & Performance Management – Hartford Financial Services Group, Inc.

11.  Two distinct types: Day-time Evening  Sub-sections of these two types - Multi-generational Other demographics  Know your audience and their expectations From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Understanding Today's College Students Daniel Purushotham

12.  Core expectations students have for class and instructor: Well-prepared instructor "Reasonable" workload Balanced explanation of concepts (theory vs. reality) "Fair" grading (leniency expected due to course overload/ work) Instant replies to cyber communication (24/7 techno-stress) From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Understanding Today's College Students (Cont’d) Daniel Purushotham

13.  Core expectations instructors have for students: Come to class well-prepared Participate as "learners" in a learning environment Basic written and oral communication skills Understand value of working in teams Balanced view of idealism vs. pragmatism Respectful exchange of views with peers and instructor Assume personal responsibility for successful learning From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Understanding Today's College Students (Cont’d) Daniel Purushotham

14.  Differences between full-time students and full-time employees: Major difference - who is responsible for one's success? Different approaches to meeting deadlines Understanding differently importance of attending to details Different emphasis to punctuality and attendance Importance of results vs. mere "hard work" Different focus levels on creating "impressions" Different understanding of role of perception Purpose/process evaluation of higher level (managers/instructors) From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Understanding Today's College Students (Cont’d) Daniel Purushotham

15.  Understanding academic culture: Role of other faculty Course content Text books Class activities Grading From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Understanding Today's College Students (Cont’d) Daniel Purushotham

16. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr., Adjunct Professor of Management and Organization Former VP & CIO - Motorola Corporation President & CEO - Morelli Associates, Ltd.

17.  The four S’s Support/Training Standardization Structure & Organization Synergy/Assimilation From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr.

18.  Support/Training Institutional orientation Training in processes/systems Support Evaluation & feedback From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr.

19.  Standardization General syllabus Course objectives Class by class course outlines Testing Projects Grading From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr.

20.  Structure/Organization Administrative support Technical assistance Student counseling/advising Student support From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr.

21.  Synergy/Assimilation With culture With full-time faculty With administration With students From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr.

22.  Four Key Recommendations Formal orientation program(s) for new adjuncts Compilation of course materials Assign a Mentor Peer review From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Information Universities Provide to New Instructors Henry E. Morelli, Jr.

23. Why is this Important??? In 2007, there were approximately 76 million Baby Boomers— people born between 1946 and 1964—in the United States. They constitute a whopping 28% of the population with 76 million people. 32% of the first batch of the Baby Boomers, or those 55-64, said they are pushing back their retirement plans. Data from the American Association of University Professors showed that in 2005, over 54 percent of full-time faculty members in the U.S. were over 50, while they comprised only 22.5 percent in 1969.

24. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg, Adjunct Professor of Management and Organization President & CEO – Bio-Investigations Ltd.

25.  What is “Success:” Bridging academics to the real world Advancing student-led in-depth case presentations Promoting an understanding of representative key concepts including empowerment, protectionism, and sustainability Exploring management within for-profit businesses versus non-profit entities Understanding ethics From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg

26.  “Success” -- and “Failure:” Recognizing over time the limitations of Management 9e by Schermerhorn Realizing that Schermerhorn’s Management 10e is already out of date Accepting that 10 chapters before the Midterm is “too much” information Transitioning more into the use of The Wall Street Journal as a primary source From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg

27.  Knowing When to Change: Teaching 19 chapters of a major textbook in a semester has its’ benefits, but also its’ shortcomings. Student attention span requires the use of various interactive teaching methodologies in each class. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg

28.  Common Problems: Highly variable student preparedness Information overload Student commitments to full-time employment Fair and consistent grading From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg

29.  Knowing How to Step Back: Recognize that students often have over-extended schedules Focus on preparing well-rounded students for the workforce Accept the limitations of an increasing enrollment, and constantly adjust teaching Maintain absolute objectivity in student evaluation From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg

30.  Suggestions for the future: Recognize (and adjust for) the limitations of any textbook Prioritize critical thinking, case analyses, and current events Focus on maintaining course and curriculum rigor Maintain maximal class size to thirty students, if possible Maximize accessibility and training of alternative teaching methodologies From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Evaluating Instructors’ Success in the Classroom Stewart Rosenberg

31. From the Boardroom to the Classroom: Business Executives Teaching in American Business Schools Summary & Conclusions Margaret Mitchell