Course content

Management in Geodesy and Geoinformatics

Code:

143235

Abbreviation:

B36B01

Higher education institution:

Faculty of Geodesy

ECTS credits:

3.0

Load:

15(L) + 15(E)

Issuing teachers:

Professor Branka Mraović, PhD

Course contractors:

Professor Branka Mraović, PhD (L, E)

Course description:

The course is aimed at today's students and tomorrow's managers who want to understand the essentials of management as they apply within the contemporary work environment of geodesy and geoinformatics bearing in mind the context of harmonizing the Croatian business and legal environment with those in the European Union. Learning outcomes at the level of the programme to which the course contributes <ul><li>Understand the role of geodesy, geoinformatics and spatial data in modern world, demonstrate competences in measuring systems, methods and technologies of measurement and spatial data collection. <li>Demonstrate competences in real estate registers and interests in real estates, understand land development measures and methods of land evaluation. <li>Demonstrate competences in regulations and administrative framework important for geodesy and geoinformatics, the regulations related to copy right, publishing and exchange of spatial data. <li>Use information technology in solving geodetic and geoinformation tasks. <li>Communicate the results obtained by means of geodesy and geoinformation to clients and experts of geodetic and other related professions. <li>Keep pace with and adopt new technological achievements in the field of surveying, geoinformation systems and services based on the position, and the changes in regulations, norms and standards. <li>Take responsibility for continuing academic development in the field of geodesy and geoinformatics, or related disciplines, and for the development of interest in lifelong learning and further professional education.</ul> Learning outcomes expected at the level of the course <ul><li>Understand which personal competences are needed for managerial success. <li>To acquire a personal perspective on four basic management functions or responsibilities: planning, organizing, leading and controlling. <li>Identify different levels and types of managers in geodetic and geoinformatic company and institution. <li>Understand fundamentals of organizing in geodesy and geoinformatics as an essential managerial responsibility. <li>To use different management structures in geodesy and geoinformatics depending on conditions such as environment, technology and size. <li>To anticipate future needs and managerial responses in geodesy and geoinformatics. <li>Understand managerial agendas and networks in geodesy and geoinformatics. <li>Demonstrate competence in understanding the management functions across cultures. <li>Analyse managers as decision makers and problem solvers in geodesy and geoinformtics. <li>To use leading through motivation in geodesy and geoinformatics. <li>Demonstrate competence in making comparative study of how management in geodesy and geoinformatics is practiced in Croatia and aroud the world. <li>Understand steps in the team-building process. <li>Analyse and interpret characteristics of high-performance and poor-performance teams. <li>Use team-building as an ongoing leadership responsibility. <li>Demonstrate competence in distinguishing useful team roles. <li>Demonstrate competence in using critical thinking in team work. <li>Describe and analyse characteristics of team members. <li>Identify skills and types of contribution which may be expected by individual team members. <li>Differentiate high performance teams as they can be applied in various fields of geodesy and geoinformatics. <li>Demonstrate competence in using evaluation research to make sure that actual performance meets or surpasses company/institution objectives. <li>Analyse and interpret phases of evaluation research: 1. needs estimation, 2. program planning, 3. formative evaluation, 4. summative evaluation. <li>Analyse and interpret a concept of the "learning organization" in geodesy and geoinformatics. <li>Understand the process of harmonizing the Croatian business and legal environment with those in the European Union, and with the international standards of doing business. <li>Understand the importance of balance sheet equation for the business subject safety. <li>Analyse and interpret qualitative characteristics of financial reports. <li>Understand the function of financial literacy and its importance for profession of geodetic engineer. <li>To acquire a perspective on various types of financial reports and levels of financial literacy.</ul> Course content broken down in detail by weekly class schedule (syllabus) Course Content - Lectures (by weekly class schedule - 15 hours) <ol start="0"><li>Course Organisation - Basic instructions and guidelines about teaching, e-learning, course content, student responsibilities and rights, grading and evaluating student work in class and the final exam. <li>Major schools on management thought - Historical views on geodetic company as learning organization. Success factors in geodesy and geoinformatics. Pressing problems in the geodetic sector. Geodetic sector and related sectors of the economy. <li>Managers in organizations - The ten roles of managers as identified by Henry Mintzberg: Interpersonal roles; 2. Informational roles; 3. Decisional roles. <li>The management process - Four functions of management: planning, organizing, leading, controlling. <li>Managerial skills and competencies - Top level managers; 2. Middle level managers; 3. Lower level managers. Conceptual skills. 2. Human skills. 3. Technical skills. <li>Personal competencies for managerial success - Leadership. Self-objectivity. Analytic thinking. Behavioral flexibility. Oral communication. Written communication. Personal impact. Resistance to stress. Tolerance for uncertainty. <li>Team-building and team work - Building self-managing work teams. Psychological profiles of team members and their roles in teams. Types of teams. Virtual teams. How can team building increase group effectiveness. What can go right/What can go wrong? <li>Types of managers - Line managers. Human resource managers. Functional managers. General managers. Administrators. <li>Responsibilities of a supervisor (line-manager) - Examples from geodetic companies and institutions: Plan and schedule work daily, weekly and monthly. Clarify tasks and gather ideas for improvement. Appraise performance. Recommend pay increases. Inform subordinates. Inform high levels. Recruitment and training. Motivation. <li>Stakeholders in company - General manager. Financial stakeholders. Customers, suppliers and competition. Members of government, the press and the public. Superiors. Peers. Immediate subordinates.Subordinates od subordinates. <li>Financial reporting in small, middle sized and large company - Key forms of financial reports: 1. Reports for managers; 2. Reports for shareholders; 3. Reports for tax authorities. <li>Standardized forms of financial reports - Main financial statements: 1. The income statement or profit and loss account; 2. The cash flow statement; 3. The balance sheet statement or statement of financial position. <li>Decision making process - Financial and investment decisions. Sources of funding. Investment opportunities. Savings and profit retained. <li>Fundamentals of organizing - Organization charts and the formal structure. Technology and structure. Functional structures. Divisional structures. Matrix structures. Team-based structures. Network structures. <li>Terminology in financial accounting and reporting - Assets. Liabilities. Shareholders' equity or equity capital. Share capital. Earnings or net income. Stock market exchange. Share. Option. Difference between the American and the European options. <li>Geodesy and geoinformatics and the global economy - Global environment, corporate governance, ongoings inside geospatial domain and geodetic profession. Critical stakeholders in geodetic sector.</ol> Course Content - Seminars and student practical work in the field (by weekly class schedule - 15 hours) During their seminar work students keep analysing the stakeholders in the geodesy and geoinformatics - companies, institutions in Croatia, international organisations and media. In every moment, it is important to know: Where are you? Who you are doing business with? The work aims: <ol start="1"><li>To learn something useful from practical examples. <li>To hear an interesting geodetic story and use it to compile teaching material. <li>To learn how to follow competitors. <li>The project promotes the values of work and personal engagements towards success.</ol> A CONCEPT OF STUDENT'S HOMEWORK The profile of a stakeholder should contain: <ol start="1"><li>General data about stakeholder and the history. <li>Technical image of the company. <li>Analysis of standardized financial reports of the company. <li>Form of business organisation - organisational design and how it has been changed in certain period. <li>Interview with stakeholders.</ol> The profile consists of two parts : <ol start="1"><li>Presentation. <li>Essay - comments and analysis of collected data.</ol> This part of our teaching activity is related to the process of making our students acquainted with the demands of the European Union related to the transparency of business performed by legal and natural persons, as well as with the efforts made in geodesy in the processes of harmonizing the Croatian business and legal environment with those in the European Union, and with the international standards of financial business. The function of the essay is to turn the data - images, numerical and textual data into a story with figures, plot and action. The students should answer to basic questions: <ol start="1"><li>What the companies in geodesy are dealing with? <li>What is the factor of success in geodesy?</ol> The individual approach and creativity are highly valued in writing an essay Work phases <ul><li>1. PHASE: Students have selected the stakeholders being the subject of their project research on their own. First, they had to suggest a few stakeholders (up to 5) out of each category - company, institution, international organisation and medium, regardless of the fact whether they already knew something about them or found out the information by searching web pages. <li>2. PHASE : Students were divided into working teams allowed to group themselves on their own. In this way, there were 41 working teams formed out of 83 students. <li>3. PHASE: The stakeholders were finally selected. Each student's team could process one stakeholder, so that 41 teams finally made 42 profiles. One team worked comparatively on researching two stakeholders (two geodetic companies). <li>4. PHASE: Students had to study by means of web pages the way in which a stakeholder was presented and then periodically report about it at seminar sessions. <li>5. PHASE: Students had to make a questionnaire for the observed stakeholder. They were allowed to ask the questions first that they found most interesting. The questions from students' questionnaires were continuously discussed at seminar sessions. Based on suggestions given by the colleagues from other teams, some questions were modified, and some supplemented. <li>6. PHASE: Students had to analyse the financial reports of the observed stakeholders on the web pages of FINA. Those students who had international organisations as the objects of their research, contacted directly their stakeholders. The students who selected the institution in Croatia as their stakeholder collected the data in practical work guided their teacher. <li>7. PHASE: The analysis of the financial business of stakeholders. After the students had collected the data, they were able to analyse the company's balance sheet alone at the seminar sessions, as well as the financial activities of the stakeholders in the budget of the City of Zagreb, the stakeholders in the state budget, and the financing of international organisations. <li>8. PHASE: Students contacted directly the stakeholders and arranged a meeting at the physical location of the stakeholder, when it was possible. The students contacted the stakeholders at distant locations by phone or e-mail. In this work phase, the interviews with stakeholders were done. <li>9. PHASE: The teams presented their analyses of collected data in front of their colleagues. <li>10. PHASE: Two assignments were created in the e-learning environment of the course. First assignment: The students needed to visit the web page of FINA register of public reports, study the balance sheets of the most successful entrepreneurs in 2012 and compare them with the balances of the business subject whose business they monitored within the scope of the task Stakeholder's profile in geodesy. Second assignment: During the seminar session, there was a discussion pro et contra opened about the public report on financial results of the company. The basic questions were focused on the usage of financial reports, why the financial reports should be read and whether the financial reports should be public. <li>11. PHASE: The working teams handed their presentations and essays to their teacher in digital and analogous forms. Their work resulted in the creation of 41 teaching materials about 42 stakeholders in geodesy.</ul> Screening student work <ul><li>Class attendance - 0.5 ECTS <li>Essay - 0.5 ECTS <li>Seminar essay - 0.5 ECTS <li>Tests - 0.5 ECTS <li>Oral exam - 0.5 ECTS <li>Written exam - 0.5 ECTS</ul>

Mandatory literature:

1. Belker B. Loren; Topchik S. Gary (2007) Menadžer početnik, Knjižara Um. Lalić, Inga (2012) Kako pokrenuti vlastiti biznis, Profil International. Ries, Eric (2013.) LEAN STARTUP: Kako današnji poduzetnici koriste neprestanu inovativnost za stvaranje u potpunosti uspješnih poslova, Poslovna knjižara Um. Hamel, Gary (2007) Budućnost menadžmenta, Mate d.o.o. Drucker, Peter (2005) Najvažnije o menadžmentu, Knjižara Um. Cohen, Steven (2002) Vještine pregovaranja za menadžere, Mate d.o.o. Tudor, Goran (2005) MENADŽERSKA ZLATNA KNJIGA: Menadžment kroz poruke najuspješnijih ljudi, načela poslovnosti, oštre misli i grafite, Knjižara Um. Obradović, Vladimir, Samardžija, Jasminka, Jandrić, Jakov (2015) Menadžment ljudskih potencijala u poslovnoj praksi, Knjižara Ljevak. Ford, Martin (2015) Rise of the Robots, Technology and the Threat of a Jobless Future, Kindle Edition. Aulet, Bill (2015) Disciplinirano poduzetništvo, Mate d.o.o.

Course in study programme:

Code	Name of study	Level of study	Semester	Required/Elective
71	Geodesy and Geoinformatics	undergraduate	6	elective

* the course is not taught in that semester

Legend

E - Seminar

L - Lectures