Study Franchising & Entrepreneurship in the USA this Summer!

Undergraduate students, MBAs, and members of the general public who are interested in franchising and entrepreneurship will be interested in Study Franchising Abroad, offered in June 2012 by GUST. This course will meet for 3 weeks . . . 2 weeks at GUST and 1 week in New York City where students will meet franchise founders and executives, and attend four field trips at franchise corporate headquarters. Only MBAs register in the course for credit; others will pay a lower fee and not receive credit (or a grade). Details are available by clicking on this link.

Students: please post tweets about this program, promote it on your Facebook accounts, and spread the word, thank you!   

Commonly Misused Words At GUST . . . Plus: Why English Matters!

Two words consistently misused by GUST students are "feedback" and "advice".

Students frequently write, or say, "That is a good way to get customer feedbacks" or "I can use Linkedin to get feedbacks from employers."

Do not add an "s" to feedback! No need for it. You can say, "I got his feedback" or "They gave me their feedback," and in neither instance does feedback need an "s" at the end. In fact, I don't know of any correct use of "feedbacks". It's not a word.  Check with an English professor, or GUST's WILL, for details.

Advice isn't the same as advise

Same thing with the word "advice". Students will say, "My colleagues gave me their advices." No, they didn't, they gave you their advice! There's no "s" at the end of advice! Do not confuse advice with advise. It is correct, sometimes, to say advises, but advice is a noun, and advise is a verb -- kindly look them up in the dictionary.

Please learn how to use these words . . . if you have questions, WILL is a good place to get help!

What's the big deal?

"Why do you make an issue about Basic English?" . . . That's a question students frequently ask me. "Why do you care about my English . . . other professors don't lower my grade because of my English."

There are multiple reasons, and I'll give you just one. When you speak in English to someone who knows English, and who values English, and you use the language incorrectly, the person you're talking to (like me) may think you are lazy, and/or careless, or you never learned how to use English properly. Any one or a combination of those perceptions is negative feedback (!) about you.

When you're trying to make an impression -- let's say you're applying for a job -- and you use English incorrectly, you create a barrier (in other words, you give the person you're trying to impress a reason not to hire you).

Don't create barriers

No one wants to hire someone who is lazy or careless . . . so while you're talking, the person interviewing you is trying to get over that barrier. He or she is thinking, "Is this person lazy or careless? Or did he simply not learn how to use English properly?" Meanwhile, you're telling the person about yourself, but he or she isn't listening to you.

As you continue to talk, and misuse the language, you raise the barrier higher, and ultimately you don't get the job. You may otherwise have been the best qualified person for the job . . . but because you could not speak English properly you did not get the job. And, unfortunately, the person who interviewed you isn't likely to tell you the truth! Rarely will an employer say, "I would have hired you, but your English is unsatisfactory!"

Companies that use English want to hire people who can speak English properly. It's as simple as that. It's distracting to listen to someone speak English incorrectly. And it's better that you do not create negative distractions.

Finally, it's a skill

One more point: I don't know anyone who simply woke up one day and knew how to speak English properly and perfectly. In fact, most of us who use English have to continue to work at it all the time. I use a dictionary almost every time I write. I don't know all the Rules of English, and I frequently ask English professors to help me, or I look up the rules online. If I've got to work at my English usage, why shouldn't you? 

Proper English usage isn't a gift, it's a skill. You can learn it as well as I've learned it. You can use the excuse that it's your second language, but that's not going to get you past the distractions and barriers that you create when you speak English incorrectly.

Now you've got my advice (!).   

"Huh?" . . . It's Not An Insult, But It Gets Your Attention!

What does it mean when I write "Huh?" on your paper or report?

It's Not Insulting

First, let me assure you that my intention is not to insult you. Nor is "Huh?" intended to be disrespectful. My use of "Huh?" is not at all "personal". I do not mean to be impolite. And yet, many students in both America and Kuwait have told me that they feel belittled when I use the term, "Huh?" 

All I can say to that is: "Huh?"

Technically, "Huh" is an interjection (check the dictionary). It's a legitimate word that's used as an exclamation of surprise, bewilderment or disbelief. It can also be used as an exclamation of contempt and interrogation, but that's neither my purpose nor my role. 

It's About Efficiency

I'm an educator. I don't interrogate. I teach. 

I'm also a businessman, so I respect efficiency, including with the use of words. "Huh?" wastes no time; it makes a point very quickly. 

I'm also a marketer, and I strive to get attention. "Huh?" certainly does that! 

So when a student writes, "The author is not clear when it comes to the advertisement," or "The process started when noticed that people were going to read in such sites, looking talking about music and television" (I'm not making these up, the by way) the best critique I can think of is, "Huh?"

It's A Shortcut

In other words, I am asking (perhaps more to the liking of sensitive students): "What do you mean by that?" Or, "What are you trying to say?" Or, "I don't understand this; perhaps you can clarify the statement?"

If I were to write those, albeit, more polite critiques, I would add hours to my workload, and I don't intend to do that when "Huh?" makes the same point very efficiently if even somewhat dramatically. To me, it's a good shortcut. 

It Could Be Harsher

It may help to understand that I attended a university where even one spelling error resulted in an F for the assignment. Just one! (Is that a bewildered "Huh?" I hear from you?). Writing that made no sense also resulted in an F. Given my background, I think I'm extremely generous. I might write "Huh?" a half dozen times on a paper and still issue a grade higher than an F. My former professors must be turning in their graves with embarrassment, disappointment and astonishment. Each time that I don't issue an F at the end of a paper with more than one error I hear them collectively gasping, "Huh?" 

So if you are insulted when I use the interjection, "Huh?" on your assignments, I've got another efficient, attention-grabbing, and not-so-nice piece of advice for you: "Get over it!" 

It's About Preparing You For The Harsh, Real World

Teaching isn't always or only about pleasing students. Synonyms for teaching include guiding, instructing, coaching, informing, enlightening, disciplining, and schooling. My job is to prepare you for the real world. This is serious business, and usually emotionally challenging. Of course, it's easier when students come prepared, when they possess the requisite skills, or even when they really want to learn. 

Once again is that a "Huh?" I hear you saying? It's catchy, isn't it?

And I'm not at all insulted when you use it. 

Assignments: Use Only English Language Formatting

If you submit assignments in the format below, the assignment will not be accepted and your grade will be zero. If you do not know how to submit written material with left to right formatting, and no justification on the right margin, then go to IT, or a colleague, and learn how!

Study Engineering Before Mastering Calculus?

GUST's MBA course, Management 502, Managerial Communications (aka Business Communications) is taught in English, and you are expected to speak and write in English to successfully complete this course. 

Please do not overlook this important issue. If you are not comfortable writing and speaking in English, or you have difficulty understanding English, do not register for this course now. Improve your English first.

MBA students sometimes ask me, "Other professors don't care about English. Why do you?" 

Other professors are teaching subjects that do not require you to use English proficiently. Managerial Communications does! You will be evaluated on your ability to speak and write in English. I expect you to use Basic English proficiently.

Engineering without calculus?
If you registered for an engineering course and you had yet to master calculus, how well do you think you would perform in that course? Do you think the professor would say, "Well, it's okay, calculus doesn't count. Engineers don't need calculus"? Obviously not. And in Managerial Communications I cannot overlook your English skills.

I also cannot teach English skills. It's not what I do. As a writer, I continue to use a dictionary and other tools to help me write English proficiently. You will probably need to use these tools, too.

Save yourself the struggle
An engineering course would be a struggle -- maybe even impossible -- for a student who did not understand how to use calculus. Managerial Communications at GUST will be a struggle for any student who cannot proficiently speak and write in English. If English is not currently your strength, go accomplish that skill first and register later for Management 502. In so doing you will save yourself a lot of grief, and probably an unacceptable grade.   

If you can use English proficiently, and you are registered for Management 502, get ready for one of the most interesting, exciting and useful courses of your academic career!

MGMT 502 Syllabus

Click here to view and download the syllabus for Management 502.

Please read the syllabus carefully so that you clearly understand what will be expected of you during the semester. Midterm and Final Presentation dates have been posted and will not change. Looking forward to meeting you on Tuesday, Feb. 7, 5 p.m. sharp!

Please note that you are required to bring a laptop to the classroom every week during the semester. Most weeks you will complete an assignment during class time; these assignments cannot be "made up" or completed after class. You need to have a laptop with you in the classroom.

Getting To Know You! . . . Complete The Survey Now

By reading the pages of this blog, you will get to know a lot about me and, of course, Management 502. It's important that I get to know about you, too. That's why I've asked you to complete this survey. If you haven't done so, please do so now.

The survey asks you to share information about yourself, including what you think about a number of pertinent topics. I look forward to reading your information . . . we'll talk about the survey results on February 7. I'll see you then . . . at 5 p.m. sharp!

MBA Basic English Rubric

Basic English & Clarity Rubric

For all MBA Courses Taught by

Dr. John P. Hayes

Gulf University for Science & Technology

Score Yourself!

Spelling Errors

1-3                            - 2 PTS

4-6                     - 3 PTS

7 or more            - 4 PTS

Grammar Errors

1-3                           - 2 PTS

4-6                     - 3 PTS

7 or more            - 4 PTS

Incomplete Sentence

1-2                           - 1 PTS

3-4                     - 2 PTS

5 or more            - 3 PTS

Punctuation Errors

1-5                          - 2 PTS

6-9                     - 3 PTS

10 or more         - 4 PTS

Please note that no more than 10% of your grade will be deducted for English errors. Effective communicators are expected to use proper English, but this course does not include English instruction. If you need help improving English, seek GUST resources such as The Writing Lab (in the library) or courses offered at GUST by PACE (offices are on the ground floor). 

Read This And Choose Your Grade For MGMT 502

I consider it an honor to teach you because it is a huge responsibility that comes with dynamic consequences. What you learn, and how well you learn, will help determine your future status in life, and my goal as your teacher is to become a catalyst to inspire you to achieve more than even you thought possible. I hope you not only sense the weight of that responsibility, but also the excitement. . . . I wrote this memo to help you prepare for spending a semester with me, and before we get too far into the semester, note that I expect you to choose your grade now! Read this memo now. 

Etiquette For GUST MBA Students

During my first academic year at GUST, I learned that many students, including some MBAs, do not always understand or follow college etiquette. Therefore, I've written these guidelines especially for my students. Please read this document and observe the appropriate etiquette.

Re-Do: One Way To Improve Your Grade

I believe that students should make mistakes. Without mistakes, who needs a professor? The university is the best place to make mistakes -- it's a better place than the private sector where your job and reputation may be on the line!

So, make mistakes, don't be afraid.

Grades: Ouch!

I also believe it's important to learn from your mistakes. 

You're probably concerned about your grade (I am, too) and one way you can improve it is to demonstrate to me that you learned from your mistakes. You do that by correcting mistakes and by not making the same mistakes again.

So when I return a graded paper to you, and the paper includes mistakes, you may have an opportunity to "re-do" the assignment within 24 hours and possibly improve your grade. Now don't get too excited -- you can't turn an F into an A on a re-do, and you may not even be able to turn a low B into a low A. But if it's warranted, I'll increase the grade -- totally at my discretion. (On a re-do, you can expect the grade to increase by a few points, and probably never more than 10 points).

I will tell you if you can submit a re-do at the time I return your original assignment. I will not allow re-dos with every assignment. I also reserve the right not to read a re-do. If I can tell that the re-do includes some of the same errors I had corrected previously, then I may decide not to read the re-do. In those cases, the grade does not change. You may consult with the GUST Student Success Center to help you improve a re-do.

What, am I crazy?
I don't mind pointing out to you that:

• I'm not obligated to give you a re-do opportunity (your boss probably would not).
• If every student submits a re-do that doubles my workload (I don't get any extra pay).
• You may "fool" me and get someone to make the corrections for you. Thing is, I'll find out sooner or later because if you continue to make the same mistakes on classroom assignments then I'll know what you did (in other words, you may be able to fool me once or twice, but probably not a third time).

"Re-do" rules

If you choose to submit a re-do you must:

1. Submit it within 24 hours of getting the graded paper from me (whether I gave it to you in person or sent it to you via email).
2. Email the re-do file to me at the correct address.
3. Save the Word file in this format only: RD_(YourFirstName)_(Your4DigitID#).doc.
4. Include the Current Grade (that is, the grade you received on the original assignment) at the bottom of the re-do. Enter it like this: "Current Grade: ___."

Failing to follow this procedure is the quickest way to convince me not to read the re-do.

Some people might say I'm "crazy" to give you this opportunity because I'm essentially increasing my workload. But the option is open to you . . . and it is not required. Take advantage of it if you'd like.  I believe in progressive grading and rewarding students for learning from their mistakes.