Course syllabus blended model Student Version next Cover Online Certificate MGT 268 | Managing...

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Online CertificateMGT 268 | Managing Workplace Relationships

Benedictine UniversityMargaret and Harold Moser Center1832 Centre Point CircleNaperville, IL 60563

Love of Christ and Neighbor Prayer Stability Conversatio Obedience Discipline Humility Stewardship Hospitality Community

Phone: (630) 829-6289Fax: (630) 829-1375

http://www1.ben.edu/programs/adult_cohorts/mission_vision.asp

Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs.

Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning.

Provides high-quality, easily accessible educational opportunities for adult learners.

Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments.

Develops new degree and non-degree programs that address the expressed needs of the professional community.

course syllabusb l e n d e d m o d e l

Moser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation.

MGT 268

Managing Workplace Relationships student version

about this document about Moser Collegeabout blended learninghallmarks of a Benedictine education student expectations attendance policysubmission of work netiquette _________________________IDEA objectives & IDEA descriptioncourse overviewrequired textbooks grading scale learning outcomescourse schedule

financial aidlibrary resources Academic Honesty PolicyAPA formatting and styleAPA resources for studentsStudent Success Center (SSC)services for students with disabilities

_________________________Benedictine Current StudentsMoser Center Student InformationStudent Login to D2LStudent E-Mail Login Academic Calendars BenUConnect MyBenU

contents links

2Content Links

external links




http://www1.ben.edu/resources/financialaid/

http://www.ben.edu/library/

http://www.ben.edu/academic_programs/ahp.cfm

http://www.apa.org/

http://www.apa.org/about/students.aspx

http://www1.ben.edu/resources/resource_center/





http://www1.ben.edu/programs/adult_cohorts/Current_Students.asp


http://www.ben.edu/current_students/index.cfm

http://www.ben.edu/academic_programs/academic_calendars.cfm

https://webvpn.ben.edu/+CSCOE+/logon.html





About Blended Learning

Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online.

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About Your Program at Benedictine University – Moser College

About This Document

This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning.

About Moser College

The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*.

hallmarks of a Benedictine Education:

About

* http://www.ben.edu/academic_programs/moser/about/index.cfm

MGT 268 | Managing Workplace Relationships

http://www.ben.edu/academic_programs/moser/about/index.cfm

http://www.sxc.hu/browse.phtml?f=download&id=1287062


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The Ten Hallmarks of a Benedictine Education

A Benedictine Education

Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”. The Ten Hallmarks

Each academic year Moser College will be celebrating two of the Hallmarks. This academic year 2011-2012, the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are:

1. Love of Christ and Neighbor

2. Prayer: a Life marked by liturgy, lection and Mindfulness

3. Stability: commitment to the daily life of this place, its heritage and tradition

4. Conversatio: the way of formation and transformation

5. Obedience: a commitment to listening and consequent action

6. Discipline: a way toward learning and freedom

7. Humility: knowledge of self in relation to God, others and creation

8. Stewardship: responsible use of creation, culture and the arts

9. Hospitality: openness to others

10. Community: call to serve the common good

Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria

Hallmarks


http://www1.ben.edu/programs/centers_institutes/CMI/rule.asp

http://www1.ben.edu/programs/centers_institutes/CMI/The%20Ten%20Hallmarks%20of%20Benedictine%20Education.pdf


Submission of Work

All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Make-up examinations may differ from the original class examination. Per University policy, assignments cannot be accepted by an instructor after the last day of the course. To receive a minimum passing grade on D2L discussions, you must make a posting by midweek of B sessions and a response to at least one other posting by the end of the B session which must be on two separate days. Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.

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Student Expectations

Expectations of Students

In order to get the maximum use of the time available, it is expected that you will:

• Read the material to be covered in the class and complete required assignments prior to attending the class/session;

• Arrive/login to class/session prepared to participate actively;

• Be prepared to actively participate in the collaborative activities of each class/session; and

• Always feel free to seek additional help from the instructor when the need arises.

Attendance Policy

Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course.

Expectations

information concerning netiquette:

financial aid information



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About Netiquette

What is Netiquette?

"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.

Netiquette

Netiquette Basics

1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with

friends may not be appropriate in a classroom or in an online conversation with an instructor 4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the

web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments

5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier for the poster, but it is not easier for the reader

For more information please review Netiquette by Virginia Shea

Inappropriate Online Usage

1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity.

2. Flaming is neither productive nor appropriate for the learning environment3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to

grammar, punctuation and spelling corrections4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling

and is often seen as a form of aggression5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text

language

Confidentiality and Privacy

1. Email, messaging and posting are forms of written record and are just as permanent as a letter or document

2. Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)

3. Respect copyright and cite any and all sources 4. Do not expect that your communications are private, instead assume all communications are

public



IDEA Objectives

• Acquiring skills in working with others as a member of a team.

• Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)

• Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.)

• Developing skill in expressing oneself orally or in writing.

• Learning how to find and use resources for answering questions or solving problems.

• Developing a clearer understanding of, and commitment to, personal values.

• Learning to analyze and critically evaluate ideas, arguments, and points of view.

• Acquiring an interest in learning more by asking questions and seeking answers.

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Individual Development and Educational Assessment

IDEA Description

The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated.

A Focus on Learning

“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5

IDEA


http://www.theideacenter.org/node/5


Course Description

This course will focus on analyzing, developing, implementing, administering and evaluating a broad range of workplace relationships. Functional areas include techniques for facilitating positive employee relations, positive employee relations strategies, and non-monetary rewards, motivation concepts and applications, and employee involvement strategies. (For example: employee management committees, self-directed work teams, and staff meetings.)

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Course Overview

Course Materials Required Textbook and Materials Dessler, G. (2011). Human Resources Management, New Jersey, Prentice Hall, (12th ed.). ISBN 9780136089957

Recommended Text(s) and Material(s)Alsever, J. (2007). How to Fire the Employee That’s Holding You Back. Retrieved from

http://www.bnet.com/2403-13056_23-59304.html?tag=content;col1 Alsever, J. (n.d.). Learning to Say ―You’re Fired.‖ Retrieved from

http://www.bnet.com/2436-13056_23-188716.html Alsever, J. (2007). What is Forced Ranking? Retrieved from http://www.bnet.com/2403-

13056_23-59306.html?tag=content;col1Have you Fired Someone Today? [Video file]. (2007). Video posted to

http://blogs.bnet.com/intercom/?p=97

The Loyalty Research Center. (n.d.). Case study: Improving Commitment Through Employee Loyalty. Retrieved from http://www.loyaltyresearch.com/cse1.html

Technological Computer Requirements

Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing.

Course Overview

The Course Grading Scale

A = 4.00 90 - 100% EXCELLENT

B = 3.00 80 – 89% GOOD

C = 2.00 70 – 79% SATISFACTORY

D = 1.00 60 – 69% PASS

F = 0.00 BELOW 60% FAIL

I = INC INCOMPLETE

Discussion Forum Guidelines

To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 25 points and the total Response Posts are worth up to 25 points total. Each discussion will total up to 50 points.



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Course Outcomes

Learning Outcomes

HRM MGT SERIES

Wk Learning Objective Assignment Pts

1A Determine what characteristics play a critical role in employee loyalty • Analyze the nature of employee commitment and

loyalty relationship with an employer. • Explain the effects of employee loyalty on

organizational success. • Discuss how employee loyalty can be measured

and ways to improve employee loyalty. • Elaborate on the main drivers of retention and

the activities related to them creating a loyal workforce.

Individual Assignment : Employee Loyalty Paper

50 pts

Problem Based Learning Orientation (PBL) & Problem Resolution (PR)

25 pts

Team Charter 25 pts

1B Distinguish key concepts from course topics and discuss these ideas in thoughtful, comprehensive ways.

Discussion Posts 50 pts

2A Evaluate the core requirements for fair practice of ethics and employee rights• Compare the specific components and differences

among statutory and contractual rights. • Distinguish between wrongful discharges, just cause, and

due process, and describe how this relates to employment-at-will.

• Analyze the relationship among employer security and employee rights.

• Discuss the documentation of HR policies, procedures and rules in an employee handbook.

Individual Assignments – company ethics and employee rights case study

100 pts

PR Executive Summary 50 pts

Team Assignments - implementing fair treatment practices in a practice case

75 pts



3A Assess the various facets of Fair Disciplinary Practices• Evaluate the positive and progressive discipline approaches. • Examine the appropriate disciplinary procedures and qualify

the expected outcomes. • Explain several reasons why discipline may not be used

effectively in organizations. • Categorize the common mistakes made when terminating

employees. • Describe the concept of forced ranking.

Written Assignments –Employee Discipline and Practices Paper

70 pts


Team Assignments – Application of Disciplinary Practices in a practice case

50 pts




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Course Outcomes

Learning Outcomes

HRM MGT SERIES

Total Points for the Course

Discussion Posts 5 x 50 pts ea 250 pts 25% of the total points

Written Assignments various point totals 450 pts 40% of the total points

Team Assignments various point totals 300 pts 35% of the total points

Total Points for the Course = 1000 pts

Wk Learning Objective Assignment Pts

4A Facilitate a learning experience that covers all aspects of the union process• Examine the concept of a union. • Evaluate the natural tension that exists between

employers resisting unions and employees joining them.

• Discuss the decline of union membership in the United States.

• Elaborate on the stages of the union forming process.

• Explain the union grievance process.

Written Assignments – Labor Relations Case Study

75 pts


Team Assignments – Union negotiations practice case

50 pts



5A Evaluate presenting circumstances of Unions that detracts from or improves their existence • Analyze the effects of cooperation between

management and unions. • Discuss the importance of stable union

relationships in a global economy. • Assess organizational structures that benefit

most/least from union participation.

Written Assignments –Union/Management Cooperation Paper

100 pts

Case Study 50 pts

Team Evaluation 55 pts

Team Assignments- Final PR Summary 25 pts



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Course Schedule

Session Loc. Class Title Assignments

01 Online Employee Loyalty • Read The Loyalty Research Center Articles Part I, II, III) (website links)

• Week 01 Written Assignments –Assessing employee loyalty paper

• Week 01 Team Assignments - team charter

• Problem Based Learning Orientation (PBL) & Problem Resolution (PR)

02 Online Employee Rights • Read Chapter 14, pp. 502-541• Week 02 Written Assignments –

company ethics and employee rights case study

• Week 02 Team Assignments - implementing fair treatment practices in a practice case

• PR Executive Summary

03 Online Fair Disciplinary Practices • Read three article by Jennifer Alsever (website links)

• Week 03 Written Assignments –Employee Discipline and Practices Paper

• Week 03 Team Assignments – Application of Disciplinary Practices in a practice case

• PR Executive Summary

04 Online Labor Relations • Read Chapter 15, pp. 542 - 577• Week 04 Written Assignments –

Labor relations case study• Week 04 Team Assignments –

Union negotiations practice case• PR Executive Summary

05 Online Collective Bargaining • Review Chapter 15, pp. 542-577• Week 05 Written Assignments –

Union relations paper• Week 05 Case Study• Week 05 Team Assignments –

Final PR Summary

Course Schedule


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Student HRM On-Line Series

Threaded Discussion Guidelines

Session 3A



You are required to post a minimum of three postings in order to obtain full points. The following arerequirements for posting in the D2L system:

1.) First posting is a direct response to the question and/or content presented in the system. The overall context of the post should be a representation of knowledge acquired from reading your textbook or additional research you have done based on prompting.

2.) Second posting should be a response to one of your class-mates posting commenting on the quality and depth of their post, seeking clarification on content reviewed and voice a difference of opinion.

3.) Personal Reflection Post that summaries the context/flow of the discussion, characterize new learning as a result of your involvement in the discussion and new opinions formed, as well as, personalfeelings experienced as a result of the discussion.

4.) All post should not be more than a reasonable paragraph, form your own ideas and avoid copying from on-line sources to fulfill content requirements. Make a conscious decision to not take short cuts and embrace the opportunity to enhance self-awareness, as well as, improve your learning depth.

Threaded Discussion (Clarification after the First Week)

Team I would like to ensure that we are getting off to a great start in terms of threaded discussions and its overall intent. The only way that I can do this effective and consistently is to foster insight, increase awareness and put forth personal challenges through a feedback format.

The following are observations and/or feedback for your consumption and consideration for ongoing improvement: Receive and/or accept what may apply to you.

• When preparing to implement your first post, ensure that you have read required assignments and glanced through addition support information for clarity on concepts, key terminology and factual details.

• Make a conscious effort to approach this activity with an open mind and demonstrate a level of readiness to engage in personal and professional discovery.

• Remember, whenever you are documenting in threaded discussions that it is a formal communication tool designed to share information, exchange ideas and facilitate a deeper level of critical thinking.

• As a result, your written correspondence should be formal and utilize APA formatting when required. Avoid the use of short cuts and/or texting technology in this formal communication environment. After all, what you document represent you and your personal brand.

• Maintain a consistent presence in threaded discussions so that you can follow the communication flow, as well as ensure that your documentation is relevant.

• As your third (3) posts, embrace the opportunity to reflect. Quite honestly, when do you get an opportunity to re-account what you have learned, form new opinions and communicate how you think and feel about a given topic?

• Always meet and/or exceed requirements for the number of postings. (Never leave low hanging fruit on the table as related to points)

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