Masters

ADM 508Business, Analysis, and Technology

Student Guide

College of Adult and Professional StudiesSchool of Business and Leadership

© 7/1/2010

TABLE OF CONTENTS

INTRODUCTION 4

COURSE DESCRIPTION 4COURSE OVERVIEW 4COURSE OBJECTIVES 4

COURSE RESOURCES 5

STUDENT REQUIRED RESOURCES 5STUDENT ONLINE RESOURCES 6PROGRAM RESOURCES 8

MEANS OF ASSESSMENT 10

SUMMARY OF ASSIGNMENTS AND WEIGHTS 10OFFICIAL GRADING SCALE 10SUMMARY OF ASSIGNMENTS AND WORKSHOPS 11CHART FOR PASSWORD MAINTENANCE 12

CONCEPT MAP 14

WORKSHOP ONE 15

FAITH AND LEARNING 15WORKSHOP ONE OBJECTIVES 15WORKSHOP ONE ASSIGNMENTS 15WORKSHOP ONE STUDENT SUPPLEMENTS 16

WORKSHOP TWO 21

FAITH AND LEARNING 21WORKSHOP TWO OBJECTIVES 21WORKSHOP TWO ASSIGNMENTS 22WORKSHOP TWO STUDENT SUPPLEMENTS 23

WORKSHOP THREE 29

FAITH AND LEARNING 29WORKSHOP THREE OBJECTIVES 29WORKSHOP THREE ASSIGNMENTS 29WORKSHOP THREE STUDENT SUPPLEMENT31

ADM 508 SG - 2

WORKSHOP FOUR 32

FAITH AND LEARNING 32WORKSHOP FOUR OBJECTIVES 33WORKSHOP FOUR ASSIGNMENTS 34WORKSHOP FOUR STUDENT SUPPLEMENTS 34

WORKSHOP FIVE 38

FAITH AND LEARNING 38WORKSHOP FIVE OBJECTIVES38WORKSHOP FIVE ASSIGNMENTS 39WORKSHOP FIVE STUDENT SUPPLEMENTS 39

WORKSHOP SIX 45

FAITH AND LEARNING 45WORKSHOP SIX OBJECTIVES 46WORKSHOP SIX ASSIGNMENTS 46

BIBLICAL REFERENCE 48

APPENDICES 49

ADM 508 SG - 3

INTRODUCTION

COURSE DESCRIPTION

This course will provide a brief overview of executive management theory and practice, introduce Microsoft Office software and other tools, and provide orientation to IWU research and resources methods. Topics covered include evaluation of business research sources including information found on the Internet and the use of the APA writing style. Students will take self-assessment personality and leadership inventories leading to project team formation. Various subject area assessments will be taken to determine where additional assistance may be helpful.

COURSE OVERVIEW

As in introductory class to the Masters in Business Administration for Indiana Wesleyan University, this course introduces a lot of material that is essential to the successful advancement and completion of the MBA. As the title implies, the course introduces many concepts of technology, analysis, and research, and a beginning introduction to basic management principles. It also serves to introduce the student to Indiana Wesleyan University and its principles of a Christian worldview. All the principles taught are done in the context of a Christian worldview, which is in line with the doctrinal and theological foundations of the university.

COURSE OBJECTIVES

Upon successful completion of this course, students should be able to do the following:

Business Thread: Students should be able to outline and explain classical management theories and the major functions of a manager.

Ethics/Faith Thread: Students should be able to apply a basic understanding of a Christian worldview as applied to business.

Research /Analysis Thread: Students should gain a basic understanding of the APA writing style, a basic ability to find information on the World Wide Web, and use IWU Off Campus Library Services.

Technology Thread: Students should have a beginning knowledge of the Microsoft Office suite focusing on Word, Excel, and PowerPoint, and on the Blackboard interface.

Learning Support Thread: Students should learn to use MBA Primer software.

ADM 508 SG - 4

COURSE RESOURCES

STUDENT REQUIRED RESOURCES

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, D.C.: Author.

This book will be used throughout your MBA.

Maxwell, J. C., & Elmore, T. (Ed.) (2007). The Maxwell leadership Bible: New King

James version. (2nd ed.). Nashville, TN: Thomas Nelson.

The Bible will be used throughout your MBA. Have it readily available.

Off Campus Library Services. (2010). APA 6e guide. Marion, IN: Indiana Wesleyan

University. Retrieved from http://www.indwes.edu/ocls/apa/APA6eGuide.pdf

It is your responsibility to download this document.

Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use

(Concise ed.). Upper Saddle River, NJ: Pearson Education.

Robbins, S. P. (Ed.). (2007). Prentice Hall’s self-assessment online. Upper Saddle River,

NJ: Pearson Education.

Robbins, S. P., & Coulter, M. (2007). Management, (10th ed.). Upper Saddle River, NJ:

Pearson Prentice Hall.

This textbook will also be used for your 2nd class, ADM510.

ADM 508 SG - 5

Additional APA Resources – 6th Edition

The twenty-three page, APA 6e Guide at the link below contains essential information and its Appendix A is a sample paper with formatting, proper in-text citations, and References list. Take a look.

Active link for APA 6e Guide: http://www.indwes.edu/ocls/APA/APA6eGuide.pdf

Active link for IWU OCLS APA questions: http://www.indwes.edu/ocls/style_guide.html

There are also tutorials for the 6th edition at http://www.apastyle.org/

STUDENT ONLINE RESOURCES

Online resources are included with:

Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use

(Concise ed.). Upper Saddle River, NJ: Pearson Education.

Supplied with the Critical Thinking book is an Access Code Card that will allow you to download a Reference Point software add-in to Word to assist with meeting the APA Writing Style requirements for your papers and projects. Reference Point software is downloaded from http://www.pearsoncustom.com/iwu/ (requires login and password found in Pearson Online Access card) Be sure that you download the software that goes with APA 6th ed., NOT 5th ed. as both may be available for download. The Pearson website also contains a number of tutorials and aids in writing: MyCompLab for paper composition help, Smarthinking for online tutor paper review (limited number of reviews) and MyWritingLab for self-paced help with grammar and spelling.

ADM 508 SG - 6

Reference Point Software Template for APA Format

First time Reference Point software users need to register for the Pearson online resource portal for Indiana Wesleyan University and download the Reference Point software template.

Register for the Pearson Online Resource Portal for Indiana Wesleyan University

Students receive an access code inside the Pearson Online Access card that is shrink-wrapped with the Critical Thinking book. The first time you access the website www.pearsoncustom.com/iwu:

Choose the Register button Choose the I Accept button to continue Choose “No” to the question Do you have an education account? Create a Login Name Create a Password, Re-type your Password Enter your Access Code Input Account Information – School Zip Code: 46953

Download Reference Point Software

From the Pearson online resource portal for Indiana Wesleyan University located at www.pearsoncustom.com/iwu, click on the Reference Point software icon.

Input your Login and Password Select APA edition - APA Templates 6th Edition Select download file Here based on whether you are loading the software on a PC

or Mac Choose the Run button twice as prompted Choose the Next button Choose your Word version and Next as prompted Input the password indwes.edu Choose the “I agree” button if you want to continue with the installation on your

computer Choose the Next button as prompted, and then Finish to complete installation

For technical support, contact help@ReferencePointSoftware.com

Starting a New Paper

To start a new paper, open Word and create a new document using the Apa6thEd.wiz template. Instructions vary somewhat based on the version of Word on your computer. Tutorials are available online at http://www.referencepointsoftware.net/tutorials.htm.

ADM 508 SG - 7

Learning to use APA writing style effectively is an important element of this program. Using proper in-text citations and constructing a corresponding References list are fundamental elements of properly editing the work of others in academic papers. As such APA writing style and student honesty are inextricably linked.

PROGRAM RESOURCES

IWU PORTAL

IWU provides students with an electronic means to access their student information through a student portal website. Using username and password provided by the University, students can log into the portal at http://myiwu.indwes.edu

(Can’t find username and password? Contact Student Services at 800-621-8667 ext 2359 or aps.student.services@indwes.edu)

(Have trouble logging in? E-mail portal.help@indwes.edu for assistance)

Through the portal, students have access to:

1. IWU e-mail account:All IWU students are provided an e-mail account through the University. Students receive information about their username, password, and e-mail address upon acceptance to the University. This secured e-mail account is the primary means of communication with the student. It is your responsibility to check this account on a regular basis. Failure to do so will result in loss of pertinent information which could have a negative impact on your academic and financial records. Facilitators will also use this e-mail account for e-mail notification to students.

Students have the ability to forward IWU e-mail to an existing personal account (at own risk). IWU cannot provide security to students’ non-IWU accounts.

(Can’t remember e-mail address or instructions on activation? E-mail aps.student.services@indwes.edu for assistance)

(Having trouble using this account? Contact the IT Help Desk at 800-621-8667 ext 2209 or 765-677-2209 or helpdesk@indwes.edu for assistance)

2. Change Password:Change password in the portal if desired.

3. Guide to IWU:This link (http://www.indwes.edu/catalog/) provides immediate access to the electronic version of the Adult and Graduate Studies (AGS) Student Catalog. The Catalog houses all the IWU policies and information required to successfully

ADM 508 SG - 8

complete a degree at IWU. Please take time to review the IWU policies to learn how they may affect your individual situation.

4. Withdraw/Registration Form:When you started your core program, you were registered for all courses within that program (not electives if needed). It is assumed that you will follow this prescribed program of study. However, should you need to withdraw from a class within your core, you MUST contact a Registration Change Counselor (800-621-8667 ext 2865 or registration.change@indwes.edu). This form will activate the registration.change@indwes.edu e-mail to make a contact with the Counselor. Simply notifying your facilitator will not result in a withdrawal from the course.

Please keep in mind the following concerning withdrawals: Students must withdraw before the first class session in order to receive a full

refund for the class. Withdrawals after the second class session will not be eligible for any refund. Effective April 1, 2008, a $100 registration change fee will be charged for any

temporary withdrawal (a withdrawal from one or more core classes) or any transfer from one core group to another. This fee will not be charged if there is an approved leave of absence or an approved scheduled break.

Any change in registration can have a negative impact on financial aid. Please check with the Financial Aid Office (800-621-8667 ext 2516 or apsfinaid@indwes.edu) before initiating any registration change.

It is your responsibility to know what you are registered for at all times. This can be done by accessing My Class Schedule through the portal. Failure to withdraw from a course can result in a grade of “F” or administrative withdrawal from your entire program.

Also available on the IWU Portal:

My Class Schedule Student Profile Academic Record Search CAPS (College of Adult and Professional Studies) Course Schedule Degree Audit Search Course Descriptions Update Student Information Library Additional Web Resources

ADM 508 SG - 9

MEANS OF ASSESSMENT

SUMMARY OF ASSIGNMENTS AND WEIGHTS

Assignment Number Points Total Percentage

Individual Assignments: Management Reflection Paper 1 50 50 5% Autobiography Blackboard Posting 1 50 50 5% Blackboard Virtual Chat 1 10 10 1% APA Start Paper 1 40 40 4% Midterm Project 1 100 100 10% PowerPoint 1 50 50 5% APA Assignment 1 50 50 5% Final Project 1 100 100 10% MBA Primer Self-Assessment* 3 2@10

1@4060 6%

SAL 3.4 Assessments* 4 10 40 4% OCLS Library Database Assessments 4 50 200 20% Participation 6 40 240 24% End-of-Course Survey Submission 1 10 10 1%Totals 1000 100%

OFFICIAL GRADING SCALE

The standardized grading scale provides a uniform foundation from which to assess student performance.

Letter Grade GPA Points Percentage Actual PointsA 4.0 95 – 100 950 – 1000A- 3.7 92 – 94.99 920 – 949B+ 3.3 89 – 91.99 890 – 919B 3.0 85 – 88.99 850 – 889B- 2.7 82 – 84.99 820 – 849C+ 2.3 79 – 81.99 790 – 819C 2.0 75 – 78.99 750 – 789C- 1.7 72 – 74.99 720 – 749D+ 1.3 69 – 71.99 690 – 719D 1.0 65 – 68.99 650 – 689F 0.0 0 – 64.99 0 – 649

ADM 508 SG - 10

SUMMARY OF ASSIGNMENTS AND WORKSHOPS

Activity Points Workshop(s)Individual Assignments Management Reflection Paper 50 Two Autobiography Blackboard Posting 50 Two Blackboard Virtual Chat 10 Three APA Start Paper 40 Three Midterm Project 100 Four PowerPoint 50 Five APA Assignment 50 Five Final Project 100 Six MBA Primer Self-Assessment* 60 Six SAL 3.4 Assessments* 40 Six OCLS Library Database Assessments 200 Three–Six Participation 240 One–Six End-of-Course Survey Submission 10 SixTotal Points 1000

Break out of Self-Assessments

*Self-Assessments Point value

Workshop Due

MBA Primer—What Is Financial Accounting? How to Succeed page (Screen print)

10 Six

MBA Primer— Using Financial Accounting in Managerial Decisions (Lesson Quiz)

10 Six

MBA Primer—Diagnostic Pre-Test 40 SixDemonstration of any four of the SAL 3.4 Self -Assessments listed below, not including the ones completed in class (IA1, IC2):IB2 Values and Attitude Insights, How Involved Am I in My

Job?IC3 Motivation Insights, What Rewards Do I Value Most?IIIB2 Careers, How Committed Am I to My Organization?IIIB4 Careers, How Motivated Am I to Manage?IE1 Other, What’s My Emotional Intelligence Score?IIIA2 Organizational Structure, How Willing Am I to

Delegate?IIIB1 Careers, What’s the Right Organizational Culture for

Me?IIIB3 Careers, Am I Experiencing Work-Family Conflict?

40 Six

100 points

ADM 508 SG - 11

Information regarding out of class assessments:

For this course there will be numerous passwords and accesses for the variety of resources that will be available to you. Because of the Family Educational Rights and Privacy Act, it is not possible to grant you one way to access all needed resources as we are working with 3rd party vendors outside the scope of the university. So, it is advised that you figure out early a management system for carrying your various access codes with you so that they will be available to you when needed. Cell phones are a good place to carry those access codes so you will usually have ready access to them.

Your facilitator may not be fully knowledgeable about OCLS, MBA Primer, or APA. These are aspects of your course that you are to complete. Your facilitator may not be the resource to contact regarding questions on these assessments.

For OCLS, you will have access to an OCLS Librarian (See OCLS Forum in Blackboard). For APA, consult your “embedded librarian.” For the technology self assessment pieces, these are self explanatory assessments and will simply take time for you to work through. Your facilitator will not be able to assist you with these!

CHART FOR PASSWORD MAINTENANCE

Student Usernames and Passwords for MBA Student Information

Student ID # (assigned from the university)

Library 14-digit Library Access Number (assigned from OCLS; distributed by the university to your myemail account only)

Blackboard User Name (assigned by the university; distributed by facilitator)

Blackboard Password

MBA Primer Username

MBA Primer Password (comes from the university)

MBA Primer Section Code (comes from the university)

MBA Primer Pre-Test Section Code (comes from the university

MBA Primer Password (you will define)

ADM 508 SG - 12

Attendance Policy

Classes usually begin at 6 p.m. Students are expected to be present for all six workshops. If a student misses more than 30 minutes of class time he or she will forfeit class participation points for that workshop. Students must be present at least three hours per workshop to be counted present. If a student misses more than two workshops, an “F” will be recorded for the course unless the student officially withdraws from the course via Student Services prior to the end of the course, and then makes up the course with another core group.

Late Work Policy

All assignments must be submitted at the beginning of class on the evening they are due. Late or makeup assignments will not be accepted without prior permission to submit late. Students who are absent from a session may e-mail assignments to the instructor stamped no later than 6 p.m. (or the starting time of the workshop) on the due date to receive full credit. For each day an assignment is late, 10% will be deducted from the points received. This policy is in effect unless modified by facilitator in writing.

ADM 508 SG - 13

CONCEPT MAP

Research / Analysis Thread

Learning Support Thread

Ethics / Faith Thread

Business Thread

Technology Thread

The IWUMBA

ADM 508 SG - 14

WORKSHOP ONE

FAITH AND LEARNING

From Hebrews 11:8-10 (NKJV)“By faith Abraham obeyed when he was called to go out to the place which he would receive as an inheritance. And he went out, not knowing where he was going. By faith he dwelt in the land of promise as in a foreign country… for he waited for the city which has foundations, whose builder and maker is God.”

New adventures! There’s something at once exhilarating and at the same time frightening about starting a new adventure and stepping out into unfamiliar territory. You yourself are about to embark on a new venture towards a Master’s Degree. I imagine Abraham also felt anxious when God asked him, at the age of seventy-five, to leave his home and travel to a foreign country with just a promise that he would own that land. How many of us would voluntarily give up everything familiar because God told us to? Yet Abraham did just that “by faith.” His journey was long, confusing, and at times perilous and costly. But Abraham remained faithful to God’s call. In the end, he and an entire nation were blessed.

WORKSHOP ONE OBJECTIVESUpon successful completion of this workshop, the following should be accomplished:

Describe the mission of Indiana Wesleyan University. Introduce the Self Assessment Library 3.4 (SAL 3.4) and work through one of the

assessments. Review basic elements of computer usage and internet connectivity. Demonstrate the Blackboard™ classroom management software. Introduce the Coulter/Robbins book and provide an introduction to general

management principles. Introduce the self assessment aspects of this course and the expectations for each

student with each tool. Introduce the assignments due for Workshop Two.

WORKSHOP ONE ASSIGNMENTS(None)

ADM 508 SG - 15

WORKSHOP ONE STUDENT SUPPLEMENTS

UNIVERSITY INFORMATION

University Mission

Indiana Wesleyan University is a Christ-centered academic community committed to changing the world by developing students in character, scholarship and leadership.

APS Foundations

Review APS Foundations found in the current edition of the Catalog http://www.indwes.edu/catalog/. Discuss the skills and experiences adult students have to draw from.

Motivation Insight Current knowledgeExperience Learn well in groups Personal involvementDiscipline Independent learning Self-direction

General Information Class schedules: Students are registered for all classes in the core except

Specialization courses. Note dates for breaks and graduation. Book delivery: All course materials are delivered in advance to the class site for

the next core class or shipped directly to each student. Attendance policy: The official attendance policy, effective January 1, 2003, is

listed below:o Onsite Attendance Policy: The nature of the APS programs requires students

to attend all class sessions. Classes are held once per week for four hours. At these sessions, the entire class meets with the faculty member. Class attendance records are maintained by the faculty member and submitted online for Student Services.

o Class Attendance Policy: Students are expected to be present when class begins, and remain the entire workshop. To be counted present, a student must attend a total of three hours or more of a class that is four hours in length or six hours or more of classes that are eight hours.

If a student exceeds the allowed absences and does not contact the Office of Student Services to officially withdraw before the last class session, the instructor is directed to issue the grade of “F.”

o Under emergency circumstances, a student may be allowed one absence in courses that are five class sessions or fewer in length. Students need to contact the faculty member regarding make up work.

o Under emergency circumstances, a student may be allowed two absences in courses that are six or more class sessions in length.

ADM 508 SG - 16

Students need to contact the faculty member regarding make up work.

o Students who must miss a course due to unavoidable circumstances must arrange for a temporary leave of absence with the Office of Student Services prior to the beginning of the course. Students needing to withdraw while in a course may do so by arrangement with the Office of Student Services prior to the end of the course, but the regular refund and academic withdrawal policies apply.

Faculty members reserve the right to factor lateness, early departures, and class attendance into a student’s grade, as long as it is addressed in the workshop and Student Guide.

Project Team Policy: Students are expected to participate in their project team activities. This will not be a factor for out of class work during this first course, but will be true for all subsequent classes.

Withdrawals

The two types of withdrawal are listed as follows:1. Permanent: Removal from the program indefinitely.2. Temporary: Drop out of one course and rejoin original core group or another core

group for next course.

The missed course must be made up with another core group at a later time.

Withdrawals may be done only through official communication with Student Services personnel. Informing the facilitator or other students will not change official registration enrollment status. Informing anyone other than Student Services (registration.change@indwes.edu) will not change a student’s official registration or enrollment status.

SpiritCare/Chaplaincy Program

As a Christian university, IWU is committed to the development of the complete person and desires to offer supportive opportunities for personal enrichment and growth. The SpiritCare program was created to support these specific goals. Through the services of a SpiritCare chaplain, students can have direct contact with a local pastor who can help meet their special needs.

A chaplain will be assigned to each CAPS core group.

University History

1890: founded as Marion Normal College1920: Marion College1988: Indiana Wesleyan University, a Christian liberal arts university related to the

Wesleyan Church

ADM 508 SG - 17

1995: Began first online degree programs 2004: Began first doctoral program2006: Dr. Henry Smith inaugurated as the seventh president of Indiana Wesleyan

University.2009: Indiana Wesleyan University establishes a seminary, offering graduate ministerial

preparation.

Indiana Wesleyan University is accredited by the Higher Learning Commission, the State Department of Public Instruction of Indiana, National Association of Schools of Music, National Council for the Accreditation of Teacher Education, Indiana State Board of Nursing, the National League for Nursing, the Committee on Allied Health Education and Accreditation of the American Medical Association, and the Council on Social Work Education.

Tobacco usage prohibited

Students are to refrain from smoking or using chewing tobacco products in all Indiana Wesleyan University classrooms, the Indianapolis Education Center, the Fort Wayne Education Center, and on the Indiana Wesleyan University main campus (Marion). Refusal to comply may result in dismissal from the University.

Alcoholic beverages, illegal drugs, and firearms

None of these are permitted on Indiana Wesleyan University premises, including rented classrooms and any building or parts of buildings owned or operated by Indiana Wesleyan University.

Inclement weather

Decisions about canceling and rescheduling classes are made in Marion by 1 p.m. if at all possible. Class members will be contacted through the core group communication chain; please do not call the university for this.

APS Foundations

The Adult and Professional Studies (APS) programs of Indiana Wesleyan University offer a challenging educational experience for adult learners. The curricular format is accelerated, interaction among participants is emphasized, and project teams play an important role in the learning process. Course facilitators bring a combination of academic training and professional experience into the classroom. As working adult professionals, APS students have significant skills and experience to draw from and share.

To make the most of these unique programs, those enrolled should be aware of the foundations of the APS learning experience. The following are elements that make the APS programs work and are thus APS Foundations.

ADM 508 SG - 18

Adult students are motivated to learn. Adults who choose to return to school after a time in the workforce are typically ready to give the effort needed to benefit from classes for which they are sacrificing. Because of this, learning proceeds much more quickly and faculty do not have to spend valuable time urging students to attend to their work. Indeed, accustomed to excellence at work, adults often labor to reach that same level or quality in their academic pursuits.

Adults have learned discipline. As a result of being in the workforce and managing the complexities of both professional and personal responsibilities, adults have developed a sense of discipline that serves them well in the APS programs. Assignments can be completed, and completed well, within tight time frames despite busy schedules and varied responsibilities to work, family, church, and society.

Adults have broad life experiences. Learning theory tells us we learn by relating abstractions to memories of past experiences. For this reason, a person who has experienced a work environment and been placed in leadership positions in the past is better able to absorb concepts of management and leadership. Drawing on a broad background of experiential knowledge allows adults to quickly grasp ideas.

Adults desire relevance. If a subject immediately relates to a current task or a contemporary problem, ears perk up and brains switch to high gear. Working adults encounter situations where their learning may be applied daily and thus are more motivated and better able to learn.

Adults have developed skill in independent learning. APS seeks to foster this skill. To succeed in life, adults have by necessity learned to seek information on their own from a variety of sources. Assuming this ability to independently gather and process information, APS can rely on students to grasp more knowledge and skills on their own without having to rely on a “teacher” as a fountain from which all information flows.

Adults learn best when they are personally involved. The more active people are in their own learning, the better the learning. If individuals are called on only to listen to a “talking head,” little takes place. When learners interact in small groups, engage in role-play, prepare projects, and apply techniques in the workplace, the learning is deep and retention is long. For this reason, APS seeks to create situations for active learning.

Adults have many insights of their own. Experience is a tremendous teacher. As individuals go through life they gain new perspectives and insights based on the events that have occurred around them. When a group of adults with varied backgrounds, travels, and work experiences gathers, the accumulated knowledge and wisdom is truly overwhelming. To rely solely on one faculty member’s thoughts for the content of a course would impoverish the educational experience. For this reason, discussion is valued more highly than lecture in APS classes.

Adults can direct their learning to fill in gaps in their knowledge. Reading and research outside the classroom allow students to fill in the gaps between their current knowledge and the knowledge necessary to meet the objectives of the liberal arts and business courses that are part of the APS programs. Adults are

ADM 508 SG - 19

able to recognize where there is still much to learn and have the discipline and learning skills to focus on those areas where they most need to concentrate.

Adults learn well in groups. Group learning is widely recognized as an effective learning process. Peers tutor each other in groups. There is emotional support in groups. Warm friendships develop in groups, resulting in a positive climate for learning. Ideas and learning that would not have occurred individually happen in groups as a synergy is created. Weaknesses in one student are offset by the strengths of others in groups. Teamwork, cooperation, and leadership skills are fostered within groups.

ADM 508 SG - 20

WORKSHOP TWO

FAITH AND LEARNING

From I Thessalonians 5:21 (NKJV)“Test all things; hold fast what is good.”

Have you ever heard an idea that is brand new to you and strikes a resonating chord of truth? Or perhaps the idea strikes a different chord. One that makes you think, “Wait a minute, that doesn’t sound quite right.” Sometimes we’re so busy trying to get from one point to the next that we just shrug off that feeling and either accept that idea as true or reject it as poppycock. That’s an easy thing to do when we’re too busy, too tired, or too stressed to think about it. But the Bible tells us that we should think about these things, test them against a sound measuring stick (Scripture), and hold on to that which does prove to be sound. Furthermore, the Bible says to “test all things.” Regardless of who says it or where you read it, you might be coming into contact with a truth that can change your life. We are called to continually stretch ourselves, seeing if new ideas have a Scriptural basis and do apply to our lives.

WORKSHOP TWO OBJECTIVESUpon successful completion of this workshop, students should be able to:

Understand and apply research methodology. Define management and its importance. Describe the basic management functions and the management skills needed for

success. Describe what an organization is and how the concept of an organization has

changed. Describe the value of studying management. Understand the importance of a writing style used in the business discipline.

ADM 508 SG - 21

WORKSHOP TWO ASSIGNMENTSThe following assignments should be completed prior to Workshop (See Workshop Two Student Supplements)

Individual Assignments:

1. Scan Publication Manual of the American Psychological Association (6th ed.): chapter 2: Manuscript Structure and Content, chapter 6: Crediting Sources and chapter 7: Reference Examples.

2. Read chapter 1 of Management, including the case application at the end of the chapter.

3. Read Paul & Elder (2006), Preface, Introduction and Chapter 1 and bring the book to class.

4. Post your autobiography assignment on Blackboard.5. MS Office Readiness: The expectation for an MBA student is that you already

have a good, basic understanding of Microsoft Word, Excel, and PowerPoint software programs. If you do not, use the information provided to learn more about the software during this first class. The Microsoft website (http://office.microsoft.com/en-us/training/HA102262291033.aspx) includes tutorials for Word, Excel, and PowerPoint.

6. MBA Primer Self-Assessments: Submit a copy of the How to Succeed page of the online “What Is Financial Accounting?” lesson. Ask your facilitator for submission instructions/clarifications.NOTE: These are not due until Workshop Six, but it is advisable to begin working on them each week so you don’t fall behind and get overloaded in the end. Some weeks an assignment may be given. Blackboard, Course Materials, has a form that can be used to monitor your progress on all the assessments.

7. Your facilitator can determine his or her preference for submission of the Self-Assessment assignments. Here is one suggested way that will reduce the paper accumulation:

a. Do an Internet search for free versions of a PDF writer. This is a program that either saves or prints to a PDF file. There are several free versions of these on the Internet for download. One that is available is CutePDF. It downloads and when installs it is one of the print options you have when you go to File >> Print.

b. Save the file on your computer as a PDF file (e.g. MBA Primer How to Succeed.pdf).

c. Upload the file to Submit Assignments in Blackboard (under week 6 assignments since it is not finally due until week 6).

d. Your facilitator can view your submission from Blackboard. 8. Formalize your answers to questions in the Management Introduction section. Use

the Submit Assignments area of Blackboard to submit your answers prior to Workshop Two.

ADM 508 SG - 22

WORKSHOP TWO STUDENT SUPPLEMENTS

Management Reflection Paper Assignment, Blackboard Posting (50 Points)

You will be discussing the following questions in Workshop Two as an introduction to the whole subject of management. Some time before Workshop Two meeting, look again at these questions and write short reflection answers that are specific to you and your current experience. Create the document in Word. Save it as either DOC (Word default) or as an RTF and name it as follows: JDoeManagementReflection (Substitute your name for the JDoe.) Submit it by going to your Blackboard classroom >> click on Submit Assignments >> look for the assignment Management. Follow the onscreen directions to attach the assignment. Be sure to click “Submit.” “Save” holds it in storage for your use only, but “Submit” sends it to your facilitator’s grade book and gives him or her notification that the assignment is ready to be graded.

Questions to consider:1. What management challenges do you face in your job?2. What skills are needed to be a successful manager in your current job?3. What management skills do you think you will need to be promoted to a higher

level position?4. What management skills are most important for executive positions?5. Many companies are now operating in the global arena not just the immediate

locality. What skills are needed to function successfully in the global marketplace?

6. What management topics do you think are most important for this course?

ADM 508 SG - 23

Autobiography Assignment, Blackboard Posting (50 Points)

Write an autobiography that answers the following questions.

Who am I?

1. Name

2. Employer

3. Job responsibilities

4. Give your reason for enrolling in the program.

5. List something you have always wanted to do.

6. What is the most unusual thing you have done?

Enter your autobiography per above in the Forum, Biographies. Do not attach a separate Word document. You can write your autobiography out in Word first, and then copy and paste it into the forum. This will be a way to begin learning about your classmates!

After successfully posting your autobiography in the “Biographies” discussion room and reading your classmates’ attached files, return to the “Collaborative Tools” discussion room and share hints and questions about interacting on Blackboard.

Self-Assessments (100 Points)

There will be a variety of MBA Primer and Self-Assessment Library 3.4 (SAL 3.4) self-assessments that need to be completed as a part of this course. It is the student’s responsibility to pace themselves through the six workshops to make sure that all necessary assessments are completed as scheduled. Each week in class there will be a time to discuss the assessments and work on any areas of concern. Keep in mind that these tools (MBA Primer and SAL 3.4) are merely assessments. They should be used as a tool to help determine a student’s area of proficiency in areas that are foundational to a successful MBA program. For this course, your grade for these two areas is more of a

ADM 508 SG - 24

check-list nature. If the student completes the assessment then the student will receive full credit for that assignment.

Break out of Self-Assessments, Listed Previously

*Self-Assessments Point value Workshop DueMBA Primer—What Is Financial Accounting? How to Succeed page (Screen print)

10 Six

MBA Primer— Using Financial Accounting in Managerial Decisions (Lesson Quiz)

10 Six

MBA Primer—Diagnostic Pre-Test 40 SixDemonstration of any four of the SAL 3.4 Self -Assessments listed below, not including the ones completed in class (IA1, IC2):IB2 Values and Attitude Insights, How Involved Am

I in My Job?IC3 Motivation Insights, What Rewards Do I Value

Most?IIIB2 Careers, How Committed Am I to My

Organization?IIIB4 Careers, How Motivated Am I to Manage?IE1 Other, What’s My Emotional Intelligence Score?IIIA2 Organizational Structure, How Willing Am I to

Delegate?IIIB1 Careers, What’s the Right Organizational

Culture for Me?IIIB3 Careers, Am I Experiencing Work-Family

Conflict?

40 Six

100 pts

MBA Primer Activity: Introduction to MBA Primer

The online MBA Primer Pretest will be a specific assignment in the final week. So, do not complete it prematurely.

If the class site has Internet access for students, register the access codes for the online version of MBA Primer at http://www.swlearning.com/mba_primer/iwu.html. Register using the instructions on the card provided and browse “Getting Started” and an animated Overview in class.

If the class site does not have Internet access for students, use the CD. Follow the instructions printed on the face of the CD if MBA Primer is not already available as an icon on your computer. Otherwise, click on the MBA Primer icon on the desktop to access and browse “Getting Started” and an animated overview in class.

ADM 508 SG - 25

MBA Primer Cengage Learning Technology Technical Support and Troubleshooting

If you have trouble loading or accessing any of the MBA Primer Cengage learning technology materials, please retry the loading or access process that is provided with the product or in the course materials three times before contacting Cengage. Note carefully if you encounter the same problem each time.

For other times during the week not during business hours, follow the process below: 1. If you have trouble loading or accessing any of the learning technology materials,

retry the process three times before calling Tech Support. Note carefully if you encounter the same problem each time.

2. If the problem persists, contact the Cengage Technical Support team for the product you are attempting to use. a. Cengage Learning Technical Support: phone, 800-423-0563, choose option

#5. Hours are Monday–Thursday, 8:30 a.m.to 9 p.m. (EST), and Friday from 8:30 a.m. to 6 p.m. (EST).

b. Students and Faculty can also visit http://academic.cengage.com/support. From there they will be asked to “choose a product” from a drop down menu and choose “all other products.” They will then be taken to a page where under Faculty or Student, they can choose “FAQ,” “Live Chat,” or “E-mail” contact method. Live Chat is available 24 hours a day and 7 days a week.

c. In reporting problems, please include: Your name E-mail address (if you are phoning) Core group Class A description of the problem Date and time the problem occurred.

Self-Assessment Library 3.4

Open the package and insert the CD into the CD player of the laptop. The CD should open automatically, showing a screen like this:

Click on the SAL.exe file.

Register in the box. Note the message on that screen that advises to use the same login and same computer to access previous scores.

ADM 508 SG - 26

Note: The version you use may be different, but the login is a similar path.

The navigation through the entire assessment library is redundant on each screen by navigation buttons on the left side of the screen. Through the course you will be assigned certain of these assessments to take with each chapter from your Management textbook. Some will be done in class but the majority will be done on your own time. Here is the schedule for assessments from this tool:

IA1 will be done during Workshop One. IC2 will be done during Workshop Two.

The remainder will be assigned each week in conjunction with chapters you will be reading from your textbook.

Homework Assignment: Select any four of the assigned assessments (excluding IA1 and IC2, which will be done in class) and show proof of taking them and submit prior to Workshop Six with your other assessments.

Off Campus Library Services Orientation (Total of 200 points for the entire OCLS Orientation. These are resources that are you will be expected to use throughout your MBA. Take the time to learn as much as you can about the various databases so that you feel comfortable with them in this first class.)

ADM 508 SG - 27

Each week you will be asked to work through a tutorial in Blackboard on an aspect of the library services and databases available to you; there may be some corresponding short quiz assessments to complete. This week begin your introduction to the vast world of research available to you as a business student at IWU by going to Course Materials and opening the folder titled Week 3 OCLS Research Activity. Work through the tutorials and follow directions within each tutorial.

Perhaps you have already had an opportunity to virtually meet your embedded librarian. He or she will be a part of your Blackboard. If you have questions specific to library research, you can ask the embedded librarian. A forum will be available in Blackboard (under Discussion Board) called OCLS Forum. You can either post questions in that discussion forum or use OCLS’ email form, available at: http://www.indwes.edu/oclsform.html. Your embedded librarian will only be active in this first class, but by using the email form above or calling 800-521-1848, you will always have immediate access to OCLS.

Download the databases guide available in Blackboard (Blackboard >> Course Materials).

ADM 508 SG - 28

WORKSHOP THREE

FAITH AND LEARNING

From I Kings 3:9 (NKJV)“Therefore give to your servant an understanding heart… that I may discern between good and evil.”

When God offered Solomon what he most wanted of all the things in the world, Solomon asked for wisdom, discernment, and “an understanding heart.” What’s more, the reason Solomon asked for this was to be able to tell the difference between good and evil. As part of this workshop, you are asked to look critically at information you find during the research process, test it, and verify that it has authenticity or can be proven true. Even more importantly, we’re daily faced with decisions about our lives, our actions, and our thoughts. Right and wrong are sometimes not easy to define. Given our own judgment, we can’t make the right choices by ourselves all the time.

WORKSHOP THREE OBJECTIVESUpon successful completion of this workshop, students should be able to:

Understand the importance of studying management Understand the historical background of management theory Understand the major approaches to theories in management. Understand the role of search engines as one of the available tools for finding

information on the Internet. Understand the role of library journal databases as a first option for business

research.

WORKSHOP THREE ASSIGNMENTSThe following assignments should be completed prior to Workshop

Individual Assignments:

1. Chat on line with the instructor via Blackboard.2. Complete the Workshop 3 OCLS Research Activity (Course Materials/ADM508

Student Resources >> Workshop 3 OCLS Research Activity).3. Read chapter 2 of Management.4. MBA Primer: Complete the online lesson titled “Using Financial Accounting in

Managerial Decisions,” including taking the lesson quiz, the results of which should be copy/pasted into Word and submitted for Workshop Six. Note: Your facilitator may want quiz results submitted to Blackboard by saving to a PDF file.

5. Review chapter 6: Crediting Sources and chapter 7: Reference Examples.

ADM 508 SG - 29

6. Study the information regarding plagiarism on pages 15-16 and 170-174 in the Publication Manual of the American Psychological Association (6th ed.). These sections will help you to understand important concepts of plagiarism and paraphrasing.

7. APA Start Paper (Directions in Workshop Three Student Supplement)8. Work the following SAL 3.4 assessments:

a. chapter 1, IB2 (“Values and Attitude Insights, How Involved Am I in My Job?”)

b. chapter 1, IC3 (“Motivation Insights, What Rewards Do I Value Most?”)c. chapter 1, IIIB2 (“Careers, How Committed Am I to My Organization?”) d. chapter 2, IIIB4 (“Careers, How Motivated Am I to Manage?)e. chapter 2, IE1 (“Other, What’s My Emotional Intelligence Score?”)

ADM 508 SG - 30

WORKSHOP THREE STUDENT SUPPLEMENT

APA Start Paper

Create a paper that will include the basic parts of an APA paper. You will not be graded for content on this paper but rather for the mechanics of APA writing style. Write an APA paper that includes the following parts:

1. Title page per APA Title page format 2. Write the “text” of your paper by including the following:

a. Write a paragraph that includes a direct quote from Critical Thinking: Learn the Tools the Best Thinkers Use textbook, page xiv, the paragraph that begins with, “Critical thinking is the disciplined….” Use one or two sentences from this paragraph.

b. Write a sentence that is a paraphrase from page 170, Section 6.03, of the Publication Manual of the American Psychological Association textbook, the sentence that begins “Reproduce word for word material….”

c. Use examples from the chart on page 177of the Publication Manual of the American Psychological Association (6th ed.) as a guide for the in text citations according to APA or use the Reference Point Software.

3. Create the References page. See the References from the APA 6e Guide (see above) and use them as a guide for the References page. The sources you should include are the Critical Thinking textbook and the Publication Manual of the American Psychological Association (6th ed.).

Submit the paper per your facilitator’s instructions. Some facilitators may prefer that you submit it via Blackboard and there is a place in Submit Assignments for you to do that.

ADM 508 SG - 31

WORKSHOP FOUR

FAITH AND LEARNING

Matthew 25:14–30 (NKJV)“For the kingdom of heaven is like a man traveling to a far country, who called his own servants and delivered his goods to them. And to one he gave five talents, to another two, and to another one, to each according to his own ability; and immediately he went on a journey. Then he who had received the five talents went and traded with them, and made another five talents. And likewise he who had received two gained two more also. But he who had received one went and dug in the ground, and hid his lord’s money. After a long time the lord of those servants came and settled accounts with them.

“So he who had received five talents came and brought five other talents, saying, ‘Lord, you delivered to me five talents; look, I have gained five more talents besides them.’ His lord said to him, ‘Well done, good and faithful servant; you were faithful over a few things, I will make you ruler over many things. Enter into the joy of your lord.’ He also who had received two talents came and said, ‘Lord, you delivered to me two talents; look, I have gained two more talents besides them.’ His lord said to him, ‘Well done, good and faithful servant; you have been faithful over a few things, I will make you ruler over many things. Enter into the joy of your lord.’

“Then he who had received the one talent came and said, ‘Lord, I knew you to be a hard man, reaping where you have not sown, and gathering where you have not scattered seed. And I was afraid, and went and hid your talent in the ground. Look, there you have what is yours.’

“But his lord answered and said to him, ‘You wicked and lazy servant, you knew that I reap where I have not sown, and gather where I have not scattered seed. So you ought to have deposited my money with the bankers, and at my coming I would have received back my own with interest. So take the talent from him, and give it to him who has ten talents.’

“ ‘For to everyone who has, more will be given, and he will have abundance; but from him who does not have, even what he has will be taken away. And cast the unprofitable servant into the outer darkness. There will be weeping and gnashing of teeth.’ ”

ADM 508 SG - 32

You can read this parable of the talents in your Maxwell Leadership Bible also. Of course, this parable was talking about actual money that the master gave to the three servants in the amount of five, two, and one. Some experts equate a talent to about $1,000. The first two, doubled their initial talents and returned that to the master. The third simply buried his talent and returned the original talent, showing no growth. He had to subsequently give his talent to the one with 10 and he was thrown out.

Here are some thoughts for this week from this passage.

One is that the master gave “each according to his ability” (verse 15). The master knew ahead of time—and perhaps had an expectation of what would transpire. Which of the servants are we in Christ’s eyes and with what he has entrusted us? Are we the servant who can handle five, two, or one?

Secondly, what are our talents? Is the parable for us, referring to money, to actual talents and abilities, to ourselves, or to investment in lives. What if we had to “report” back to the master as these three servants did? Would we bring money, a resume, or ourselves and a group of people in whom we have invested our lives? Or, would it be something else?

I pray for each of us that the Master would find us faithful and that as we report back about the use of the “talents” He has entrusted to us that we will have doubled, perhaps tripled—or more—that initial investment. My prayer is that the Lord will be able to say, “There goes Jane or John. I see a little bit of Joe in them because he invested in their lives.” As you progress in your education, try to find ways to invest yourself in others.

WORKSHOP FOUR OBJECTIVESUpon successful completion of this workshop, students should be able to:

Understand the importance of working together in groups by understanding more about yourself.

Describe and understand the importance of an organization’s culture Explain the sources of the organization’s culture and how it is transmitted to

employees. Understand the major organizational/cultural issues facing management. Understand the importance and application of a writing style in academic business

education. Understand the definition and application of plagiarism principles in academia.

ADM 508 SG - 33

WORKSHOP FOUR ASSIGNMENTSThe following assignments should be completed prior to Workshop Four:

Individual Assignments:

1. Read chapter 3 of Management.2. Complete the OCLS Research Activity in Workshop Four folder.3. Answer the questions for midterm project (as distributed in Workshop Three).

Bring them to Workshop Four. These should be answered individually.4. For chapter 3, work the following assessments: IIIA2 (“Organizational Structure,

How Willing Am I to Delegate?”) and IIIB1 (“Careers, What’s the Right Organizational Culture for Me?”)

5. Your facilitator will pass out some plagiarism scenarios. Be prepared to discuss these either as an entire class or in groups.

WORKSHOP FOUR STUDENT SUPPLEMENTSLearning Styles (Workshop Activity)

ADM 508 SG - 34

LEARNING STYLES (WORKSHOP ACTIVITY)

Read this information prior to coming to class.

The following are the descriptions for the kinesthetic/tactile learner, the auditory learner, and the visual learner. Read the description for the learning style that appears to be your preference. How clearly does it describe you?

The Kinesthetic/Tactile Learner

The kinesthetic/tactile learner is the one who tries things out, touches, feels, and manipulates. Kinesthetic/tactile learners express their feelings physically—they jump for joy, push, tug, stomp, and pound. Body tension is a good index of the kinesthetic/tactile student’s emotion.

The kinesthetic/tactile learner gestures when speaking, is a poor listener, stands very close when speaking or listening, and quickly loses interest in a long verbal discourse. The kinesthetic/tactile student starts the day off looking neat and tidy, but soon becomes disheveled through physical activity.

Students whose preference is the kinesthetic/tactile channel learn best by doing. They remember best what has been done, not what they have seen or talked about. They need direct involvement in what they are learning. Kinesthetic/tactile learners seem distractible and find it difficult to pay attention to auditory or visual presentations. They attack problems physically. Often seeming impulsive, they seek the solution that involves that greatest activity.

Kinesthetic/tactile learners like to read stories with a lot of action, especially at the beginning. Rarely an avid reader, the kinesthetic/tactile learner may fidget a lot while handling the book. Often poor spellers, they need to write words down to determine if they “feel” right. Their handwriting, though possibly good initially, tends to deteriorate as they run out of space on the paper and they exert more and more pressure on the writing instrument.

Teaching strategies that appeal to kinesthetic/tactile learners include writing on paper and at the board, drawing, hands-on activities with real objects that can be touched, small-group discussion, activities that involve emotions and feelings or that enable students to move. Kinesthetic/tactile learners respond to music by physical movement and prefer sculpture, which is tactile, to painting.

The Auditory Learner

The auditory learner talks about the pros and cons of a situation. Those with an auditory preference express their feelings by shouting for joy, blowing up verbally, indicating emotion through the tone, pitch, and volume of their voices. They enjoy listening but cannot wait to get a chance to talk. They tend toward long and repetitive descriptions. They like hearing themselves and others talk.

ADM 508 SG - 35

Auditory learners enjoy reading dialogue and plays and dislike lengthy narratives and descriptions. Frequently, auditory learners move their lips or speak under their breath while reading. The auditory learner has good auditory word attack skills and uses a phonics approach to spelling. Auditory learners recall memorized information better when it is presented orally.

Students with an auditory preference respond well to lecture and discussion, tapes, records, or the radio. They enjoy hearing and talking about art pieces, for example, more than seeing them. Auditory learners also enjoy concerts.

There is some evidence of left- or right-ear advantage in listening tasks. Students have been shown to process verbal information more efficiently and accurately when it is presented to the right ear than when it is presented to the left ear. Nonverbal listening, such as to music or natural sounds, was processed better when presented to the left ear. If words are heard by both ears at the same time, the listener will report those heard on the right and ignore those heard on the left. The reverse is true for nonverbal listening. (These and other references to left or right ear, side, or brain, apply to the 90% of the population that is right-handed or left-handed with a hooked writing position.)It might be useful to stand to the learners’ right when giving directions and other verbal information and to the learners’ left when a strong nonverbal message is being sent.

The Visual Learner

The visual learner is the one who looks around and examines the situation. Less exuberant than the kinesthetic/tactile learner, the visual learner may stare when angry, beam when happy. Facial expression is a good index of emotion in the visual learner. Visual learners think in pictures and detail. They have vivid imaginations.

The visual learner may be quiet and become impatient when extensive listening is called for. Neat and meticulous in appearance, the visual learner may dress in the same way all the time. Visual learners generally have good handwriting.

Visual students learn by seeing. They have greater immediate recall of words that are presented visually. Visual learners take notes. The visual learner remembers faces but forgets names. Relatively unaware of sounds, the visual student can be distracted by visual disorder or movement. Visual learners solve problems deliberately, planning in advance and organizing their thoughts by writing them down.

The visual student recognizes words by sight, relying on their configuration for spelling. Visual students like to read descriptions and narratives. They sometimes stop and stare into space, imagining the scene. They show intense concentration in reading.

Visual learners enjoy learning from books, looking at pictures, reading from and writing on the board or paper, viewing videos—anything they can see. Not particularly

ADM 508 SG - 36

responsive to music, they prefer the visual arts. They may not express their appreciation vocally, but they are deeply affected by visual displays.

Some generalizations about visual learners: learn best by seeing like videos, overheads, charts, and graphs when taking a test, they can look up at the ceiling and “see” the answer in the text,

its image “floating” in the air when asked to spell a word, “apple” for example, they will first picture an apple

and then begin to picture the word, “apple” use phrases like “Picture this,” “Look at this,” “Can you see what I mean?”

Some generalizations about auditory learners: learn best by hearing respond well to lectures like to talk and like the sound of their own voice when taking a test, they will hear the answers to the questions when asked to spell “apple,” they will sound the letters out loud listening to tapes of class sessions or recorded notes is a great review technique

for them use phrases like, “Let me tell you about,” “Listen to this,” “Did you hear about?”

Some generalizations about kinesthetic/tactile learners: learn best by doing, hands-on respond well to group activities, projects involving real-life situations think best when physically active; remember best what was done (vs. heard or

seen) when taking a test, they will often select an answer because it “feels right” when asked to spell a word, they will be uncomfortable because kinesthetic/tactile

learners are generally poor spellers, and they would have to write the word to determine if it “feels” right

use phrases like, “Let’s run through this,” “Get this,” “I feel”; use lots of gestures

APS courses are designed to address all three learning styles, with visual, auditory, and kinesthetic/tactile learning activities designed in the curriculum. Students are encouraged to be proactive in their approach to learning. Using the knowledge of their personal learning style preferences, students can create learning environments that are the most productive for them (e.g., a visual learner can ask for outside reading sources; an auditory learner can discuss the material or record it on tape for review; a kinesthetic/tactile learner can ask for specific, concrete examples and application of the material).

ADM 508 SG - 37

WORKSHOP FIVE

FAITH AND LEARNING

Acts 1:4–8 (NKJV)And being assembled together with them, He commanded them not to depart from Jerusalem, but to wait for the Promise of the Father, “which,” He said, “you have heard from Me; for John truly baptized with water, but you shall be baptized with the Holy Spirit not many days from now.” Therefore, when they had come together, they asked Him, saying, “Lord, will You at this time restore the kingdom to Israel?” And He said to them, “It is not for you to know times or seasons which the Father has put in His own authority. But you shall receive power when the Holy Spirit has come upon you; and you shall be witnesses to Me in Jerusalem, and in all Judea and Samaria, and to the end of the earth.”

To empower and even lead others, leaders need to communicate vision. Jesus set a vision for what he wanted the disciples and other Christians to do after he left them. We need to be careful that we are aware of God’s vision for our lives and our work, and that what we call vision isn’t derived from our own human desires. Look at the comparison of man’s vision to “God-given” vision in the box on page 1342 of Maxwell Leadership Bible. Perhaps you can think of more differences between man’s vision and God’s vision, based on these verses.

WORKSHOP FIVE OBJECTIVESUpon successful completion of this workshop, students should be able to:

Understand the importance of globalization. Describe the major trade associations and their importance. Explain how globalization has affected management and the theories for

understanding cultures. By using PowerPoint as a communication tool, get a better understanding of the

class members’ individual traits. Understand the importance of a librarian/OCLS in the academic role of a graduate

student.

ADM 508 SG - 38

WORKSHOP FIVE ASSIGNMENTSThe following assignments should be completed prior to Workshop Five.

Individual Assignments:

1. Read chapter 4 of Management.2. Read Paul & Elder (2006), Chapter 2 and bring the book to class.3. MBA Primer: Continue working on this assessment so that it is not left until

Workshop Six.4. SAL 3.4 Assessment for chapter 4: IIIB3 (“Careers, Am I Experiencing Work-

Family Conflict?”)5. Complete the OCLS Research Activity for Workshop Five.6. Complete PowerPoint Assignment.7. Complete the APA Assignment.

WORKSHOP FIVE STUDENT SUPPLEMENTS

Guidelines for Writing Papers

ADM 508 SG - 39

GUIDELINES FOR WRITING PAPERS

These guidelines are intended to provide a consistent format that will make presentation of papers throughout the courses of the APS program more manageable for both faculty and students. While each class assignment will vary, with specific objectives and specifications for length and depth, these general guidelines can be applied to all written assignments.

Publication of the American Psychological Assoc., 6e is provided as a reference for specific style questions, detailed information concerning the mechanics of writing, and examples of reference citations. Please familiarize yourself with this manual. It might be helpful to mark pages with attachable page notes for easy access to often used information.

Content and Organization

Content and organization are the most critical elements of any written presentation. Clarity, conciseness, and cohesion are cardinal principles to follow when writing a paper. The following suggestions are provided to help APS students produce an effective written project.

Begin with careful subject selection. In some classes, the subject of the paper will be prescribed. In others, the choice will be left to the individual student or to the project team. A topic that is of interest to the student and that can be adequately addressed within the limits of the paper will result in the best final product.

Determine the purpose of the paper and prepare a statement expressing the main theme. This will help guide the research process and keep the work on track.

Gather the information necessary to develop the project. Build a working bibliography and take notes carefully.

Avoid plagiarism. “To plagiarize is to include someone else’s writing, information, or idea in a paper and fail to acknowledge what you took by indicating whose work it is” (CAPS Catalog, 2009).

Outlines are an important step between gathering the information and developing conclusions for the final presentation. Keep in mind the method selected for developing the ideas in the paper and the purpose of the paper (e.g.., to define, describe, classify, or analyze). Strive for a logical flow of ideas.

Write a draft. Attempt to follow the outline, then revise, eliminate, or add to improve the fluency and coherence of the paper.

ADM 508 SG - 40

Finalize and proof carefully. Clarity, readability, quality content, effective organization of ideas, and a good command of the English language are all critical to a professional and academically acceptable paper. Format of the Paper

The following format guidelines apply to any written assignment in the APS program unless otherwise directed by the course facilitator.

Type element. See page 228 in the Publication of the American Psychological Assoc., 6e, for the preferred typeface.

Spacing. The APA paper is all double spaced—no single spacing and no triple spacing.

Margins. Leave uniform margins of one inch on all sides of every page.

Pagination. See page 230 in the Publication of the American Psychological Assoc., 6e

Paragraphs and Indentations. Use paragraph indenting for each paragraph. Typically the first tab setting will work well.

Title page. Title pages should accompany all papers submitted in APA writing style. Include the following information:

Title of the paper Your name Instructor with core group Name of course Date of submission

Clarity. Papers should be written in standard English, free of cliché, slang, or jargon. Academic writing is characterized by third person. Most business reports are written in third person. APA very rarely does allow for the use of first person. Use a personal, first person pronoun when you as the author have been directly involved in the results that you are discussing. An example might be: “I determined that the new program at my workplace would be implemented in the new fiscal year.” Strive to write your papers in third person.

Be consistent with the use of verbs. Use active voice rather than passive.

Corrections and Proofreading. Typographical errors are unacceptable. It is expected that you, at a minimum, use the spell-check function of your word processor. Keep in mind, however, that a spellchecker will not catch everything. Our English language allows for a lot of words that are homonyms (e.g., to, too, two). If English grammar is one of your weaknesses, then find/hire a proofreader for your written, submitted work. PROOFREAD CAREFULLY.

ADM 508 SG - 41

APA Paper Organization

The APA writing style has a specific ordering. Keep in mind that not all papers need all these categories, but most papers should at minimum have a title page, text of paper, and a References List. Here is the correct order for APA. See page 229-230 in the Publication of the American Psychological Assoc., 6e.

Abstract (Optional, check with your instructor.). Some instructors may want an abstract included. It immediately follows the title page. See page 25-27 for guidelines on what to include and length.

Title page. There is a specific format for the title page in APA. You have an example provided.

Text of paper. This is the part that you write. It will include original material from you, the author, and in-text citations from materials you have either quoted or paraphrased from other sources. The length of this part will usually be predetermined by the assignment instructions.

References. A list of only those sources used in the text of your paper to paraphrase or quote from directly can be included. It is started on a new page, with a title of References. This list is alphabetized and double spaced, per instructions given to you in Publication of the American Psychological Assoc., 6e, the APA 6e Guide, and instruction that you may receive in class. Tables. Tables are helpful in presenting quantitative data or other information that enhances a project. They should be labeled and titled. Within the text of your paper, you would direct the reader to the table section. See pages 128-150.

For example: According to data obtained from a personnel satisfaction survey 14% of the staff said they were not satisfied in their work situation (see Table 1 in Tables section).

Tables that communicate the quantitative aspects of data are most effective when the data are arranged so that the significance is obvious at a glance. After deciding what data to present, but before constructing a table, you should consider that (a) rounded-off values may display patterns and exceptions more clearly than precise values; (b) a reader can compare numbers down a column more easily than across a row; (c) column and row averages can provide a visual focus that allows the reader to inspect the data easily; and (d) ample spacing between rows and columns can improve a table because white space creates a perceptual order to the data. An author’s thoughtful preparation makes the difference between a table that confuses and one that informs the reader.

Figures. Any type of illustration other than a table is called a “figure.” A figure may be a chart, graph, photograph, drawing, or other depiction. Consider carefully whether to use a figure. On the one hand, a well-prepared figure can convey the qualitative aspects of data (such as comparisons, relationships, and structural or pictorial concepts) more efficiently

ADM 508 SG - 42

than can text or tables. On the other hand, a figure is usually more time-consuming and more expensive than text or tables to prepare and reproduce. See pages 150-167.

The standards for good figures are simplicity, clarity, and continuity. A good figure: augments rather than duplicates the text conveys only essential facts omits visually distracting detail is easy to read—its elements (type, lines, labels, etc.) are large enough to be read

with ease in the printed form is easy to understand—its purpose is readily apparent is consistent with and is prepared in the same style as similar figures in the same

article; that is, the lettering is of the same size and typeface, lines are of the same weight, and so forth

is carefully planned and prepared

Appendices. An appendix contains detailed information that, if included in the body of the paper, would be cumbersome or distracting to the reader. Each appendix should begin on a separate page, with the title centered and the text double-spaced. If there are multiple appendices to be included with the paper, they should be identified as Appendix A, Appendix B, and so on.

Editing Guidelines

You should look at three areas when editing: structure, style, and mechanics.

Structure: When editing for structure, you are concerned with relationships, space and size. Check for:

an overall pattern of organization or direction parts or divisions clear transitions between parts proportion of parts relationship between importance of idea and structure devices to indicate structure: headings, bullets, numbers, underlining, indentations,

spacing, and so on

Style: When editing for style, you are concerned with understanding (clarity), reducing verbiage (conciseness), providing total information (completeness), and providing goodwill (courtesy). Check for:

sentence patterns sentence openings wordiness technicality of words for audience tone and level of formality of words sentence length word precision omitted words

ADM 508 SG - 43

Mechanics: When editing for mechanics, you are concerned with correctness. Check for: punctuation, both sufficient and accurate spelling pronoun agreement (case, number, person, type) verb agreement (tense, number) numbers (accuracy, word versus figure)

For additional help with APA, consult your Publication of the American Psychological Assoc., 6th ed., and the APA 6e Guide, a separate handout available online for you to download (http://www.indwes.edu/ocls/APA/APA6eGuide.pdf).

ADM 508 SG - 44

WORKSHOP SIX

FAITH AND LEARNING

Matthew 14:22–36 (NKJV)Immediately Jesus made His disciples get into the boat and go before Him to the other side, while He sent the multitudes away. And when He had sent the multitudes away, He went up on the mountain by Himself to pray. Now when evening came, He was alone there. But the boat was now in the middle of the sea, tossed by the waves, for the wind was contrary.

Now in the fourth watch of the night Jesus went to them, walking on the sea. And when the disciples saw Him walking on the sea, they were troubled, saying, “It is a ghost!” And they cried out for fear.

But immediately Jesus spoke to them, saying, “Be of good cheer! It is I; do not be afraid.”

And Peter answered Him and said, “Lord, if it is You, command me to come to You on the water.”

So He said, “Come.” And when Peter had come down out of the boat, he walked on the water to go to Jesus. But when he saw that the wind was boisterous, he was afraid; and beginning to sink he cried out, saying, “Lord, save me!”

And immediately Jesus stretched out His hand and caught him, and said to him, “O you of little faith, why did you doubt?” And when they got into the boat, the wind ceased. Then those who were in the boat came and worshiped Him, saying, “Truly You are the Son of God.”

When they had crossed over, they came to the land of Gennesaret. And when the men of that place recognized Him, they sent out into all that surrounding region, brought to Him all who were sick, and begged Him that they might only touch the hem of His garment. And as many as touched it were made perfectly well.

Probably you are familiar with the story from the New Testament about Peter walking on water. He stepped out of the boat and started walking on water toward Jesus, who was coming toward the boat, walking on water. Sometimes we are asked to take risks. Peter took a risk by stepping out onto the water.

Take a few minutes, close your eyes, and imagine a lake you are familiar with. Can you see yourself leaving a boat, on water that was pretty tempestuous, and walking out to meet someone? Imagine what it would feel like to have your feet hit the top of the water,

ADM 508 SG - 45

but not go through. Imagine your clothes staying perfectly dry. Then as soon as you take your eyes off the Master and begin to take care of the situation under your own power, you begin to sink into the water, until the Master reaches out his hand and pulls you back.

It is important that in any circumstance we find ourselves that we keep our eyes fixed on the Master. As soon as we pull our eyes away and begin to take control ourselves, we will begin to sink. Sometimes it is a slow gradual sinking and sometimes it is fast. My prayer for you as you continue on with IWU is that you will learn to fix your eyes on Jesus Christ.

As Peter lived out his life, I can imagine that he often looked back to that experience. He probably felt again the water under his feet, the feeling of sinking, and the feeling of Jesus reaching out his hand to save him. I also imagine that the experience helped him get through some of the trials he faced in his life. Make sure you have a “walking on water” experience that can get you through the trials that may lie ahead for you. Christ can get you through.

WORKSHOP SIX OBJECTIVESUpon successful completion of this workshop, students should be able to:

Understand the role of the corporation and its social responsibility. Describe the relationship between social responsibility and economic

performance. Understand managerial ethics as described in your text as well as the Christian

ethical worldview. Demonstrate the importance of ethical behavior in business. Understand the role of the project team. Identify a project team to be associated with throughout the MBA program. Describe the group problem-solving process and difficulties in the group

development processes. Understand the role of the class representative.

WORKSHOP SIX ASSIGNMENTSThe following assignments should be completed prior to Workshop Six.

Individual Assignments:

1. Read Chapter 5 of Management.2. Complete the final project questions. (These must be done individually.)3. Complete the OCLS research activity for Workshop Six. 4. Complete all self-assessments and be prepared to turn in the checklist and

required proof of completion of the assessments.a. MBA Primer: Complete online the MBA Primer Comprehensive Edition

Pretest. Your access card will grant access to the pretest.b. Submit evidence of four of the SAL 3.4 assessments from previous

assignments.5. Read the Project Team Manual.

ADM 508 SG - 46

6. If you have not been able to complete the End-of-Course Survey, be sure to do so immediately after completing the course. When you finish the survey, you will see a page that says you have successfully completed the survey. You will need to use Submit Assignments to send it to your facilitator to receive the appropriate participation points for Workshop Six. When you see the last page that says your survey has been completed, follow these steps:a. On your keyboard, press all three of these keys at the same time: Ctrl+Alt+Print-

Sc. b. Then open a new document in Word. Copy by either right clicking/copy or

hitting Ctrl+V. c. You should see the webpage from the survey appear in your document. d. Save it something like: JDOE EOC Credit (substitute your name for JDOE). e. Send it as an attachment to your facilitator using Submit Assignments.

ADM 508 SG - 47

BIBLICAL REFERENCE

John C. Maxwell, & Elmore, T. (Ed.). Maxwell Leadership Bible, Second Edition © 2002, 2007, Maxwell Motivation, Inc. Scripture taken from the New King James Version. Copyright © 1982 by Thomas Nelson, Inc. Used by permission. All rights reserved.

ADM 508 SG - 48

APPENDICES

Project Teams Characteristics of Effective Project Team Members Functions of the Class Representative Project Team Plan Covenant of Expectations

ADM 508 SG - 49

PROJECT TEAMS

The sports world is not the only place where teamwork holds an important position. Global competition and accelerated change have made the corporate pyramid obsolete. Organizations seeking to improve quality and agility have replaced whole levels of management with self-managing work teams. For this reason, the skills needed for teamwork are at a premium in the workplace.

A team is essentially a small number of people with complementary skills who are committed to a common purpose, a set of performance goals, and an approach for which they hold themselves mutually accountable. But a team is more than just a collection of individuals. A true team develops almost an organic quality of its own. The synergy produced through interchange around a common goal should exceed what a group of individuals might achieve working independently. Thus, there is significant difference between the product of a well-functioning team and the product of a work group where a piece of the problem is assigned to each individual.

Indiana Wesleyan University uses project teams and group projects in its curriculum because we recognize that the group process can add substantially to learning, especially for adult professionals. Students working in groups are able to take on larger projects than they would be able to as individuals. This contributes to the ability to present our courses in a compressed format. Not only is learning enhanced through this method, but students also have the opportunity to hone their teamwork skills. We believe an education that neglects this vital area is incomplete.

The Project Team Manual outlines very nicely the expectations of the project teams at Indiana Wesleyan University, giving guidelines for purpose, formation, working within a team, conflict resolution, and a covenant of expectations. This booklet will be the basis for all communication regarding project teams.

Project teams are comprised of teams of 3–5 individuals who meet weekly, either online in real time or face-to-face, for class assignment preparation, group projects, or team presentations.

Individuals who work effectively in teams are characterized by the following: Able to take responsibility for the success of the entire team and not just their own

success. Able to hold both themselves and the group accountable. Able to negotiate goals and ideas of others in a creative fashion. Skilled in listening. Skilled at building on the ideas of others in a creative fashion. Able to give constructive feedback and express emotions to others without

damaging relationships. Able to trust others and foster trust relationships. Value the group process.

ADM 508 SG - 50

Able to understand the group process and to reflect not just on the task of the group, but on that the team is experiencing in the process of achieving its goals.

Each project team develops a Project Team Plan that will be due at the end of Workshop Six. Each project team is responsible for holding members accountable and for resolving problems and differences of opinion in a manner that is Christ-like.

Note that forming and maintaining the project team is the students’ responsibility. This responsibility does not belong to the university or to a facilitator.

ADM 508 SG - 51

CHARACTERISTICS OF EFFECTIVE PROJECT TEAM MEMBERS

Directions: Select the ten most important characteristics of an effective project team member. Rank them from 1 (most important) to 10 (important, but least of the 10).

Effective project team members:1. Open, honest and fair2. Express opinions, both for and against3. Communicate effectively4. Listen to feedback and ask questions5. Show loyalty to the group6. Maintain confidentiality7. Accept ownership for group decisions and performance8. View criticism as an opportunity to learn9. Encourage others to express their ideas freely10. Avoid disruptive behavior, such as side conversations and inside jokes11. Avoid defensiveness when fellow group members disagree with their ideas12. Attend project team meetings regularly and promptly13. Ensure that all viewpoints are explored14. Do their best to be prepared and meet deadlines for projects15. Set goals and keep focused16. Display tolerance and flexibility17. Promote an atmosphere of growth and creativity18. Are willing to take risks and encourage others in the group to take risks19. Deal with conflict honestly and quickly20. Understand personal and group roles

ADM 508 SG - 52

FUNCTIONS OF THE CLASS REPRESENTATIVE

As the designated representative of the class, the representative and/or the alternate assume the following functions (a manual is available at http://caps.indwes.edu/StudentServices/ClassRep/).

1. Facilitate the End-of-Course Survey process. If in-class end-of-course surveys are to be conducted, these surveys will be sent to the class representative with their book deliveries. The class representative will distribute and collect the completed surveys during the last workshop for each course and mail them to IWU to be processed. Postage-paid envelopes will be provided.

2. Share faculty information with the class. Before the last workshop of each course, the representative will receive by mail a faculty information sheet for the next instructor. The representative should check with the class to see how they would like this information shared. Some classes want the sheet to be read aloud in class, while others like the sheet to be passed around.

3. Develop a telephone calling chain for informing students of important information such as a class postponement for any reason. In the event of bad weather, the class representative will be notified by the university if classes have been postponed. The class representative will then begin the calling chain. Decisions for postponement are made by 1:00 p.m. for weekday classes and 3:30 p.m. for Saturday classes.

4. Assist in the distribution of materials. The representative should ensure that students who are absent when books are delivered to the class receive materials. Any problems regarding delivery or return of materials should be directed to the Resources Department at 800-621-8667, extension 2854.

5. Contact the core chaplain when individual or group needs arise where a chaplain may be of assistance.

6. Facilitate healthy group development. This would include an awareness of the dynamics of the particular class. At times, the representative may want to call a class meeting to discuss issues that affect the entire class. The representative should also be sensitive to individual struggles and nurture individual growth whenever appropriate.

7. Communicate newsworthy items to the Alumni Office for the Triangle. This would include any individual or group accomplishments, promotions, and the like. Forms are sent to the class representative after he or she is elected.

8. Encourage students to contact the Office of Student Services with any name, address, telephone, or e-mail changes. This can be done at https://secure.indwes.edu/aps/addressupdate/ or by calling 800-621-8667, extension 2763.

Policy Regarding Who Is Eligible for Class Representative

The position of class representative and alternative shall not be filled by students who are employed by (or whose relatives receiving tuition waiver from) IWU, IPD, or any other related entity that may be interpreted as a conflict of interest.

ADM 508 SG - 53

Project Team Plan(effective November 1, 2002)

Please complete one Project Team Plan per project team. For the meeting location, identify where you plan to meet, keeping in mind that the location must be one that is conducive to learning.1 Also indicate the day of the week on which you plan to meet, as well as the anticipated starting and ending time of the meeting. (Please refer to your Project Team Requirements document for additional information.) When you are finished, please complete the reverse side.

Core Group:

Meeting Day & Time:

Meeting Location:

Student Printed Names: Student Signatures:

1.

2.

3.

4.

5.

Facilitator Verification: This project team plans to meet in a (check one)

_____Classroom _____State, local, or college library_____Study room _____Corporate meeting room_____Chat room _____Student residence (must satisfy the criteria listed below)_____Other (specify) ______________________________________________________

(must satisfy the criteria listed below)

___________________________________ _____________________________________________

Facilitator Printed Name Facilitator Signature Date

1 Classrooms; study rooms; corporate meeting rooms; state, local, or college libraries; and virtual meetings are appropriate. Other locations, including student residences, must be quiet and must have seating and writing areas for each student; adequate lighting, temperature, restroom facilities, and parking; accessibility; and electrical and phone service to allow access to university library services.

ADM 508 SG - 54

COVENANT OF EXPECTATIONS

The purpose of this form is for you to set forth what you expect from each other. It is an ongoing contract with your project team members. You will all be learning and growing through the program, so feel free to amend it and give it to your facilitator to be forwarded to the university.

List your Project Team goals and purposes.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

List the basic operating rules for team members to follow, such as the ways that you will communicate with each other and how each person will contribute to team assignments (i.e. research, analysis, draft preparation). Consider each other’s strengths and weaknesses.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

List the basic team behavior standards. Define unacceptable behavior, and describe how conflict will be addressed (e.g., failure to do assigned work or missed meetings can delete their name from the paper/project and may require a memo to the student and instructor, with a copy to the academic department, etc.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Project Teams: Copy both sides and return this completed form to the facilitator

ADM 508 SG - 55