Course syllabus Online 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

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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

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

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

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




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

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





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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

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.

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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Financial Aid Information

Applying for Financial Aid

A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance.

Financial Aid

Types of Financial Aid

Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.“

• After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s).

• Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid.

• Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest.

• Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck.

• Applying for Financial Aid – All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA).FAFSA – Free Application for Federal Student Aid

The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: 001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent information, one parent must also sign you FAFSA.


http://www1.ben.edu/resources/financialaid/documents/2012SAPPolicy.pdf

http://www.fafsa.gov/



http://www.fafsa.ed.gov/

http://www.pin.ed.gov/PINWebApp/pinindex.jsp





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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



Benedictine’s Library Resources

Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online.

The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access:

• Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library

• Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases

• When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access

• Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is the Library ID number with X’s being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card

• For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or [email protected]. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might have

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Resources for Success

additional resources for student success:

Library


http://www.ben.edu/library

mailto:[email protected]


University Academic Honesty Policy

The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community.

To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: www.ben.edu/ahp

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Resources for Success

APA Formatting and Style

All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if a publication or other work is being referenced. For more information on APA, please see the APA Style section at the website of the American Psychological Association, linked here: www.apa.org/

APA resources for students: www.apa.org/about/students.aspx

Services for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program.

Other Resources


http://www.ben.edu/ahp

http://www.apa.org/

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


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

Course Outcomes Learning Outcomes Assignments PointsDetermine 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.

Problem Based Learning Orientation (PBL) & Problem Resolution (PR)Individual Assignment : Employee Loyalty Paper

Team CharterDiscussion # 1 DQ 1 DQ 2

25 pts.

50 pts.

25 pts.25 pts. 25 pts.

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

PR Executive SummaryTeam Assignments - implementing fair treatment practices in a practice case

Discussion # 2 DQ 1 DQ 2

50 pts.

25 pts.75 pts.

25 pts.25 pts.

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

Team Assignments – Application of Disciplinary Practices in a practice casePR Executive Summary


70 pts.

50 pts.25 pts.

25 pts. 25 pts.

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 StudyPR Executive Summary

Team Assignments – Union negotiations practice caseDiscussion # 4 DQ 1 D Q 2

75 pts.25 pts.

50 pts.

25 pts.25 pts.

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

Week 05 Case StudyTeam EvaluationTeam Assignments- Final PR Summary


100pts.

55 pts.25 pts.25 pts.

25 pts.25 pts.

Total Points for Course 1,000 pts.

Learning Outcomes


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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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