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evening classes Management and Labor Relations MGT303

Benedictine Hallmarks 2011-2012 STABILITY STEWARDSHIP



sessionsBenedictine 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

moser college mission and vision

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 syllabusblended model

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.

MGT303

Management and Labor Relationsstudent version

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

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

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

contents links

2Content Links

external links

http://ben.edu/academic_programs/moser/about/mcaps-mission-and-vision.cfm

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

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

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

http://www.apa.org/

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

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



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


http://ben.edu/accountlogin.cfm

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

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






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About Blended Learning

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

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About Your Program at Benedictine University – Moser College

About This Document

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

About Moser College

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

hallmarks of a Benedictine Education:

About

Management and Labor Relations | MGT303

* web path Benedictine Univ Academic Programs Moser College

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



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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

financial aid information


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. Important criteria concerning the submission of work:

•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.

•Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. information concerning netiquette:



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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




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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




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Course Description

This course focuses on the evolution of employer relations in union and non-union organizations. The emphasis is on union, governmental and workplace policies and practices, history, functions, forecasted changes relating to labor and management in both public and private sector.

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Student Evening Course Overview

Course Materials Required Textbook and Materials Holley, W.H., Jennings, K.M. & Wolters, R. S. (2012). The Labor Relations Process. (10th ed.) : Mason, OH: Cengage Learning ISBN 978-0-538-48198-4

The Course Grading Scale

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.

A = 4.00 90 - 100% EXCELLENTB = 3.00 80 – 89% GOODC = 2.00 70 – 79% SATISFACTOR

YD = 1.00 60 – 69% PASSF = 0.00 BELOW 60% FAIL I = INC INCOMPLET

E

Course Overview

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 5 points and the total Response Posts are worth up to 5 points total. Each discussion will total up to 10 points.




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Student Evening Course Outcomes

Learning Outcomes

about Bloom’s Taxonomy


Wk Bloom’s Level

Learning Objective

Benedictine Hallmark and/or IDEA Objective

Assignment Pts

1A Analyze Explain how unions are organized

Benedictine Hallmark: Conversatio

IDEA: 4 Developing specific skills

Industrial Relations Orientation Self-Assessment

10 pts

Remembering

Identify the common and opposing goals of companies and unions

IDEA: 2 Learning Fundamental principles

Introduction to PBL Assignment – Ground Rules Form completion

20 pts

1B Understanding

Describe the elements of the labor relations process

IDEA: 5 Acquiring skills in working with others

Discussion Post and two Response Posts on D2L

10 pts

2A Analyze Explain the constraints and influences in an negotiation



Negotiation Style Self Assessment

10 pts

Understanding

Describe the key steps in the collective bargaining process

Benedictine Hallmark: Humility

IDEA: 8 Developing skills in expressing oneself

Student Chapter Reviews (chapters 1,2 & 5)

25 pts

Creating Create, organize, plan, and present a negotiation/ bargaining plan

IDEA: 3 Learning to apply course material

PBL Part 2 – Negotiation Preparation

20 pts

2B Analyzing Differentiate the rights and responsibilities of unions, employees and employers


10 pts

3A Evaluating Evaluate the role of labor legislation in the public sector



Student Chapter Reviews (chapters 3, 4 & 6)

25 pts

Creating Assess types of collective bargaining structures and decision making processes


PBL Part 3 – Negotiation Round 1

20 pts

3B Evaluating Appraise the relevancy of unions today


10 pts



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Student Evening Course Outcomes

Learning Outcomes


Wk Bloom’s Level

Learning Objective

Benedictine Hallmark and/or IDEA Objective

Assignment Pts

4A Understanding

Comprehend the types of administrative complexities of processing grievances



Student Chapter Reviews (Ch. 7, 8 & 9)

25 pts

Creating Assess the various methodologies to resolve negotiation disputes


PBL Step 4 – Negotiation Round 2

20 pts

Analyzing Distinguish between the specific qualities a mediator should possess and how these qualities facilitate impact resolution.



Mediator Self Assessment 10 pts

4B Understanding

Describe the challenges and opportunities for public-sector unions


10 pts

5A Analyzing Compare and contrast employment arbitration versus arbitration found in labor agreements



Student Chapter Reviews (Ch. 10, 11 & 12)

25 pts

Evaluating Evaluate how to resolve negotiation (interest) disputes and the role of economic pressure.


PBL Step 5 – Evaluation of Negotiation Process (Paper and presentation)

40 pts

5B Understanding

Discuss the various disciplinary policies and practices that can be found in the workplace


10 pts

Total Points for the CourseDiscussion Questions 10 pts ea x 5 = 50 pts 22% of the total points

Student Chapter Review 25 pts per student = 25 pts 11% of the total points Assessments 10 pts ea x 3 = 30 pts 13% of the total pointsPBL project 20 pts x 4 = 80 pts 36% of the total points

Evaluation of Self in PBL 45 pts x 1 = 40 pts 18% of the total pointsTotal Points for the Course = 225 pts



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Student Evening Course Schedule

Session Loc. Class Title Assignments 01 A F2F Labor Relations Defined • no pre-assignment for session 1A

• In class – Industrial Relations Orientation Self-Assessment

• PBL Introduction (Appendix A + Files)

01 B online HR Management and Unions • Holley, Jennings, & Wolters - The Labor Relations Process – Read Chapters 1, 2 and 5.

• Discussion Question 1

02 A F2F Negotiation • Student Chapter Reviews (ch. 1,2 & 5)• Negotiation Style Self Assessment• PBL – Negotiation preparation –

Ground Rules for Negotiation

02 B online Rights and Responsibilities • Holley, Jennings, & Wolters - The Labor Relations Process – Read Chapters 3, 4, and 6.


03 A F2F Labor Legislation and collective bargaining

• Student Chapter Reviews (ch. 3, 4 & 6)• PBL – Negotiation 1st round

03 B online Union Efficacy Today • Holley, Jennings, & Wolters - The Labor Relations Process – Read Chapters 7, 8 and 9.


04 A F2F Mediation, Negotiation Disputes and Administrative complexities

• Student Chapter Reviews (ch. 7, 8 & 9)• Mediator Self Assessment Form • PBL – Negotiation 2nd Round &

Analysis

04 B online Public Sector Unions • Holley, Jennings, & Wolters - The Labor Relations Process – Read Chapters 10 , 11 & 12


05 A F2F Arbitration, • Student Chapter Reviews (ch. 10, 11 & 12)

• PBL – Evaluation of negation process

05 B online Disciplinary Policies & Labor Agreements


Course Schedule


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