Master Course Outline Cover Sheet

Master Course Outline Cover Sheet
Analyzes basic functions of supervisory-level management with
emphasis on skills needed to be an effective leader/manager of
a 'diverse work force. Covers management functions of planning,
organizing, directing, evaluating and skill development in
effective communication, motivation, problem-solving,
managing conflict and selecting employees.
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NORTH SEATTLE COMMUNITY COLLEGE
DISTANCE LEARNING COURSE REVIEW
FORM #2 (concluded)
Today's submittal date* of Form #2
October 11, 2006
*Ifthis date is later than 8 weeks prior to the start of the quarter listed below, explain the
circumstances for the late submission below. Approval for offering this course may be
deferred to a later quarter and any student enrollments may be canceled.
James Braden (electronic submission)
Faculty (Co. e Developer)
October 11, 2006
Date
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NORTH SEATTLE COMMUNITY COLLEGE
CURRICULUM
& ACADEMIC
STANDARDS (C.A.S.) COMMITTEE
ADDENDUM TO EXISTING COURSE
FORM #2: C.A.S. DISTANCE LEARNING FINAL REVIEW
Approval by c.A.S. to complete development in a distance learning (DL) modality of a
course already approved by c.A.S. as part of the NSCC curriculum
The CA.S. DL subcommittee will review this form and submit its recommendation
regarding course approval to the full CA.S. committee. Complete this form only !f
Form #1 rCA.S. DL Preliminary Review) has already been approved by the CA.S.
Distance Learning subcommittee and the NSCC Distance Learning Office. Follow the
instructions for submittal at the end ofthis form.
Submission date: October 11, 2006
2007
Effective course delivery date (qtr/yr):
Winter,
Distribution of instructional modalities in the course
Approximate the relative use of on-campus lectures, on-campus labs, on-campus testing,
online lessons, online activities/testing, email, online "discussion forum" communication
(synchronous web conferences), online "chat room" communication (asynchronous web
conferences), and/or other instructional modalities:
Delivery method
(check all that apply)
Fees
(check all that apply)
X Online course
a Video media course (using VHS, DVD
and/or video streaming-on-demand
a Two-way interactive classroom
a Other modality (please specify):
a Online Learning support fee (UD)
a Video media Licensing fee (FH)
a Computer Lab / Server Support fee (CL)
a Other fees (please specify):
NORTH SEATTLE COMMUNITY COLLEGE
DISTANCE LEARNING COURSE REVIEW
FORM #2 (continued)
Please describe in detail the distance learning elements built into this course. Provide
access to the course website if applicable in order to illustrate the course features and
content. The first third (weeks 1-4) of the course must be completed and available for
review.
http://northonline.sccd.ctc.edulbus201jb
coursework. Other links are for extra credit options,
page for student bio's and photos. This page is only
enrolled students. It allows them to "see" their team
Click on the Syllabus to view
resources, my bio, and a profiles
accessible by a password given to
mates for assorted team projects.
Course communications
-- How does the modality change affect course communication.
such as student/instructor contact, peer-to-peer interaction, and/or group discussion?
What purpose do on-campus meetings (if applicable) serve? What are the expectations
for student participation in these activities? Be specific.
No campus meetings.
To the Members of the DL Subcommittee and CAS:
I've taught Bus 201 Human Resources Management on campus for North Seattle
and it's equivalent course for Edmonds, Bellevue, Highline Community Colleges, and a
Graduate Level course for City U over the last 30+ years. I feel that the course outcomes
can be successfully carried out using online instruction. The only difference being, as
with all online classes, that the instructor does not have face to face interactions with
students all of the time. This does not mean less interaction; frequently it means more
one to one interaction, using email as a mode of communication. In fact, the quiet student
in a classroom often emerges as an email guru in this setting! Some proposed
assignments are:
1. Written assignments that involve students interviewing individuals presently
holding a position they may be considering as a career goal; exchanging a letter
of application and resume with another student for a selected job; and conducting
Internet based research on issues related to encountering cross cultural differences
in the work place.
2. Complete various text and Internet based self evaluation exercises which help
student assess their strengths or weaknesses for leadership; ability to carry out
empathic listening; or the perception of nonverbal communications. All activities
require written summary papers to be submitted to instructor.
3. And lastly, team based assignments (the "human face" on the course) that requires
evaluation of Case Studies associated with text chapters, then a comparison of
their perceptions with those of their fellow team mates. This sharing can be done
via email, 1M chat, telephone, or face to face meetings. (Students frequently
report from my other DL classes that they voluntarily meet face to face to do
these team activities and this sharing becomes a memorable part of the total class
expenence.
Methods of assessment/evaluation -- How does the modality change affect student
assessment such as written assignments, lab work, research, quizzes and/or exams? How
have you ensured the integrity of the evaluation process? Do the methods used to assess
the general education outcomes and course outcomes differ from the methods described
in the original course outline? Be specific.
The modality will not change the assessment or evaluation of written assignments.
The methods and standards will be identical to those applied to on-campus classes.
Quizzes and exams will be a combination of online essay, and time limited "traditional"
True/False-Multiple Choice Tests. The methods used to assess general education
outcomes will be similar to, if not identical to, those used in the original course outline.
Expectations of students -- In addition to the student participation in the communication
and assessment processes described above, are there any other expectations of students
which are specifically associated with the distance learning modality being utilized?
It is the expectation that students be reasonably comfortable with Internet based
research using campus library data bases (i.e. Pro quest), accessing streaming video
segments, and be generally comfortable with basic computer operations of standard
hardware and software.
Required technologies -- Please specifY any hardware/software requirements, Internet
access needs, and/or technology purchases needed for the class
Students should an Internet connected computer in their home, or have convenient
access to one. There are no special purchases required for this class and any software
needed is available for free from various company web sites (i.e. Adobe Reader).
Required materials -- Please specifY any textbook, lab manual, study guide or other
materials to be purchased for the class
There will be one required textbook.
Supplemental materials -- Similar to the above, but purchase or acquisition is optional
None
Required competencies -- Please specifY the prerequisite computer competencies for
students in the class
No special competencies, other than general computer usage
skills, and a comfort with using the Internet and conducting research using online
databases available from the campus library website.
Supplemental competencies -- Similar to the above, but these competencies will be
beneficial and recommended rather than required. Self motivation to complete
assignments as scheduled on the syllabus
North Seattle Community College
Course Outline
Spring, 2006
Division: Bus. Eng. & Info. Tech.
Course Number: BUS 201
Program/Dept:
Credits: 5.0
Business Information Technology
Variable: No
Course Title: Human Resource Management
Inst. Intent: 21 Vocational Preparatory
Type:
Amount:
Type:
Amount:
Degree/Certificate Requirement: Yes
Name of Degree/Certificate Requirement:
AAS General Business Degree (EPC:502) and AAS in
Business Information Technology (EPC:547G)
Distribution Requirement for AA1AAS: No
Transfer Status to 4-year institution: No
If yes, please describe:
Course Contact Hours: 55
Lecture: 55
Lab:
Course Description:
Analyzes basic functions of supervisory-level management with emphasis on skills needed to be
an effective leader/manager of a diverse work force. Covers the management function of
planning, organizing, directing, evaluating, and skill development in effective communication,
motivation, problem solving, managing conflict and selecting employees
Course Outcomes/Learning Objectives:
Upon successful completion, the student will be able to:
• Identify the major human relation challenges facing organizations
• Outline the recruiting process and identify legal considerations affecting recruiting
• Identify internal and external recruiting sources
• Define diversity management, and discuss what it encompasses
• Describe the training process and explain various training techniques
• Define safety and security and explain their importance to an organization
• Identify the basic provisions of the Occupational Safety and Health Act
NSCC General Education Outcomes and/or Related Instructional Outcomes (for
technical courses) Met by Course: (list each outcome):
Outcome #6
Outcome #12
Access, Evaluate, and apply information from a variety of sources and a
variety of contexts.
Work and communicate effectively in groups
Understand the United States as a multicultural society
Topical Outline and/or Major Divisions:
I.
Changing Nature of Human Resource Management
A. Economic and technological change
B. Occupational shifts
C. Global competition
D. Workforce availability and quality
E. Workforce demographics and diversity
F. Organizational restructuring
G. Human relations management in transition
II.
Strategic Human Resource Planning
A. HR transitions - Welfare to work
B. Organizational strategy and human resources
C. Linking organizational strategies and HR planning
D. Human Resource Information Systems
III.
Individuals, Jobs, and Effective HR Management
A. Linking individuals and jobs
B. Individual job performance
C. Individual motivation
D. Job design
E. Job satisfaction
IV.
Staffing the Organization
A. Diversity, EEO, and affirmative action
B. Civil rights and the law
C. Uniform guidelines on employee selection
V.
Implementing Equal Employment
A. The costs of discrimination
B.
C.
D.
E.
F.
G.
Discrimination based on race, national origin, and citizenship
Gender discrimination and sexual harassment
Age discrimination
Americans with Disabilities Act
EEO compliance
Affirmative Action Plans
VI.
Recruiting
A. Innovative recruiting in tight labor markets
B. Internal and external recruiting
C. Decisions on recruiting sources/methods
VII.
Selecting and Placing Human Resources
A. The nature of selection
B. Legal concerns and selection
C. Resume scanning
D. Application forms
E. Ethical issues in interviewing
F. Application testing
G. Select\on interviewing
H. Background investigation of job applicants
VIII.
Training
A. Types of training
B. Training needs assessment
C. Training approaches
IX.
Performance Management and Appraisal
A. Control
B. Control Systems and Human Behavior
C. Legal considerations
X.
Health, Safety, and Security
A. Legal considerations
B. Health - AIDS, smoking at work, substance abuse, etc.
C. Security - workplace violence
XI.
Employee Rights and Discipline
A. Employment Practices Liability Insurance
B. Employee rights and responsibilities
C. Balancing employer security concerns and employee rights
D. HR policies, procedures, and rules
E. Employee discipline
XII.
Labor and Management Relations
A. Union membership trends
B. Basic labor laws
C. Union structure
D. Collective bargaining issues
E. Current issues in the labor movement
F. Grievance management
Students will apply concepts and skills in simulated business situations in both independent and
collaborative environments. Student will be expected to demonstrate the ability to perform
competencies listed under Course Outcomes/Learning Objectives. Students must complete
assignments, projects, and examinations according to acceptable standards.
Methods of Assessment/Evaluation:
Student evaluation may be based on a
combination of one or more of the following methods:
•
•
•
•
Written examinations and/or quizzes
Participation in class demonstrations, discussions, and projects
Instructor evaluation and peer evaluation of participation in group activities
Completion of an independent project
Required Text(s) and/or Materials:
As determined by instructor
Supplemental Text(s) and/or Materials:
As required by instructor
Bus 201
Human Resource Management
Please call if you have questions or concerns. I'm generally in my home office, unless teaching courses on
different campuses. If you get voice mail, I generally return calls immediately or within a few hours. Be sure to
leave your name, the time you called, your question, and the best time to reach you.
COURSE DESCRIPTION
Analyzes basic functions of supervisory-level management with emphasis on skills needed to be an effective
leader/manager of a diverse work force. The management function of planning, organizing, directing, and
evaluating will be covered, along with skill development in effective communication, motivation, problem
solving, managing conflict, and selecting employees.
COURSE OUTCOMES/LEARNING OBJECTIVES:
- Identify the major human relations challenges facing organizations.
- Outline the recruiting process and identify legal considerations affecting recruiting.
- Identify internal and external recruiting sources.
- Define diversity management and discuss what it encompasses.
- Describe the training process and explain various training techniques.
- Define safety and security and explain their importance to an organization.
- Identify the basic provisions of the Occupational Safety and Health Act.
Outcome #4
Outcome #6
Outcome #12
Access, Evaluate, and apply information from a variety of sources and a variety of contexts.
Work and communicate effectively in groups
Understand the United States as a multicultural society
* Activity that meets outcome number noted.
Education, and distance learning in particular, assumes a high level of trust between the instructor and
students. I expect honesty from all my students. Cheating and plagiarism will not be tolerated and could mean a
failing grade. All students are expected to do their own work, except where group activities specifically require
collaborative efforts.
If any situation interferes with your efforts to carry out the requirements of this course, please let the
instructor know as soon as you are aware of these circumstances. You are expected to communicate with other
class members and the instructor in a professional and respectful manner. I trust that all work submitted will be
the product of your own efforts and if you are referencing outside sources, you will cite all appropriate sources
in your work.
All written assignments will be graded for use of college level English so be certain to run spelling,
Text:
Sllperyi~SJillTival
Kit - Clifford Goodwin
10th Ed. 2006
ISBN 013-118387-7
Ch 1 Should You Be A Supervisor?
Ch. 2 Making the Transition
* Send a .jpg photo of yourself to the Instructor using/naming the email address you plan to use for this class.
Your photo will be attached by the instructor to your student profile. When you do this, the instructor will give
you the PASSWORD so you can submit your bio to the student profiles page and view other student bios and
photos. (There are free scanners in the student computer labs on campus)
* Submit a brief biography and your class email address to the Student Profiles page on this website. (If you are
comfortable with Instant Messaging you may want to include that information in your biography.)
* Review
the biographies/photos of the other students in class and contact the persons you would like to work
with to say hello. It's expected that you will use the first weeks of the quarter establishing good working
relationships with at least one or two other students during this time of no assignments. There will be little time
for this bonding later on when the assignments are due.
* You
may become familiar with any Instant Messaging system and use it for your group work, send regular
email, or simply pick up the telephone to speak with your fellow students.
* PRINT
A HARD COPY of this syllabus for later reference, just in case the servers are down when you have a
question about assignments. It might also be helpful to save this website to your favorites file.
Ch. 3 The Supervisor's Role and Responsibility ..
Ch. 4 Achieving Productivity Through People
#4 Emotional Intelligence Paper. Scroll down the syllabus to locate instructions on how to take the test and
write this 1-3 page, double spaced paper.
Examples of good papers
Ch.5 The Supervisor-Employee Relationship
Ch. 6 Five Irreplaceable Foundations
#6 Sexual Harassment Paper Write a 1-3 page, double spaced paper discussing your responses to the 5
statements listed about this situation.
Ch. 7 Creating a Productive Working Climate
Ch. 8 Quality Control and Continuous Improvement
#6 Team: Read the Case Study entitled Climate on pages 104-105. The objective is to gain insight into causes
of poor employee morale and learn ways to restore a productive climate in a demoralized department. Try to
choose the best steps by answering the 3 questions on p. 105 listed under procedure.
Ch.9 The Effective Work Team
Ch. 10 Communicating Privately
#6 & #12 Team: Read the Case Study entitled Technique on pages 147-148. Which technique should
Supervisor Joe use in counseling Ricardo? Why? If you select an alternative approach or a combination of the
two, defend your position .. Discuss and compare your answers to those of your team mates. Do you agree or
disagree?
Ch. 11 The Problem Employee
Ch. 12 Staffing
#4 Interview Paper: Conduct a 30 minute information-seeking interview with someone who currently holds
approximately the same job and title that you would like to have sometime in the future. Ask him or her
Questions that will either help you decide whether you want this particular job, or help you understand how to
prepare effectively for it. Write a 1-3 page, double spaced paper discussing what you learned.
Ch. 13 Delegation
Ch. 14 Use Your Knowledge Power
#6 Team: Read the Mini Game To Delegate or Not on page 187-188. Discuss Joe's 6 tasks that could be
delegated. Which should be delegated first? Which last? Each team assigns a priority number from 1-6 to each
possibility. If you can not agree on the priority of tasks that is fine, just send me an email of what you could
agree on and add your own ranking of the tasks
Ch. 15 The Formal Appraisal
Ch. 16 Learning How to Concentrate and Manage Your Time.
#4 Time Management Paper: "I'm late, I'm late, for a very important date," yelled the White Rabbit in Lewis
Carroll's Alice in Wonderland as he ran from place to place. Describe the following situations that apply to
you:
1. Have you ever missed an important meeting because you were so busy that you forgot about it?
2. Have you ever been so busy that you were late on most projects?
3. Have your ever been so busy that you seemed to just run around from place to place without accomplishing
anything?
How could you have avoided the situations you have just described? Write a 1-3 page, double spaced paper
describing your behaviors.
Ch. 17 Establishing Goals and Planning
Ch. 18 Setting Priorities
#4 & #12 Write a 1-3 page, double spaced paper discussing any kind of health/safety or multicultural issue
related to the job/career area you are studying or where you think you might enjoy working in the future. (This
is where using the Proquest Research Database through the library home page will be helpful)
Ch. 19 Make Decisive Decisions
Ch.20 Common Mistakes You Don't Want to Make
#6 Team: Read the Case Study entitled Intimidation on page 285-286. Review the options that Supervisor Joe
discusses with you in private. Which option would you support? Why? What changes would you suggest to Joe
in using it? What other options (not on this list) might you propose?
#4 FINAL EXAM: A True/False-Multiple Choice Exam emailed according to a schedule most convenient
for students and instructor from Friday evening to Sunday evening.
TEAMS 80 points, 20 points per exercise 1-2 Single spaced pages per exercise.
Scores are not routinely sent out, only upon request by student.
Select 1 or more classmates to work with as a team (3 in a team is ideal), via discussion chatlemail/phone
contact. If, for any reason, a student chooses to turn in their own answers without team interaction then the
automatic score is 10 out of the possible 20 points per teamlcase analysis. A person may be a member of only
one team per activity, with no overlapping teams. All members must claim each other as a part ofthe same
team.
Students should individually answer all questions accompanying each of the three team activities listed on
the syllabus, then SHARE their answers with other team members to see if there are points of agreement.
Any COMMONL Y AGREED UPON answers are compiled into a SINGLE PAPER. All members of the
same team must submit an IDENTICAL copy of this paper to me by email.This will verify all have actually
worked together. (However, if any student has opinions which differ from those oftheir fellow team members
they may include them as an addition on their copy.) All papers will be emailed to me by the due dates stated in
the syllabus.
These papers should show EVIDENCE of group interaction and an exchange of information. Each student is
expected to make an honest contribution to the effort of arriving at mutually agreeable answers or solutions. Do
not be overly concerned if you can't all agree. Students will be expected to read the material and put in
sufficient "thought time" to make meaningful Critical Thinking contributions to their group discussions.
Each student paper should contain a self rating of their own efforts AND a rating of fellow group members.
Each student assigns themselves and the others a score from 0 to 20 points. Students should list those points
after their own name and the names of fellow group members at the top of paper to be submitted. Points roughly
correspond to 20 = A 18 = B 16 = C 14 = D 0 = No preparation.
The average of a students self rating and that of their fellow group members will be each students grade for
the activity. (For example: John Smith submits a Rating of 19 for himself and his 2 fellow group members rate
him a 15 and 11. The total is 45 points and his average is 15. This is John's score for the activity.)
***
EMOTIONAL INTELLIGENCE PAPER
(20 points)
Go to the following website http://www.queendom.comltests/iq/emotional
-
ia- r2 - access.html
It is NOT necessary to purchase the detailed version of this test! Please be honest and answer according to what
you really do, feel or think, rather than what you think is considered right in this test. Nobody is there to judge
you, just yourself. Read every statement carefully and indicate which option applies best to you. There may be
some questions describing situations that do not apply to you. In such cases, select an answer which would be
most likely if you ever found yourself in such a situation.
After completion, study the brief paragraph called "What does your score mean?", which is the only summary
of results that you can receive for free. You may want to look at the sample report to see the scores and
descriptions listed there. The scores on the sample are on the low side and if your single overall score is close to
any of those scores, then some of those descriptions about an emotional IQ might apply to you. Think about
what your full report MIGHT LOOK LIKE.
Perhaps go back to the specific questions about behavior and look at the answers that are clearly more positive.
Did you select any of them? Or in answering honestly, did you choose the ones that were less positive? Think
about why you chose them.
Once you have completed this test evaluate how the results apply to your own life. What changes in your life or
behaviors would be beneficial to you? What are you doing right now that is positive in your life? It might be
helpful to print out the questions and reflect on how you answered individual questions. Examples of good
Mpers
Interview Paper
Emotional Intelligence
Teams
Time Management
Sexual Harassment
Health/Safety!Multicultural
Final Exam
40
20
80
20
20
20
285-300 4.0
270-284 3.5-3.9
240-269 2.5-3.4
210-239 1.5-2.4
180-209 0.7-1.4
100
300 points
* Students are encouraged to complete and submit all papers to instructor for evaluation at least a week before
the final due dates. The instructor may then make necessary revisions or critiques so that the student may
resubmit the paper.
* All written assignments need to use college level English so be certain to run spelling, grammar and style
checks on all papers.
* All assignments are due on dates specified in the syllabus. Late assignments may be penalized, unless student
has contacted instructor for an extension.
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* Final
grades are assigned according to published grading standards for the course
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Call 206-524-8464 or email instructor
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