Examines management techniques, methods and strategies for helping managers, aspiring managers and staff professionals develop their own unique managerial style. Includes improving individual effectiveness, developing interpersonal relationships, functions of working groups, multi-cultural relations, productivity and quality at the organizational level. Audit available.  (For detailed information, see the Course Content and Outcome Guide ).


Distance Education: Web Course Information

CRN 40532

From the Instructor:
Course Syllabus: Improving Work Relations - MSD 115 CRN: 40532 Portland Community College: Southeast Center 2305 SE 82nd Ave, Portland, OR 97216 MSH103 Duration: 22 September - 14 December 2014 Credit Hours: 3 Lecture hours: 30 Class Meeting and Place: Online Michael S. Swett, Ph.D. Instructor Portland Community College Email: michael.swett@pcc.edu Phone: (971) 722-0424 Fall Term, 2014
Course Specific Requirements:
Course Description Discusses management techniques, methods and strategies for helping managers, aspiring managers and staff professionals step out from the 'crowd of look-a-likes.' Topics include improving individual effectiveness, developing interpersonal relationships, functions of work groups, multi-cultural relations, productivity and quality at the organizational level. Our text will be Tom Peters' The Pursuit of Wow!: Every Person's Guide to Topsy-Turvey Times. The book consists of 210 observations, anecdotes and quotes loosely collected by topic in 13 chapters that have not been included in Peters' other books or seminars. There are interviews and round-table discussions with business managers about what does and doesn't work in making projects successful, employees productive and customers happy. The attitude of the book is one of impatience with a starched collar approach to business; Peters urges his readers to be creative and take the risks associated with trying out new ideas. The book costs about $15.00 and is available at the PCC bookstore. Competencies and Skills Students should acquire competencies and skills relating to improving multicultural relations, how to promote customer satisfaction, interviewing and effective listening skills, crisis management, building work teams, stimulating creativity, articulating business strategies and business ethics. The text will provide us with a common starting point for class discussions. There are no prerequisites to meet before taking this course. Intended outcomes and learning objectives for the course Describe a step-by-step plan for encouraging employees to become risk takers and innovators. Explain how hiring and placing a diverse work force is one of the most advantageous methods for building and maintaining internal work relationships. Use an understanding of the dynamics of diverse interpersonal relationships to stimulate creativity, build effective diverse work teams, and positively impact organizational effectiveness. Describe and implement a plan that not only addresses quality and quantity issues but includes how to maintain the human side of all business relationships. Demonstrate how to implement a plan that will help an organization stand out from a crowd of look-alikes. Advance career opportunities in supervision by applying principles of interpersonal relationship management to work practices. Develop a personal leadership style and management philosophy that incorporates an understanding of power, social influence, and entrepreneurship in American industry/organizations. Use productive management techniques to help an organization prosper while meeting the monetary, social, and emotional needs of its workforce. Themes Survey and discuss entrepreneurship and its importance in attaining our career ecological niche. Compare and contrast the different bases of interpersonal power in the workplace. Understand listening and non-verbal communications skills and how they relate to getting results through people. Review history and learn from it; focus on what hasn't been done and become a risk taker. Failures and disappointments lead to innovation and success. Encouraging a work environment in which mistakes are perceived as the mother of invention. Building confidence takes time; allow for it. Reengineering doesn't change what needs to be changed the most: its the working relationship with each other that has the greatest impact. Effective prototyping may be the most valuable core competence an innovative organization can have. Some Course Process Notes Greetings everyone, and welcome to the class. Please take a look around at the course features and give them a try. Then go to the main discussion board and introduce yourself to the rest of the class- tell us who you are, what you are currently doing, and what you expect to get out of the course. Please check out (and I strongly suggest that you print it out and put it on your wall) the Course Calendar: it will help you to organize your reading and writing assignments. The Assignment Pages for each unit explain fully what you need to do for each assignment; they are accessible through the Course Calendar and under the Course Content icon on the homepage. Please note that this writing-intensive course includes some working in groups; the online Course Information Page in the PCC Schedule of Classes mentions this for this class. You will be working with a team of others to produce four short essays on selected topics. Please keep in mind that each study group is bound to have at least one person in it who really wants to get stuff done on time and for everyone to do their fair share! Getting one's contribution together at the last minute does not make life easy for most group members. If working in groups does not work for you, you might consider taking an alternative course to this one. Details on the group work are also presented in the assignment pages. Remember, this is a writing-intensive course carrying three hours of college credit; we'll be moving through the course material with dispatch, and how you manage your time will make all the difference to your success in this course... I usually return work a week after the date it's due. I tend to take weekends off. The Assignment Drop Box is where you will be submitting your individual essays. Please note that the Assignment Drop Box marks papers late that are submitted after 11:55PM on the due date. The Assignment Drop Box closes out completely three days after the due date. Late papers are docked One Full Grade for each day they are late! Students will not have an opportunity to rewrite assignments in order to try for a higher grade, so please be sure you proofread your assignment and be sure it's ready to turn in before doing so. Please follow EXACTLY the instructions listed in the assignment pages (as well as the syllabus) for submitting material to the Assignment Drop Box, failure to do so can cause you some frustration. Your individual essays should be at least 750 words long, with 12 pt type in Ariel font, double spaced. Also, please use only the classroom email (and not my personal or PCC email address) to contact me: the classroom email operates in a secure environment so all your private correspondence is safe from prying eyes. Please write your essay to either Word (doc or docx file extensions) or in Rich Text Format on your favorite word processor, or in HTML. Group essays appearing on the main discussion board should be posted in Rich Text Format (.rtf) so everyone can read them. For all individual essay assignments, please use the filename: First Initial, Last name (e.g. Joe Doaks would be Jdoaks). This makes my record keeping much easier- a submitted filename of 'assignment 1,' for example, could belong to anybody. If you are using a Mac please be sure you save your file in rich text format or Word or html. Remember, assignments (with my comments written on them) will be returned to you via the Assignment Drop Box usually by ONE WEEK AFTER THE DUE DATE. You have the option of turning in three paragraphs describing what you learned in this unit in lieu of the three page essay; you can do this only once. I'll return your paragraphs with my comments on them. You won't receive essay points for your statement of what you learned, but you must turn it in. Students' grades will then be calculated using the average of four individual essays, the four group essays and a max of 25 points for discussion board contributions. Course grades will be calculated using the following rubric: The point system is as follows: 100 points for each of the five individual essays, 25 points for each group essay, and 25 points for participation on the main discussion boards for a total of 625 points in the course. The letter grade breakdown is as follows: 562 =A; 500 = B; 437 = C; 375=D. Extended Course Description This course has been designed especially for delivery over the Internet, consequently the 'feel' of the course will be quite a bit different than a class offered in a traditional classroom. During the first few days, I want you to experiment with the 'course shell,' called Desire to Learn (D2L), which this course is packaged in. It's sort of a 'virtual classroom' which allows everyone to be heard on an equal basis. One thing you will notice right away is that you have no idea of what anybody in this course looks like, or whether they are paying attention at a particular moment in time. The advantage of this medium of instruction is that every person has an equal chance to be 'heard,' and that a few talkative students don't monopolize class discussion. And we do away with first impressions of our fellow students (and the instructor, too) based on physical appearance. This enables us to get directly to the business of learning, (from the text, the lessons, and each other) which is what this course is about. If you have not taken a distance learning course at PCC, please visit the following link for a thorough introduction to PCC's course management system: http://www.pcc.edu/about/distance/orientation/ If you have not used the Desire 2 Learn system, please take the online orientation at the beginning of this class. The class mail is used for sending private messages to your instructor, or to anyone in the class. You will be sending me your individual essays by way of the Assignment Drop Box, or via the class mail if your assignment is late and the dropbox has closed out after the deadline for submissions has passed. Students in the class will be randomly assigned to discussion groups of about six people, each group will have a private discussion board for collaborating as a team on their group projects, which will consist of short (2-page) reports on the group assignments. How you delegate the work in your study group is up to you, you could rotate the responsibility of writing the report among your group members, or you could all collaborate on the study group report. It's really, really important that all group members collaborate on these group projects as a team. If you don't like group work, or if you have a habit of waiting until the last minute to connect with your group members, then please consider taking an alternative course to this one, for the sake of the other people in the group who want to get the group assignments done with a minimum of hassle. Study groups will post their 2-page reports for everybody to see on the discussion board for the unit we are covering so members of the class can respond to them. Each class member is expected to respond on the main board to each of the group essays (other than the one from their own respective group) the week that the group essays are due on the main board. The names of the group members taking credit for the group essay must appear on the top of the essay. When it comes to divvying up work on the group essay assignments, you can choose one person from your group who will write the essay on behalf of the group, and this assignment can rotate through all the group essays so that only one person is responsible for a given group essay. If you do this, then every group member is required to make a timely contribution to the person writing the group paper for that week in order to get credit for the assignment. Or you can interview all the group members on their position regarding the topic in question, and post this interview as the group essay. Or everyone in the group can participate in putting the two-page group essay together: the choice is yours- what matters is that the job gets done. If a group member flakes, and does not contribute to a group essay, then don't put that person's name on the essay and they won't get credit for the assignment. We will be going through several chapters per course unit in the textbook. I'll be posting some discussion questions for each unit on the 'main discussion board' for you to respond to, and you are free to add your input. A couple of ground rules to follow here, as well as in the private discussion board you will be using for your group projects and in the chat rooms: 1) no personal attacks on others; and 2) no offensive language. Course Requirements and Assignments There are five units in the course, each unit lasts about two and one half weeks in a 11-week term, and will consist of two or more chapters of readings in the text, an online lesson or 'lecture' by the instructor, a three page individual essay on each unit to be sent to your instructor by way of the assignment drop box, and one 2-page report from each group which will be posted on the main discussion board for the unit in question. There will be no group report for the first two weeks, because I want to wait until the third week of class to form the study groups- this is because it typically takes about two weeks for a course to 'stabilize;' people are adding and dropping courses the first two weeks, and I want to allow time for this stabilization process before I randomly assign people to study groups of about six people each. Students will receive two grades for each unit (with the exception of the first, which has only one assignment): a grade on the personal report, and a grade on the group report. Reports will be graded on their content (How much relevant material is included) and organization (The degree to which the subject matter presented in a logical, coherent manner). On one unit of their choice, students have the option of submitting a three paragraph statement of what they have learned from the unit in question, in lieu of the three page essay. To get full credit for a given unit, either an individual essay OR the three paragraph option MUST be completed. The three paragraph option will not be letter- graded, but returned with my comments. More about how I grade essays later in this syllabus. I'm asking for individual and group efforts in this class, and am assigning grades on each. I want to measure your grasp of the subject matter in individually produced reports on the one hand, and measure your contribution to the class learning environment by way of the group reports. Students will not have an opportunity to rewrite assignments in order to try for a higher grade, so please be sure you proofread your assignment and be sure it's ready to turn in before doing so. Teaching Philosophy and Methodology Students will be expected to communicate on a regular and timely basis with the instructor and each other through the several channels offered in the D2L environment. Class participation is a must, this electronic medium is unable to convey visual cues to others about your level of interest, understanding or puzzlement, as you would have available to you in the classroom. Therefore it is very important that you communicate with your classmates and/or your instructor at least once every other day. I try to check into the site at least once a day. You should check in to the class site on a daily basis to keep up with what's going on. I expect you to learn not only from my activity, but from each other as well. Each of us has something to say and this electronic medium eliminates the superficiality of place, time and appearance, giving us a level playing field on which to conduct the class. So, I expect everyone to contribute to this learning environment because your participation enriches us all. Keep in mind that on the Internet, you may be a mouse click away from material that you may deem offensive. Neither the instructor or the educational institution is responsible for what you might find when you click on a site which lies outside the links embedded in the lesson material. Class Routine For starters, you need to click on the 'course content' icon near the top of the screen. That will take you to a list of all the lessons and assignments in the course. When you read the lesson, you will notice that there are a number of hyperlinks embedded in the text, and if you click on them they will take you to a Website that I have deemed appropriate for that point in the reading. You are not required to read everything on the website the link takes you to, nor are your required to click on the link at all. But if you want to learn more about the topic I am talking about in that sentence, all you have to do is click on that link and you will be taken to a site which offers you more information than I can put into the lesson at that particular point; and when you get to the site I have programmed, that site will probably have more sites you can click on to get even more information. To get back to the lesson, just click on your browser's 'back' button. After you have read the Lesson, click on the Assignment page: that will take you to the assignment for that particular unit. Feel free to print a copy of the Assignment page so you will have a hard copy to go by. And please make liberal use of the calendar tool, it will tell you when assignments are due and what the course expectations are on a day-to-day basis. I suggest that you make a hard copy of the class calendar and keep it handy. Missing an assignment can make a difference in your final course grade, so anything you can do to keep aware of the assignment due dates is to your advantage. . You are required to make at least two postings a week on the Main Discussion Board for the unit we happen to be in. Your 3-page individual report will be due on the Monday following the end of each two week unit- for instance, if the course starts on Monday, March 27th, the individual 3-page report will be due on Monday, April 10th. Note: essays that are past due will be docked one full grade for each day they are late! This gives you the weekend to do the paper and get it to me in the assignment drop box. You have the option of turning in three paragraphs describing what you learned in this unit in lieu of the three page essay; you can do this only once. I'll return your paragraphs with my comments on them. You won't receive essay points for your statement of what you learned, but you must turn it in. The Assignment Drop Box Assignments are to be submitted by way of the assignment drop box. This feature will automatically notify you that your assignment has been successfully submitted to the drop box. When you submit your file, please use the following formula for your filename: first initial, last name (all in lower case) followed by the file extension 'doc' or 'docx' if your word processor is a Microsoft product. For example, if your name was Joe (or Josephine) Smith, and you had a Microsoft word processor, your assignment's filename would be: jsmith.doc If you follow this formula, the assignment drop box should work. Please do not send any of your work to my personal email address. This is to ensure your privacy: this course operates in a password protected, secure environment. An email sent outside this course can be read by anybody with rudimentary tools, it's just like sending a post card through regular 'snail mail' Starting the third week of the course, you will be randomly assigned to a study group of about six people, and you will be issued your own private discussion board for your study group. To find what I want you to do for the next two weeks in your study groups, please check the Assignment page for the unit in question (We will start doing this in Unit 2.). Please post study group related messages on your group's private discussion board and get the feel of it as a tool for you to put together your group projects, which are addressed in the Assignment pages. When you are ready to post your discussion group report, Please post it on the 'Main Discussion Board' so everyone can see it. Also, please put the names of everyone who contributed to the discussion group report on the top of the page before you post it to the Main Discussion Board for the unit we are currently in. There are no minimum posting requirements for your private discussion board, I leave it up to group members to decide who gets credit for the group report; those doing the work put their names at the top of each report. If group members want to put the name of a non-working member on the report to get credit for it, that's up to the members of the group. Sometimes groups will rotate the responsibility of writing the group report among members, so that everyone gets time off for a couple of weeks if they agree to carry a bigger share of the load on the next report. To get credit for the group report, you have to have your name on the report. Sometimes people in study groups wind up not getting along for one reason or another. However, I will have to be convinced that there are valid, persistent, extreme and irreconcilable differences between group members to make a change in course guidelines about the production of the group essays. Prior to making such a change in course guidelines, all of the parties involved would be asked to meet in a private forum where we could get whatever issues of contention there are into the open. Then we would brainstorm ways to resolve these differences. Once we got some ideas to work with, we would evaluate them and eliminate the ones that won't work. What we would be left with will be our solution. And we would all have to agree to meet at a later date to follow up on how our plan went. Outcome Assessment Strategies: Students will demonstrate achievement of these outcomes by any of the following: 1. Written assignments designed to promote integration of class material with personal reflection and experience. 2. Written assignments designed to stimulate critical thinking. 3. Active participation in class discussion. 4. In-class participation in individual and group exercises, activities, or class presentations. 5. Service learning activities. 6.Participation in online discussions and/or completion of assignments through electronic media. Assessment and Evaluation The following rationale will influence the assignment of grades for essays: A Clear and specific answers, directed at questions posed; detailed understanding of the readings: sound organization; few or no mechanical errors; clear, unambiguous sentences, perhaps with a touch of elegance. In an 'A' essay, a lively, intelligent voice seems to speak. It has something interesting to say, says it clearly and gracefully to an appropriate audience, and supports it fully. B Clear and specific answers, directed at questions posed; organization and continuity; probably some minor mechanical errors, but no major ones; slightly awkward style may be present at times; ideas are reasonable and grounded in the readings. In a 'B' essay, work and thought have obviously gone into the essay; the writer has a definite point to make and makes it in an organized and competent way. C Weak, fuzzy or trivial answers; a certain amount of confusion about what the readings actually say; many minor mechanical errors and perhaps a few major ones (such as incomplete sentences or consistent misuse of apostrophes); examples given for their own sakes or to demonstrate only that the writer has read rather than to prove a particular point; unclear organizational structure; words misused; diction is inconsistent; proofreading is weak; the intended audience is unclear. A 'C' essay contains some good ideas, but the writer needs help and work to make them clear to the reader. D Answers partial or missing; major mechanical problems; poor organization; serious misinterpretation of readings; stretches of logic; narrative account of the readings with no apparent purpose; essay shorter than the assigned length or otherwise written with disregard for instructions. In a 'D' essay, the writer doesn't really have a point to make and has some serious problems writing. F The essay is plagiarized in part or as a whole, reveals that the writer has probably not read, or shows general weaknesses even greater than those of a 'D' essay. Assignments To see the assignments and due dates for each unit, please see the Class Calendar (which will link you to the assignment pages, or the assignment pages in each unit. A Word about Plagiarism Computer technology and the Internet make it possible to harvest vast amounts of information in a very short time, and to paste this information into one's essay and call it one's own (or 'my documents'). Don't do it. Please see the PCC Student Code of Conduct about penalties for plagiarism. Please use only the classroom email to contact me. This is to ensure privacy as the classroom email is password protected. If the classroom email is down, you can contact me at: michael.swett@pcc.edu. Note: The instructor reserves the right to modify course content and/or substitute assignments and learning activities in response to institutional, weather or class situations. Changes to Course Outline This course may be added to, deleted from, or otherwise changed if, in the opinion of the Instructor, it is necessary to do so in order to achieve the objectives of this course. The student will be notified in advance, in class, of such changes. Weather conditions may not allow advanced notice. Students will be responsible for any actions such changes may require of them. College Policies Registration: Students may attend this course only if registered. Students who are unable to attend must drop the course online or through the Registration Office. To have tuition charges removed, the course must be dropped by the student before the drop deadline posted on My PCC and in the class schedule. Students who never attend, or stop attending, without dropping may receive a W or a failing grade and will be required to pay for the course. http://www.pcc.edu/registration/dropping.html Grading Options: http://www.pcc.edu/resources/academic/standards-practices/AcademicStandardsandPractices-GradingGuidelines.html . Auditing: Students may attend a course without receiving a grade or credit for the course even though tuition and fees must be paid. To be assigned an AUD mark, a Student must obtain permission from their Instructor and notify Registration prior to the published drop deadlines. http://www.pcc.edu/resources/academic/standards-practices/documents/G301GradingMar2010.pdf Accommodations: PCC is committed to supporting all students. If you plan to use academic accommodations for this course, please contact your instructor as soon as possible to discuss your needs. Accommodations are not retroactive; they begin when the instructor receives the Approved Academic Accommodations letter from you (submitted in person or via email). To request academic accommodations for a disability, please contact a disability services counselor on any PCC campus. Office locations, phone numbers, and additional information is located on the Disability Services website. http://www.pcc.edu/resources/disability/ Academic Integrity Policy: Students of PCC are expected to behave as responsible members of the college community and to be honest and ethical in their academic work. PCC strives to provide students with the knowledge, skills, judgment, and wisdom they need to function in society as educated adults. Cheating, plagiarism, falsifying, and working with others to cheat are all forms of academic dishonesty. To falsify or fabricate the results of one's research; to present the words, ideas, data, or work of another as one's own; or to cheat on an examination corrupts the essential process of higher education. http://www.pcc.edu/about/policy/student-rights/student-rights.pdf#academic-integrity Instructors note: Academic Integrity in an Online Class requires a high level of trust between Instructors and Students, and between Students. Students are encouraged to discuss the Projects with one another and to seek help from the instructor. However, each student must complete his or her own individual homework assignments independently. Copying someone else's writing (with or without their permission), or having someone else do your work for you is simply not acceptable. Violation of the academic integrity policy earns a 0 on the assignment in question. Note: If any activity or project seems unrealistic, the student may be required to demonstrate competence in person. Code of Student Conduct: http://www.pcc.edu/about/policy/student-rights/student-rights.pdf#code-of-student-conduct
Web Technical Requirements:
Please be sure to read the Technical Requirements for this delivery mode.
Students with Disabilities:
Students with disabilities should notify their instructor if accommodations are needed to take this class. For information about technologies that help people with disabilities in taking Web based distance learning classes please visit the Office for Students with Disabilities website.
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  CRN Campus / Bldg / Rm Time Days Dates
WEB » 40532 - 22-Sep-2014 thru 13-Dec-2014
Instructor: Michael S Swett
Notes: 971-722-6146. $20 fee.
Tuition: credit Fees: $20.00
For information, contact Extended Learning Campus CLASS