Course Overview - Ontario Business Educators' Association
Public District School Board Writing Partnership
Business Studies
Additional Subject Specific Support Materials - Public
Organizational Studies: Organizational Behaviour and Human Resources
Grade 12
University/College Preparation
BOH4M
( For teachers by teachers
This course profile extension was prepared for teachers to use in meeting local classroom
needs, as appropriate. This is not a mandated approach to the teaching of the course.
It may be used in its entirety, in part, or adapted.
Additional Subject Specific Support Materials are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. Writing teams formed under the direction of the Council of Directors of Ontario CODE created this Public Additional Subject Specific Support Materials unit. The Ontario Ministry of Education funded the development of this resource. This document reflects the views of the developers and not necessarily those of the Ministry. Teachers may reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Public Additional Subject Specific Support Materials unit, and do not reflect any official endorsement by the Ministry of Education or Council of Directors of Ontario CODE that supported the production of the document.
Note: This Public Additional Subject Specific Support Materials unit refers to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a CANCOPY licence that will cover the use of the document chosen. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Much of the material on the Internet is copyright protected, and owned by the person or organization that created the work; therefore, reproduction of any work, or a substantial part of any work, without the permission of the owner is illegal. The writers have verified the Internet addresses for the websites listed. Given the frequency with which these websites change, verification of sites before assigning them for student use is recommended.
Some appendices may need adjustment for more student writing space before preparing them as handouts.
Acknowledgments
Public District School Board Writing Team – Organizational Studies:
Organizational Behaviour and Human Resources
Lead Board
Near North District School Board
Lead Writer
Lucio Pavone, Near North District School Board
Writers
Jan Stack, Widdifield Secondary School, Near North District School Board
Sean Ruddy, Parry Sound High School, Near North District School Board
Reviewer
Karen Bond, West Ferris Secondary School, Near North District School Board
Course Overview
Organizational Studies: Organizational Behaviour and Human Resources, BOH4M, Grade 12, University/College Preparation
Policy Document: The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.
Prerequisite: Any University, University/College, or College Preparation course in
Business Studies or Canadian and World Studies
Course Description
This course focuses on ways in which organizations deal with issues affecting their competitiveness in a changing technological and global business environment. Students will analyse various leadership techniques and study various issues such as ethics in business, social responsibility, management of group dynamics, uses of information technology, workplace stress and conflict, motivation of employees, and globalization. Students will also investigate the management of a diverse workforce within an organization and the importance of strategic planning.
Course Notes
Organizational Studies: Organizational Behaviour and Human Resources is a course designed to meet the needs of students entering university or college programs in business or behavioural sciences. The content of this course is extremely useful for any key player in an organizational environment.
It is advisable for teachers to identify and gain the participation of local businesses wherever possible. Teachers are encouraged to develop an in-class display of community businesses and to highlight existing partnerships. In addition, teachers might access a variety of community business links that reflect the diversity of the local school community and use them as supplementary resources.
Periodic access to computer technology, including the standard office productivity tools, such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally, teachers should be able to access computers during class time. If whole-class computer access is not possible on a planned basis, teachers should ensure that the library/resource centre or other Internet access points are available after or before class.
Units: Titles and Times
|Unit 1 |Introduction to Management Theory |13 hours |
|Unit 2 |Planning |21 hours |
|Unit 3 |Organizing |20 hours |
|Unit 4 |Leading |30 hours |
|Unit 5 |Controlling | 7 hours |
|Unit 6 |Issues Facing Managers in the New Century |19 hours |
Unit Overviews
Unit 1: Introduction to Management Theory
Time: 17 hours
Strand(s): Issues Facing Organizations, Organizational Planning, Organizational Leadership
Unit Description
Students identify and describe management roles, and summarize managerial responsibilities, competencies, and skills. Major management theories are described, analysed, and evaluated. Dealing with problem-solving strategies ends this unit.
Unit Overview Chart
|Cluster |Learning Expectations |Assessment Categories |Focus/Time |
|1.1 |ISV.01, IS5.01, IS5.02 |Knowledge/Understanding |What is a Manager? |
| | |Thinking/Inquiry Application | |
| | | |(3 hours) |
|1.2 |ISV.01, IS1.01, IS1.02, IS1.03, IS1.04, |Knowledge/Understanding Application |Management Trends of the Last Century|
| |IS1.05 |Communication |(4 hours) |
|1.3 |OLV.04, OPV.01, OL4.03, OP1.03, OP1.04 |Knowledge/Understanding |The Problem-Solving Process |
| | |Thinking/Inquiry Application | |
| | |Communication |(6 hours) |
|1.4 |ISV.01 IS1.01 IS1.02 IS1.03 IS1.04 IS1.05 |Knowledge/Understanding |Culminating Activity |
| | |Thinking/Inquiry Application |(4 hours) |
| | |Communication | |
Activity 1.1: What is a manager?
Time: 3 hours
Description
Activity 1.1.1 introduces students to the evolution of management theory and the four functions of management. Students will develop a definition of management (art versus science) and the five functions of management.
Activity 1.1.2 introduces students to the trends in management theory as influenced by critical success factors for most large public corporations.
Strand(s) & Learning Expectations
Strand(s): Issues Facing Organizations
Overall Expectations
ISV.01 · evaluate the significance of new trends in management theory;
Specific Expectations
Trends in Management Theory
IS5.01 – identify and describe management roles and the different levels of management;
IS5.02 – summarize managerial responsibilities, activities, skills, and competencies as they apply to
Different levels of management;
Planning Notes
The teacher:
• Prepares overheads, lecture notes, electronic presentation slides, handouts and assessment tools;
• Provides students with assessment tools before the activity begins;
• Records video clips that exemplify differing situations of human interaction.
• Obtain school and board policies related to use of the Internet.
Prior Knowledge & Skills
• Student experiences with community, school, and workplace leaders
• Observation and communication skills developed and practised from various courses
Teaching/Learning Strategies
Activity 1.1.1
The teacher:
• Creates awareness of management functions by asking students to describe businesses that were good to work at versus those that they would not recommend others to seek employment. From the list that appears on the board ask students to list reasons (i.e. “business allowed me to book time off, the business provided good training and the business made it clear of what was expected”) that made some businesses good places to work. Focus in on student responses that relate to the functions of management and probe further to develop a definition of management as both an art and a science.
• Teacher leads discussion using student responses to what they perceive are the functions of a manager. This dialogue may also lead into a discussion regarding the traits of a manager (i.e. effective communicator, decision maker, flexible, good listener, knowledgeable, organized etc.).
• Outline the functions of management (see Appendix 1.1.1)
• Provide students with a reading assignment on Canada’s Top 100 Employers (See resources).
• Using company examples of Canada’s Top 100 Employers have students work with a partner to prepare a brief (maximum ten minute) informal presentation on one Canadian company. In their presentation they should outline the following key terms: Name of Company, Number of Employees, Location of Head Office, What do they sell, Brief Company History, Media Attention, Summary Points on what makes it a top employer. Teacher can have students make at least two presentations per day prior to introducing the remaining topics of the unit.
Activity 1.1.2
The teacher:
• Review the five functions of management and relate them to the four external critical success factors that influence management (i.e. Economic, Political, Social and Technological, See Appendix 1.1.2). Student list examples of trends that influence the functions of management using the four external and internal critical success factors. For example how a growth economy affects business management vs. an economy that is in a recession or how social trends affect the role and functions of management.
• Instructs a student to work on reading assignment on a major international cola company (see resources) and view short video CD-ROM clip on the former CEO of a major international cola company (see resources) that illustrates the role of management within a large multinational corporation. (See resources)
• Illustrate using a diagram of a pyramid and one of a flattened pyramid the impact of the four external critical success factors on the traditional pyramid structure of management to a more pancake structure. Discuss with students the impact of such a trend on the future career possibilities for management and how managers must now change their traditional approach to managing employees (see Appendix 1.1.3)
Assessment & Evaluation of Student Achievement
Formative
• Self- and peer assessment using Peer Evaluation of Presentation Rubric found in BTX4E Public (Appendix 1.2.3)
• Teacher verbal feedback on student participation in lessons and class discussion, student research and group work.
Summative
Knowledge/Understanding, Thinking/Inquiry, Communication, Application
• Teacher-prepared summative test administered at the end of the unit
Resources
Schermerhorn, John R. Management, 6th ed Toronto: John Wiley and Sons, Inc., 2001.
ISBN 0-471-38755-x Contains material for lecture notes, Video Cases and CD-Rom.
Macleans Magazine October 28, 2002 Canada’s Top 100 Employers (By Katherine Macklem)
Accommodations
• The teacher should take into consideration students’ IEPs for specific accommodations and suggestions that address students’ learning needs.
• Extensive suggestions for accommodations can be found in Ontario Curriculum Unit Planner, K-12, Special Education Companion.
• ESL students may not be familiar with the use of rubrics and should be given practice before using them as
Assessment tools. They could be allowed more time to prepare presentations and pre-tape spoken segments.
Provide ESL students with a glossary of difficult English vocabulary used in the Appendices
• Students can be paired when conducting research and presentations.
Appendix 1.1.1
Slide 1
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Slide 2
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Slide 3
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Slide 4
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Slide 5
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Slide 6
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Slide 7
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Slide 8
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Slide 9
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Appendix 1.1.2
[pic]
Appendix 1.1.3.
Activity 1.2: Management Trends of the Last Century
Time: 4 hours
Description
In this unit, students will evaluate the significance of new trends in management theory, analyse the importance of major factors (e.g., social, economic, political, technological) that influence changes in management theory, describe major management theories and practices (e.g., scientific, administrative, behavioural) from past decades and compare them to current management theories and practices.
Strand(s) & Learning Expectations
Strand(s): Issues Facing Organizations
Overall Expectations
ISV.01 · evaluate the significance of new trends in management theory;
Specific Expectations
IS1.01 - analyse the importance of major factors (e.g., social, economic, political, technological) that influence changes in management theory;
IS1.02 - describe major management theories and practices (e.g., scientific, administrative, behavioural) from past decades and compare them to current management theories and practices;
IS1.03 - evaluate the importance of recent management theories (e.g., systems theory, the organic organization concept) that have had an impact on North American organizations;
IS1.04 - analyse management concepts found in current business literature;
IS1.05 - demonstrate the use of proper business vocabulary.
Prior Knowledge & Skills
• Students must understand brainstorming techniques.
• Students should know how to format a business report.
Planning Notes
• Prepare copies of all appendices and other handouts before beginning this unit.
• Students should develop on ongoing glossary of new vocabulary terms and their meanings that they can use and add to throughout the course.
• Consult background resources.
• Prepare a teacher-generated test based on the learning expectations for this activity.
• Obtain school and board policies related to use of the Internet.
• Arrange access to computers with Internet connection, if available.
Teaching/Learning Strategies
Activity 1.2.1
The teacher:
• Provides basic background of the history of management thought. Historical records indicate that people have been “getting things done through others” since at least biblical times. Prehistoric people probably also practiced management in order to secure their basic needs (secure shelter, hunting, working the land). The study of management as a science began with the classical management approaches. Frederick Taylor, Henri Fayol, Mary Parker Follett & Max Weber. These individuals contributed greatly to the development of the scientific management, administrative principles, and bureaucratic organization branches. Emphasize that today’s managers can learn from people throughout history who have been effective managers.
• Discuss, as a class, the evolution of management thought. (i.e. ancient Sumerian civilization in 5000 B.C., Industrial Revolution—Adam Smith establishing the principles of specialization and division of labour; Henry Ford). Introduce the major schools of management thought (classical, behavioural, quantitative and modern).
• Provide students with copies of Classical Approaches to Management. (Appendix 1.2.1) to record their notes. Teach a lesson on the Classical Approaches to Management. The basic assumption of classical management assumes that people will rationally consider the opportunities available to them and do whatever is necessary to maximize their economic gain.
• Provide students with copies of Behavioural Approaches to Management (Appendix 1.2.2) to record their notes. Teach a lesson on the Behavioural approaches to Management. With behavioural management approaches, the assumptions of the management theory shifted away from the notion that people are rational toward the idea that people are social and self-actualizing. (The Hawthorne studies and Maslow’s hierarchy of needs provided the basis for the shift in thinking). McGregor’s Theory X and Theory Y and Argyris’s ideas regarding worker maturity further refine the notions regarding the social and psychological motivations of works.
• Leads a class discussion on managers that students have had in the past and whether they were Theory X or Theory Y. Were they good or bad managers? Why?
• Provide students with copies of “What Would the Classics Say”? (Appendix 1.2.3)
• After completing “What Would the Classics Say?” students present their findings orally or list them on the chalkboard under the appropriate headings. (Note: If time is a factor, an alternative way to cover this is to divide the class into five groups and have each group work on a different identity.)
Activity 1.2.2
• Brainstorm, as a class, the challenges that managers face today. Having a clear sense of purpose; make timely decisions and get things done; know what your customer needs are and to delivery quality goods and/or services to them; remain competitive; value human resources as keys to quality and performance; allow flexibility while maintaining control. Much of the pressure for quality and performance excellence is created by a highly competitive global economy. Businesses must be learning organizations—ones operating with values and systems that result in continuous change and improvement based on the lessons of experience. Managers must excel as never before to meet the expectations held of them; and the organizations they lead. They must be global strategists, masters of technology, politicians, and leaders and motivators. (See Schermerhorn Resources)
• Provide students with copies of Challenges Today in the Workplace—Management Issues Worksheet (Appendix 1.2.4) on which students will record their notes. Teach a lesson on how social, economic, political and technological factors influence management theory. Include the following: technological advances=continuous change; workplaces are information intensive; the economy is knowledge-based (people are important); competition is fierce (because of globalization); there seems to be a constant re-shaping of organizations, as well as a diverse workforce (political, social, ethnic background); and society has high expectations (work hard and be socially responsible—environment, human rights, be up-to-date).
Activity 1.2.3
The teacher:
• Illustrates how contemporary business exists in the age of learning organizations. (i.e. organizations that operate with values and systems that result in continuous change and improvement based on the lessons of experience—only those organizations that are flexible, adaptive and productive will in excel in situations of rapid change.) Include the following points: a value-driven organizational culture that emphasizes information, teamwork, empowerment, participation, and leadership; leadership that emphasizes motivation and rewards, communication, conflict and negotiation, teamwork and change management. One Continuing Theme is the commitment to quality and performance excellence. This contributes to an organizations’ competitive advantage. Another theme focuses on the dramatic influence that the global economy is having on business today. We must look at new ways of managing by observing practices in other cultures. A third theme, involves the need for businesses to become learning organizations. In the 21st century, managers must excel in being global strategists, masters of technology, leader/motivators and consummate politicians.
• Provides a lesson on Quantitative Management Approach, Modern Approaches to Management (include Systems Thinking, Contingency Thinking), and Continuing Themes in Management. Students will use handout (appendix 1.2.5) to make notes on. Systems theory contributes to the modern perspective by providing managers with an appreciation for the complexity and the dynamic interplay of organizations and their environments. Contingency theory attempts to guide managers in dealing with this complexity by identifying the situations in which various classical, behavioural and quantitative management techniques are most appropriately utilized.
Activity 1.2.4
• Provide students with a copy of Trends in Management Theory (Appendix 1.2.6).
• Using their notes and the class discussions as a guide, have them individually answer each of the questions.
• After answering the questions individually, students will get into groups (teacher assigned or student chosen) and come up with a consensus on the answer for each of the questions. Each member of the group must agree to the answer they record.
• Students will present their results to the class.
Activity 1.2.5
• Students will add the following terms to their glossary: bureaucracy, contingency thinking, Hawthorne effect, human relations movement, learning organization, management science, motion study, need, open system, operations research, organizational behaviour, scientific management, self-fulfilling prophecies, system, subsystem, Theory X, Theory Y, Theory Z, Value chain.
Assessment & Evaluation of Student Achievement
Diagnostic
• Informal observation during class discussions, group activities, brainstorming
• Student response during the lesson, and an examination of their notes
• Student participation in class discussions
• Student response during the lessons
Formative
• Teacher assessment of, and comment on, “What Would the Classics Say”? (Appendix 1.2.3)
• Class discussion and teacher feedback on Activity 1.2.4
Summative
• Teacher evaluation of test based on the learning expectations for this unit.
Accommodations
• Teachers should address students’ Individual Educational Plans (IEPs) and consult with the appropriate support staff. This allows teachers to effectively implement the prescribed adaptations.
• The Ontario Curriculum Unit Planner K-12 provides additional teaching/learning, assessment and evaluation strategies.
• Provide extension activities for students requiring enrichment.
• Encourage students to synthesize course content with their own experiences and ideas.
• Provide opportunities for peer mentoring
• Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.
• Students’ roles within groups should be assigned based on their strengths.
Resources
Print
Schermerhorn, John R., Management—Seventh Edition. New York, New York: John Wiley & Sons, Inc., 2002. ISBN: 0-471-43570-8Kagan: Cooperative Learning Resources for Teachers (714) 248-7757.
Instructor’s Resource Guide, Schermerhorn, Management 7th Edition. McCuddy, Michael K. John Wiley & Sons, Inc., 2002. ISBN 0-471-43875-8.
Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers are r reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.
Electronic
Note: the writers before publication have verified the URLs for the websites. Given the frequency with which these designations change, teachers should always verify the websites before assigning them for student use.
Innovation Teaching -
Interactive Curriculum -
this site provides a variety of activities and assessment tools.
Pedagonet -
This site offers an innovative search engine, which facilitates the exchange of learning resources.
School Net -
Www.college/schermerhorn
Teacher Talk -
Appendix 1.2.1
|Classical Approaches to Management |
|Assumes: People act in a rational manner driven by economic concerns |
|(Do what is necessary to achieve the greatest personal and monetary gain.) |
|Scientific Management |Administrative principles |Bureaucratic organization |
|Frederick W. Taylor |Henri Fayol |Max Weber |
| |Mary Parker Follett | |
|“The principle object of management should | |Organizations founded on logic, order, and |
|be to secure maximum prosperity for the |“management can be taught” |legitimate authority |
|employee”. | | |
| |“human co-operation” | |
Appendix 1.2.2
|Behavioural Approaches to Management |
|Assumes: People are social and self-actualizing |
|Hawthorne Studies |Theory X |Theory Y |Personality & |Hierarchy of Needs |
| | | |Organization | |
| |Douglas McGregor |Chris Argyris |Abraham Maslow |
|Psychological factors |Believe workers dislike |Believe people are |Adult Personality. |Self-actualization, |
|affect productivity |work, lack ambition, are |willing to work, are |Increase task |esteem, social, safety, |
| |irresponsible, resistant |capable of self-control, |responsibility & task |physiological |
| |to change and prefer to |accept responsibility, |variety, use | |
| |be led “Command and |are imaginative and |participative | |
| |Control” |creative and are capable |decision-making. | |
| | |of self-direction. | | |
| | |Values workplace | | |
| | |diversity & employee | | |
| | |participation | | |
Appendix 1.2.3
What Would the Classics Say?
Preparation
Situation: Joe applies for a new job in a highly respected local company. The interview process goes very well and the hiring committee decides that he has the ability required for the job. Joe enthusiastically accepts and reports to work every day and performs as expected for the first eight months, but by the end of the first year of employment, Joe has lost his enthusiasm and is performing well below his capabilities—in fact, just well enough to avoid being fired. His supervisor is concerned and wonders what can be done to improve this situation.
Instructions
You will assume the identity of the following people: Frederick Taylor, Henri Fayol, Max Weber, Abraham Maslow, and Chris Argyris. Assume that, as this person, you have been asked by Joe’s supervisor for your advice on the management situation just described. Answer these questions using the worksheet below, as you think your assumed identity would respond. Be prepared to share your answers in class and to defend them based on this person’s views.
1. As (your assumed identity), what are your basic beliefs about good management and organizational practices?
2. As (your assumed identity), what might be wrong in this situation to account for Joe’s low performance?
3. As (your assumed identity), what could be done to improve Joe’s future job performance?
WORKSHEET (For What Would the Classics Say?)
Frederick Taylor
1. Basic Beliefs:
2 .Problem Diagnosis:
3. Solution:
Henri Fayol
1. Basic Beliefs:
1. Problem Diagnosis:
2. Solution:
Max Weber
1. Basic Beliefs:
2. Problem Diagnosis:
3. Solution:
Abraham Maslow
1. Basic Beliefs:
1. Problem Diagnosis:
2. Solution:
Chris Argyris
1. Basic Beliefs:
2. Problem Diagnosis:
3. Solution:
Appendix 1.2.4
|Challenges Today in the Workplace |
|Social |Economic |Political |Technological |
|Motivate and inspire |Understand the |Understand the growing |Keeping up with continuous |
|workers |interconnections among |complexity of government |change |
| |nations, cultures, |regulations | |
| |economics | | |
|Value human resources |Producing best quality for |Understand legal |Managing |
| |lowest price |environment |Information-intensive |
| | | |workplaces |
|Deliver quality | |Relate to the interests of|Virtual organizations |
|goods/services | |the organization | |
|Promote teamwork | | | |
|Being socially responsible | | | |
Appendix 1.2.5 Handout
|Quantitative Management |Modern Approach |Continuing Themes |
|Approach | | |
|Applies mathematical |Focus on the systems view|Emphasis on quality and |
|techniques for problem |or organization and |performance excellence to|
|solving |contingency thinking in a|embrace diversity and |
| |dynamic and complex |global awareness, |
| |environment |describe new leadership |
| | |roles for a new era of |
| | |management |
Appendix 1.2.6
Trends in Management Theory
1. What can be learned from classical management thinking?
2. What ideas were introduced by the human resource approaches?
3. What is the role of quantitative analysis in management?
4. What is unique about the systems view and contingency thinking?
5. What are continuing management themes of the 21st century?
Activity 1.3: Problem Solving
Time: 6 hours
Description
Students identify problem-solving strategies as they relate to a variety of managerial problems.
Strand(s) & Learning Expectations
Overall Expectations
OPV.01 · analyse the importance of proper planning, applied creativity, and effective problem solving and decision making in addressing an organization’s human resource issues;
OLV.04 · demonstrate the use of appropriate communication techniques related to business management;
Specific Expectations
OL4.03 – demonstrate appropriate presentation techniques for both groups and individuals;
OP1.03 – evaluate different problem-solving strategies as they relate to a variety of managerial problems;
OP1.04 – analyse the importance of individual and group creativity in problem-solving approaches.
Prior Knowledge & Skills
• Student experiences with community, school, and workplace leaders;
• Management theory previously covered in this strand;
• Presentation and communication skills developed from various courses.
Planning Notes
The teacher:
• Prepares overheads, lecture notes, handouts and assessment tools;
• Provides students with assessment tools before the activity begins;
• Researches and prepares a list of problem-solving and decision-making techniques;
Teaching/Learning Strategies
Activity 1.3.1
The teacher:
• In the introductory activity, students complete the activity “Lost on the Moon”. See Appendix 1.3.1. Student’s problem- solves individually; then as a group, reach a consensus.
• As a class, the consensus is compared to the NASA answers identified. See Appendix 1.3.2. The teacher leads the class in a discussion of problem-solving techniques. During this brainstorming discussion, the teacher produces the overhead on problem solving. See Appendix 1.3.3.
• Students identify one situation in their life in which they were faced with a difficult decision or problem. This can be a homework assignment.
• The teacher leads the class in a discussion of difficult decisions or problems in life (friends, school, career, etc.) with examples provided by the students. A master list is produced on the board. This list of problems should be personal in nature. From that point, the teacher asks the students to generate a list of problems or decisions that businesses would have to deal with. Again, a master list should be put on the board. The list should include hiring/firing, new products, promotions/demotions, expansion, etc. It is suggested that the students then complete the Lost at Sea (#28) exercise in John R. Schermerhorn’s Management, 7th Ed for homework. (See resources)
• The teacher takes up the exercise Lost at Sea and leads the class in a discussion of whether their problem-solving skills have improved over the Lost on the Moon activity. Students research the Internet for examples of “real life” business problems that have been solved. Some examples are inventory control, flexible scheduling, etc. The students find as many examples as possible. This can be completed as a homework assignment.
• The students discuss their business problem-solving examples within a group and decide on which ideas are the best. They then share their ideas with the class.
• Hand out the case “What to do with the Sticks?” See Appendix 1.3.4. Students brainstorm within their group and using the problem-solving techniques, come up with a solution. A final report is then submitted that follows the proper headings for the problem-solving process.
• Once completed, the teacher should review the effectiveness and ineffectiveness of the problem-solving process, decision-making strategies and situation (see resources for possible movie clips)
• In the final task, entitled “Sandwich Shop Crisis” students are made aware of a situation at a sandwich shop. Using the problem-solving steps, they prepare an oral presentation and a written report on how they solved the problem. (See Appendix 1.3.5 for “Sandwich Shop Crisis”)
Assessment & Evaluation of Student Achievement
This cluster provides numerous and varied opportunities for students to demonstrate the full extent of their achievement of the expectations, across all four categories of the Achievement Chart.
Diagnostic
• The teacher provides students with informal feedback throughout all phases of each activity.
Formative
• Teacher’s verbal feedback on student participation in lessons and class discussion, student research and group work.
• Self and peer assessment of problem-solving activities.
• Presentation preparation and performance – focus on thinking/inquiry and communication.
• Written report– focus on knowledge/understanding and communication.
Summative
Knowledge/Understanding, Thinking/Inquiry, Communication, Application
• Teacher assessment of problem-solving exercises.
• Teacher assessment of Sandwich Shop Crisis.
• Teacher evaluation of unit test administered at the end of the unit
Accommodations
• Students can be paired when conducting research and interviews.
• Students can be assigned to conduct additional research on problem solving.
Resources
Print
Allen, Roger E. and Stephen Allen. Winnie-the-Pooh on Problem Solving. Toronto: Penguin Book, 1995.
ISBN 0-525-94063-1
Ben, David. Advantage Play: the manager’s guide to creative problem solving. Toronto, Ontario: Key Porter Books, 2001.
Schermerhorn, John R. Management, 7th ed. Toronto: John Wiley and Sons, Inc., 2002.
ISBN 0-471-43570-8
Video
JFK. Director: Oliver Stone. Warner Brothers: 1991. (R, 206 min.)
Electronic
Innovation Teaching –
Per Bang, perbang.dk, 2001
Appendix 1.3.1
Read the following instructions.
You are a member of a space crew originally scheduled to rendezvous with a mother ship on the lighted surface of the moon. Due to mechanical difficulties, however, your ship was forced to land at a spot some 200 miles from the rendezvous point. During the landing, much of the equipment aboard was damaged, and, since survival depends on reaching the mother ship, the most critical items available must be chosen for the 200-mile trip. The 15 items left intact and undamaged after the landing include a box of matches, food concentrate, 50 feet of nylon rope, parachute silk, a portable heating unit, two .45-caliber pistols, one case of dehydrated Pet milk, two 100-lb. tanks of oxygen, a stellar map (of the moon's constellations), a life raft, a magnetic compass, five gallons of water, signal flares, a first-aid kit containing injection needles, and a solar-powered FM receiver-transmitter.
Your task is to rank order them in terms of their importance to your crew in reaching the rendezvous point. Using a scoring sheet like the one below, place the number 1 by the most important item, the number 2 by the second most important, and so on, through number 15, the least important. You have 15 minutes to complete this phase of the exercise. (This first step can be completed individually by each participant before meeting in groups).
Do NOT discuss your answers with anyone before meeting in the group
|A box of matches | |
|Food concentrate | |
|50 feet of nylon rope | |
|Parachute silk | |
|A portable heating unit | |
|Two .45-caliber pistols | |
|One case of dehydrated Pet milk | |
|Two100-lb. tanks of oxygen | |
|A stellar map (of the moon's constellations) | |
|A life raft | |
|A magnetic compass | |
|Five gallons of water | |
|Signal flares | |
|A first-aid kit containing injection needles | |
|A solar-powered FM receiver-transmitter | |
Source: Per Bang, perbang.dk, 2001
Appendix 1.3.2
Lost on the Moon Answer Key
Here is how astronauts would rank the importance of the following:
15 Box of matches (little or no use on the moon)
4 Food concentrate (4 packages) (daily food requirements)
6 50 feet of nylon rope (help in climbing, securing packs)
8 Parachute silk (1 large piece) (shelter against sun)
12 Portable heating unit (useful only for dark side of the moon)
10 Two .45 calibre pistols (with shells) (Useful as self-propulsion devices)
11 One case dehydrated milk (nutrition source when mixed with water)
1 Two 100 pound tanks of oxygen (necessary for breathing)
3 Stellar map (of the moon’s constellations) (Principal means of finding direction)
13 Flashlight (useful only for dark side of the moon)
14 Magnetic compass (useless; moon probably has no magnetic poles)
2 Gallons of water (5) (to replenish body loss)
9 Signal flares (3) (location marker when within sight of base ship)
7 First aid kit with injection needles (for injuries or sickness)
5 Solar-powered FM receiver/transmitter (distress signalling)
Appendix 1.3.3
PROBLEM-SOLVING – The process of identifying a discrepancy between an actual and desired state of affairs and then taking action to resolve the deficiency or take advantage of the opportunity.
DECISION – The choice among alternative possible courses of action.
STEPS IN PROBLEM-SOLVING
1. Identify and Define the Problem
2. Generate and Evaluate the Possible Solutions
3. Choose a Solution
4. Implement the Solution
5. Evaluate the Results
6. If result is not desirable, start back at step 1
Appendix 1.3.4
“What to do with the Sticks?”
A Canadian hockey stick manufacturer makes wooden hockey sticks. Due to a manufacturing defect, these sticks were made without a blade. Unfortunately, this manufacturer had just produced 1 000 000 hockey sticks for the Christmas season before it realized the error. These sticks are deemed worthless. Being an astute problem solver, you see this as an opportunity. You can buy these sticks from the company for $1000. What can you do with them to make money? Use the problem solving technique learned in class to come up with the answer.
Appendix 1.3.5
Sandwich Shop Crisis
Tom Laronde, the general manager of three Sandwich Shop Co. franchises, located in Parry Sound, has a problem. After 5 years of running a successful company, he has run into his first human resource crisis. Running three restaurants can take its toll on a person. Tom is no exception. Up to this point, Tom was solely responsible for the day-to-day operations of each of the three restaurants. His diploma in small business management has equipped him with skills to run a business. However, 80-90 hour weeks are now common for Tom. After increasing pressure from his wife to settle down and start a family, Tom decided to hire an assistant general manager to help him with his workload. The new assistant general manager, Alyssa, had worked for Tom for just over a year and had a great rapport with staff and customers. She was reliable and worked very hard. Although she had no formal training, she quickly learned how to run a store. Tom and Alyssa developed a very tight-knit business relationship. After six months of training, Tom felt confident enough in Alyssa’s ability; he assigned her to run the entire store on her own. Although she still had to answer to Tom, she was in charge of all purchasing and hiring decisions at the restaurant. After three months of Alyssa running the store, the sales had dropped and two employees had quit. Tom found that to be strange because the other two stores were well ahead of last year’s performance. It was time to do some more investigation. Tom set up interviews with all of the employees at the restaurant to try and find out what the problem was. Some of the information Tom found out was:
Alyssa hired both of her sisters to work at the store.
• Staff members were quick to blame other staff members for the lack of performance, yet never complained about Alyssa.
• Some staff members complained about lack of hours.
• Alyssa had, on occasion, asked one of her sisters to drop off the day’s deposit at the bank.
The easiest course of action would be for Tom to fire Alyssa. He really thought Alyssa was a good person and if he fired her, he would consider himself a failure for hiring her. If he doesn’t fire her, what else can he do? Should he fire her?
YOUR TASK
Putting yourself in Tom’s position, use the problem-solving steps to generate a number of possible solutions and select one to implement. You will present your findings in both a written report and an oral presentation. Please list any assumptions you make.
Activity 1.4.1
Culminating Activity: Opinion paper
Time: 4 hours
Description:
Students will research and write an opinion paper on how he/she feels the classical approaches to management compare to current management theories and practices. Students will provide a visual and oral presentation of their work.
Strand(s) & Learning Expectations
Strand(s): Issues Facing Organizations
Overall Expectations
ISV.01 · evaluate the significance of new trends in management theory;
Specific Expectations
IS1.01 - analyse the importance of major factors (e.g., social, economic, political, technological) that influence changes in management theory;
IS1.02 - describe major management theories and practices (e.g., scientific, administrative, behavioural) from past decades and compare them to current management theories and practices;
IS1.03 - evaluate the importance of recent management theories (e.g., systems theory, the organic organization concept) that have had an impact on North American organizations;
IS1.04 - analyse management concepts found in current business literature;
IS1.05 - demonstrate the use of proper business vocabulary.
Planning Notes
• Photocopy activity instructions and assessment rubric for Appendix 1.4.1 Spend time “walking” the students through the rubric so they know exactly on what they will be assessed. Within this paper, students should discuss how these approaches impact/limit the corporate image. Wherever possible, cite real-life examples or situations of management theories and practices.
• Consult background resources.
• Arrange access to computers with Internet connection and electronic presentation software, if available.
• Prepare an oral presentation rubric and oral presentation checklist (if using).
Teaching/Learning Strategies
• Provide students with Appendix 1.4.1 (outline and a rubric of expectations for the opinion essay)
• If time permits, students will provide a visual and oral presentation of their work. (Rubrics have been provided. See Appendix 1.4.2 & 1.4.3)
Assessment & Evaluation of Student Achievement
Formative
• Teacher and/or self or peer assessment of multi-media presentations.
Accommodations
The following are ways in which the activity can meet students’ individual needs:
use peer tutoring to assist students who require more instruction;
provide extension activities for students requiring enrichment
The Ontario Curriculum Unit Planner provides accommodations.
Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.
Students’ roles within groups/partners should be assigned based on their strengths.
Resources
Print
Schermerhorn, John R. Management—Seventh Edition. New York, New York: John Wiley & Sons, Inc., 2002. ISBN: 0-471-43570-8
McCuddy, Michael K. Instructor’s Resource Guide, Schermerhorn, Management 7th Edition. John Wiley & Sons, Inc., 2002. ISBN 0-471-43875-8.
Appendix 1.4.1
INSTRUCTIONS: Write an opinion paper on how you feel the classical approaches to management compare to current management theories and practices. Within this paper, you should include the major factors that influence changes in management theory, the impact on North American organizations and discuss how these approaches impact/limit the corporate image. Wherever possible, cite real-life examples or situations of management theories and practices.
Rubric for Essay
|Category |Level 1 |Level 2 |Level 3 |Level 4 |
|Knowledge/Understanding Expectation: |Demonstrates limited |Demonstrates some |Demonstrates a |Demonstrates a thorough |
|Criteria: Demonstrate an understanding |understanding of |understanding of |considerable |understanding of |
|of classical approaches and current |classical approaches and|classical approaches and |understanding of |classical approaches and |
|management theories and practices |current management |current management |classical approaches and |current management |
| |theories and practices |theories and practices |current management |theories and practices |
| | | |theories and practices | |
|Thinking/Inquiry Expectation: |Compares and contrasts |Compares and contrasts |Compares and contrasts |Compares and contrasts |
|Criteria: Use critical and creative |with limited relevance |with some relevance |with considerable |with a high degree of |
|thinking skills to compare and contrast | | |relevance |relevance |
|the classical and current approaches | | | | |
|Communication Expectation: |Demonstrates limited |Demonstrates limited |Demonstrates limited |Demonstrates limited |
|Criteria: Demonstrate clear |communication skills in |communication skills in |communication skills in |communication skills in |
|communication skills in expressing how |expressing how the |expressing how the |expressing how the |expressing how the |
|the approaches impact/limit the corporate|approaches impact/limit |approaches impact/limit |approaches impact/limit |approaches impact/limit |
|image. |the corporate image |the corporate image |the corporate image |the corporate image |
|Uses business terminology and language | | | | |
|accurately |Uses business |Uses business terminology|Uses business terminology|Uses business terminology|
| |terminology and language|and language with some |and language with |and language with a high |
| |with limited accuracy |accuracy |considerable accuracy |degree of accuracy |
|Application Expectation: |Produces real-life |Produces real-life |Produces real-life |Produces real-life |
|Criteria: Produce relevant real-life |examples with limited |examples with some |examples with |examples with a high |
|examples of approaches to management |relevance |relevance |considerable relevance |degree of relevance. |
Appendix 1.4.2
Electronic Presentation Rubric
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |
| |(50-59%) |(60-69%) |(70-79%) |(80-100%) |
|Knowledge/Understanding |
|Knowledge of facts and terms|- demonstrates limited |- demonstrates some |- demonstrates considerable|- demonstrates thorough |
|Expectation: |knowledge of facts and |knowledge of facts and |knowledge of facts and |insightful knowledge of |
| |terms |terms |terms |facts and terms |
|Understanding of concepts, |- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates through |
|principles, and theories |ability to identify and |to identify and explain |ability to explain content |ability to explain all |
|Expectation: |explain content on topic |content on topic |on topic |aspects of content on topic|
|Thinking/Inquiry |
|Critical and creative |- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates considerable|
|thinking skills (e.g., to |ability to use specific |to use specific strategies |ability to use specific |ability to use specific |
|identify the problem, topic,|strategies to gather |to gather information and |strategies to gather |strategies to gather |
|issue, explore alternative, |information and generate |to generate ideas for a |information and to generate|information and to generate|
|collect the data) |ideas for a presentation |presentation |ideas for a presentation |ideas for a presentation |
|Expectation: | | | | |
|Application |
|Application of concepts, |- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates a high |
|skills, and procedures in |ability to use an |to use an organizational |ability to use an |degree of ability to use an|
|familiar (to new) contexts |organizational pattern to |pattern to structure ideas |organizational pattern to |organizational pattern to |
|Expectation: |structure ideas for a |for a presentation |structure ideas for a |structure ideas for a |
| |presentation | |presentation |presentation |
|Use of equipment, materials |- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates a high |
|and technology |ability to use strategies |to use strategies for |ability to use strategies |degree of ability to use |
|Expectation: |for style, text, |style, text, background, |for style, text, |strategies for style, text,|
| |background, timing or |timing or transitions |background, timing or |background, timing or |
| |transitions | |transitions |transitions |
|Communication |
|Communication of information|-communicates information |-communicates information |-communicates information |-communicates information |
|and ideas (e.g., through |and ideas with limited |and ideas with some clarity|and ideas with considerable|and ideas with a high |
|visual and oral |clarity | |clarity |degree of clarity and |
|presentations) | | | |confidence |
Note: Space is provided to include the specific expectation related to the assignment.
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Appendix 1.4.3
Oral Presentation Rubric
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |
| |(50-59%) |(60-69%) |(70-79%) |(80-100%) |
|Knowledge/Understanding |
|Knowledge of facts and |- demonstrates limited |- demonstrates some |- demonstrates considerable|- demonstrates thorough |
|terms |knowledge of facts and |knowledge of facts and |knowledge of facts and |knowledge of facts and |
|Expectation |terms |terms |terms |terms |
| | | | | |
| | | | | |
|Specific Criteria | | | | |
| | | | | |
|Communication |
|Use of language, symbols, |- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates a high |
|visuals |ability to use vocabulary |to use vocabulary and |ability to use vocabulary |degree of ability to use |
|Expectation |and language conventions to|language conventions to |and language conventions to|vocabulary and language |
| |speak clearly and correctly|speak clearly and correctly|speak clearly and correctly|conventions to speak |
| | | | |clearly and correctly |
|Specific Criteria | | | | |
| | | | | |
|Communication for different|- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates a high |
|audiences and purposes |ability to use strategies |to use strategies for |ability to use strategies |degree of ability to use |
|Expectation |for effective business |effective business |for effective business |strategies for effective |
| |communication |communication |communication |business communication |
| | | | | |
|Specific Criteria | | | | |
| | | | | |
|Communication of |- demonstrates limited |- demonstrates some ability|- demonstrates considerable|- demonstrates a high |
|information and ideas |ability to communicate |to communicate information |ability to communicate |degree of ability to |
|Expectation |information and ideas with |and ideas with clarity |information and ideas with |communicate information and|
| |clarity | |limited clarity |ideas with clarity |
| | | | | |
|Specific Criteria | | | | |
| | | | | |
Note:
A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Space is provided in the criteria column to tailor the rubric to the specific expectations associated with the activity and to list the specific criteria that flow from the expectations.
The mark should reflect the most consistent level of achievement.
Unit 2: Planning
Time: 21 hours
Strand(s): Organizational Planning
Unit Description
Students are given the opportunity to: analyse the importance of proper planning; apply creativity, effective problem solving, and decision making in addressing an organization’s human resources; apply appropriate planning theories and strategies to a variety of situations; and analyse the relationships between strategic planning and the success for an organization.
Unit Overview Chart
|Cluster |Learning Expectations |Assessment Categories |Focus/Time |
|2.1 |OPV.01, OPV.02, OP1.01, OP1.02, |Knowledge/Understanding Thinking/Inquiry |The Planning Process |
| |OP2.01, OP2.02, OP2.03 |Application | |
| | |Communication |(7 hours) |
|2.2 |OPV.03, OP3.01, OP3.02, OP3.03, OP3.04|Knowledge/Understanding Thinking/Inquiry |Strategic Planning |
| | |Application | |
| | |Communication |(14 hours) |
|2.3 |OPV.01 OPV.02 OPV.03 |Knowledge/Understanding Thinking/Inquiry |Culminating Activity Planning |
| |OP1.01 OP1.02 OP1.03 |Application |(10 hours) |
| |OP1.04 OP2.01 OP2.02 OP2.03 OP3.01 |Communication | |
| |OP3.02 OP3OP3.04 | | |
Activity 2.3: Culminating Activity Planning
Time: 10 hours
Description:
Activity 2.3.1 students will use the planning process to design an invention that will drop an egg from a designated height and land safely, while adhering to a strict budget of money and resources.
Strand(s) & Learning Expectations
Strand(s): Financial Analysis and Decision Making
Overall Expectations
OPV.01 · analyse the importance of proper planning, applied creativity, and effective problem solving and decision making in addressing an organization’s human resource issues;
OPV.02 · apply appropriate planning theories and strategies to a variety of situations;
OPV.03 · analyse the relationship between strategic planning and the success of an organization.
Specific Expectations
The Planning Process
OP1.01 – describe the role of the planning process in the successful completion of tasks;
OP1.02 – demonstrate an understanding of the relationship between planning and decision-making;
OP1.03 – evaluate different problem-solving strategies as they relate to a variety of managerial problems;
OP1.04 – analyse the importance of individual and group creativity in problem-solving approaches.
Planning Strategies
OP2.01 – demonstrate the use of short-term planning tools and strategies (e.g., policies, operational plans, planning approaches);
OP2.02 – demonstrate an understanding of the need for long-term planning strategies (e.g., use of budgets, statistics, simulations, forecasts);
OP2.03 – demonstrate an understanding of the importance of leadership in the planning process (e.g., to promote participatory planning, set benchmarks, facilitate communication).
Strategic Planning
OP3.01 – describe the essentials of strategic planning and strategic management;
OP3.02 – explain the relationship between an organization’s official objectives and its operating objectives;
OP3.03 – demonstrate an understanding of measures that contribute to successful strategic planning (e.g., setting objectives, facilitating communication, foreseeing and avoiding pitfalls);
OP3.04 – compare various strategic planning processes that have resulted in successful organizations.
Prior Knowledge & Skills
The prior unit in Leadership will help define roles within the assigned groups. As well, conflict management theory would also be an asset in this culminating activity.
Planning Notes
The teacher:
• prepares notes/handouts; photocopies instructions (Appendix 2.3.1 and rubric Appendix 2.3.2)
• ensures students are put into groups that will best ensure a co-operative attitude;
• consults background resources;
• arranges access to materials for the construction of the invention;
• prepares assessment tools for group presentation and peer assessment (see BTX4C Public);
Teaching/Learning Strategies
Activity 2.3.1
The teacher:
• Provides students with outline of the activity and a rubric of expectations for the report. Appendix 2.3.1 and Appendix 2..3.2
• Provides the outline of this culminating activity at the beginning of the course with a due date scheduled towards the end of the course. Presentations using electronic software presentation should be scheduled for the last week of classes in the course.
Assessment & Evaluation of Student Achievement
Formative Assessment: Self or peer assessments of egg drop inventions.
Summative Assessment: Oral report on North American Company, multi-media presentations.
Accommodations
The following are ways in which the activity can meet students’ individual needs:
• use peer tutoring to assist students who require more instruction;
• provide extension activities for students requiring enrichment;
• The Ontario Curriculum Unit Planner provides accommodations.
• Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.
• Students’ roles within groups/partners should be assigned based on their strengths.
Resources
Allen, Roger E. and Stephen Allen. Winnie-the-Pooh on Problem Solving. Toronto: Penguin Book, 1995.
ISBN 0-525-94063-1
Blanchard, Ken, Sheldon Bowles. High Five! The Magic of Working Together. New York: HarperCollins Publisher Incorporated, 2001. ISBN 0-688-17036-6
Lewicki, Roy J., et al. Experiences in Management and Organizational Behaviour, 3rd ed. Toronto: John Wiley & Sons, 1988. ISBN 0-471-83796-2
McClure, Lynne. Anger and Conflict in the Workplace: spot the signs, avoid the trauma. Manassas Park, Virginia: Impact Publications, 2000.
Appendix 2.3.1
PLANNING
CULMINATING ACTIVITY
ORGANIZATIONAL STUDIES – ORGANIZATIONAL BEHAVIOUR AND HUMAN RESOURCES BOH4M
PURPOSE:
The ability to plan, especially to implement a plan, is of vital importance to managing a successful business. In this task, you will demonstrate your planning skills on a variety of different levels.
You will be given a mock “budget” of materials in order to complete this task. In order for successful completion of the task, you are required to have an egg drop to the floor from a height of 8 feet without breaking. You can only use the materials on the “materials list” and come under budget. The budget is $5. You must also develop a name and a logo for your invention.
Materials List:
Paper 10 cents per sheet Paper Clips 10 cents per clip
Card Stock 50 cents per sheet Tape 50 cents per 12 inches
Straws 10 cents per straw Balloons 50 cents per balloon
Styrofoam Worms 1 dollar unlimited
YOUR TASK:
PART A: “Your Invention”
Using your idea for an egg-dropping contraption, create a written report that addresses the following:
1. Using the steps involved in the planning process, design your invention.
2. Using the common types of plans in business, develop a plan to implement your invention into the market.
3. Create a mission statement for your invention.
4. Assuming there was a market for egg dropping inventions, conduct a S.W.O.T. analysis of your invention.
PART B: “The Company”
Research a North American company and prepare a written report that addresses the following:
1. Find an example of a strategic plan, operational plan, or a single-use plan.
2. What is the mission statement of the company?
3. Create a S.W.O.T. analysis of the company.
PART C: “The Presentation”
Using your information from Parts A and B, prepare a 10-minute electronic presentation comparing your ideas versus the companies. Be sure to include:
1. Title Page
2. Table of Contents
3. Your Invention
4. The Company
5. Summary
DUE DATE: The egg drop will take place a week before the end of the unit with presentations taking place during the last week of the unit
EVALUATION: See attached rubric (Appendix 2.3.2)
Appendix 2.3.2
Planning BOH4M Rubric Scale
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |GRADE |
| |(50-59%) |(60-69%) |(70-79%) |(80-100%) | |
|Knowledge/Understanding |30 |
|Did you demonstrate your knowledge of Strategic Planning in both “Your |Demonstrates a limited knowledge of |Demonstrates some knowledge |Demonstrates considerable |Demonstrates thorough knowledge | |
|Invention” and “The Company”? |strategic planning. |of strategic planning. |knowledge of strategic planning. |of strategic planning. | |
|Did you demonstrate your understanding of commonly used business plans in both|Demonstrates a limited understanding |Demonstrates some |Demonstrates considerable |Demonstrates a thorough | |
|“Your Invention” and “The Company”? |of commonly used business plans. |understanding of commonly |understanding of commonly used |understanding of commonly used | |
| | |used business plans. |business plans. |business plans. | |
|Thinking/Inquiry |30 |
|Did you plan out your invention using the steps in the planning process? |Provides limited steps in the |Provides some steps in the |Provides considerable steps in the|Provides thorough steps in the | |
| |invention plan. |invention plan. |invention plan. |invention plan. | |
|Did you provide a mission statement with reasoning? |Provides limited reasoning to support|Provides some reasoning to |Provides considerable reasoning to|Provides thorough reasoning to | |
| |the mission statement. |support the mission |support the mission statement. |support the mission statement. | |
| | |statement. | | | |
|Communication |20 |
|Did you use proper sentence structure, grammar and spelling to communicate |Demonstrates limited ability to use |Demonstrates some ability to |Demonstrates considerable ability |Demonstrates a high degree of | |
|information and ideas in your report? |proper language conventions in |use proper language |to use proper language conventions|ability to use proper language | |
| |writing. |conventions in writing. |in writing. |conventions in writing. | |
|Did you communicate your ideas effectively in your presentation? Did you make |Demonstrates limited ability to |Demonstrates some ability to |Demonstrates considerable ability |Demonstrates a high degree of | |
|effective use of electronic presentation? Did your presentation make effective|communicate ideas effectively. |communicate ideas |to communicate ideas effectively. |ability to communicate ideas | |
|use of time and pace? Did you make effective use of voice and spoken | |effectively. | |effectively. | |
|language? | | | | | |
|Application | | | | |20 |
|Did you provide a report for both “Your Invention” and “The Company”? |Demonstrates limited ability to use |Demonstrates some ability to |Demonstrates considerable ability |Demonstrates a high degree of | |
| |an organizational pattern to |use an organizational pattern|to use an organizational pattern |ability to use an organizational| |
| |structure ideas for analysis. |to structure ideas for |to structure ideas for analysis. |pattern to structure ideas for | |
| | |analysis. | |analysis. | |
|Did you complete a properly formatted presentation using electronic software? |Demonstrates limited ability to use |Demonstrates some ability to |Demonstrates considerable ability |Demonstrates thorough ability to| |
| |electronic presentation software for |use electronic presentation |to use electronic presentation |use electronic presentation | |
| |oral presentations. |software for oral |software for oral presentations. |software for oral presentations.| |
| | |presentations. | | | |
Unit 5: Controlling
Unit Description
Students demonstrate an understanding of how evaluation techniques relate to the managerial process, identify the factors affecting individual and group performance, and explain the strategies used by managers to manage human resources. Students explain the nature and importance of performance appraisal, and compare major performance appraisal methods and techniques. The teacher and students investigate compensation, benefit and discipline systems, and the relationship between high-performance activities and increased job satisfaction.
Time
7 hours
Unit Overview Chart
|Cluster |Learning Expectations |Assessment Categories |Focus/Time |
|5.1 |MEV.01, ME1.01, ME1.02, ME1.03 |Knowledge/Understanding Thinking/Inquiry |Individual and Team Performance |
| | |Application | |
| | |Communication |(3 hours) |
|5.2 |MEV.02, ME2.01, ME2.02, ME2.03 |Knowledge/Understanding Thinking/Inquiry |Performance Appraisal |
| | |Application | |
| | |Communication |(4 hours) |
|5.3 |MEV.02, ME2.01, ME2.02, ME2.03 |Knowledge/Understanding Thinking/Inquiry |Cumulative Assignment |
| | |Application |(3 hours) |
| | |Communication | |
5.3 Cumulative Assignment
Time: 3 Hours
Description
Activity 1.1
The students will compare and contrast the five main forms of performance appraisals that are available to managers.
Strand(s) & Learning Expectations
Overall Expectations
MEV.02 · analyse a variety of performance-appraisal techniques as they apply to a variety of situations;
Specific Expectations
Performance Appraisal
ME2.01 – explain the nature and importance of performance appraisal within an organization;
ME2.02 – compare major performance-appraisal methods and techniques (e.g., scales, comparisons);
ME2.03 – demonstrate an understanding of compensation systems, benefit systems, and discipline systems and their relationship to high-performance activities and increased job satisfaction
Prior Knowledge & Skills
• Student experiences with community, school, and workplace leaders
• Management theory, problem solving, and planning previously covered in the course
• Observation and communication skills developed and practised from various courses
Planning Notes
The teacher:
• prepares overheads, lecture notes, handouts and assessment tools; (Appendix 5.3.2)
• provides students with assessment tools before the activity begins;
Teaching/Learning Strategies
Activity 5.3.1
The teacher:
• Create a need for effective performance appraisals by discussing with students their personal experiences with job evaluations. Students will list examples of criteria that have been used at where they work to evaluate job performance (i.e. attendance, grooming, knowledge, customer service, etc.).
• Provide a formal definition of performance appraisal and outline the five reasons of the importance of performance appraisals (i.e. Compensation, Staffing, Training, Selection, Career Planning).
• Illustrate using overhead example of a local businesses performance appraisal method (a good example would be to use a business that students are familiar with). Discuss the criteria used to evaluate an employee’s performance.
• Provide a handout/overhead example of the five main types of performance appraisal methods (i.e. BARS, Critical Incident, Free Form Narrative, Forced Comparisons, Graphic Rating Scale). Explain the merits of each of the five methods of performance appraisal using the following chart headings (Performance Appraisal Method, Key Criteria, Pro, Con)
• From the above develop a list of benefits of using performance appraisals for an organization using the following headings. Benefits for the employee, Benefits for the Manager and Benefits for the Organization.
Activity 5.3.2
The teacher:
• Selects students to form into groups of three. From the group students will select a local business to research a performance appraisal method. Provide each member of the group with the expectations and rubric for the culminating activity. (See Appendix 5.3.1 and Appendix 5.3.2)
Assessment & Evaluation of Student Achievement
Formative
• Teacher feedback on observations during lessons and discussions
Summative
Knowledge/Understanding, Thinking/Inquiry, Communication, Application
• Teacher evaluation using rubric Appendix 5.3.2
Resources
Schermerhorn, John R. Management, 7th ed Toronto: John Wiley and Sons, Inc., 2002.
ISBN 0-471-43570-8 Contains material for lecture notes.
Appendix 5.3.1
CONTROLLING UNIT
PERFORMANCE APPRAISAL METHOD
CUMULATIVE ASSIGNMENT
The Task:
Working in a group of no more than three students you will select a local business and research the method used for performance appraisals to assist management function of controlling.
What Learning Will You Demonstrate:
Students:
1. Demonstrate an understanding of the management function of controlling.
2. Demonstrate an understanding of the performance appraisal method and its impact on the management function of controlling.
3. Demonstrate using a group presentation the advantages and disadvantages of the performance appraisal method.
Materials Required:
1. Examples of Performance Appraisal Methods used in textbook and notes
2. Outline of cumulative assignment expectations and rubric
3. Word Processor, Overhead transparencies of the business performance appraisal method, Markers, Bristol board
Materials Submitted:
1. Cover Page
2. One page summary analysis using a table format of the performance appraisal highlighting key points and criteria that the business uses for evaluating workers
3. Rubric
4. Brief Presentation
Due Date:
Evaluation:
See attached rubric
Appendix 5.3.2.
Performance Appraisal Cumulative Assignment Rubric Scale
|Categories |Expectations |Level 4 |Level 3 |Level 2 |Level 1 |Grade |
|Thinking / Inquiry |Did you choose an appropriate local business? |Selected a local business |Selected a local business |Selected a local business |Selected a local business |(10) |
| | |that demonstrates a thorough |that demonstrates |that demonstrates some use|that demonstrates a | |
| | |use of performance appraisal |considerable use of |of performance appraisal |limited use of performance| |
| | |methods. |performance appraisal |methods. |appraisal methods. | |
| | | |methods. | | | |
|Communication |Did you use proper sentence structure, grammar |-Demonstrates limited ability|-Demonstrates some ability to|-Demonstrates considerable|-Demonstrates a high |(10) |
| |and spelling to communicate information and |to use language conventions |use language conventions to |ability to use language |degree of ability to use | |
| |ideas? |to write |write correctly |conventions to write |language conventions to | |
| | | | |correctly |write correctly | |
| |Did all members of the group participate in the |All members of the group used|All members of the group used|All members of the group |All members of the group |(20) |
| |presentation of the performance appraisal |terminology with consistent |terminology with considerable|used terminology with some|used terminology with | |
| |method? |effectiveness. |effectiveness. |effectiveness. |limited effectiveness. | |
|Application |Is your report properly formatted? (Cover page, |Appropriate font size, |Most of the report properly |Some of the report |Limited report formatting.|(10) |
| |one-page summary, copy of business performance |spacing, and alignment. Copy |formatted. |properly formatted. | | |
| |appraisal) |of business performance | | | | |
| | |appraisal attached. | | | | |
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Course Profiles
Traditional North American Organizational Structure
Pyramid Structure
Top---Down Decision Making
Modern Organizational Structure
Pancake Structure
Reduction in the levels of management
Direct Chain of Command and Communication from Top to Bottom
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