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MGT 217
Group Dynamics and
Learning Strategies
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Cover
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learning
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 217
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Group Dynamics and Learning Strategies
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
MGT 217 | Group Dynamics and Learning Strategies
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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3
About
MGT 217 | Group Dynamics and Learning Strategies
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Hallmarks
MGT 217 | Group Dynamics and Learning Strategies
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Expectations
MGT 217 | Group Dynamics and Learning Strategies
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Financial Aid
MGT 217 | Group Dynamics and Learning Strategies
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Netiquette
MGT 217 | Group Dynamics and Learning Strategies
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Library
MGT 217 | Group Dynamics and Learning Strategies
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Other Resources
MGT 217 | Group Dynamics and Learning Strategies
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Course Overview
Course Description
This course is an overview of organizational structures, group dynamics, and learning strategies.
Course Materials
Required Textbook and Materials
• Adams, Katherine and Galanes, Gloria. (2012) Communicating in Groups: Applications and
Skills. (8th ed.). ISBN 978-0-07-353427-5
•
Ellis, David. (2012) Becoming a Master Student: Concise (13th ed.). ISBN 978-0-495-91281-1
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
•
Evaluate and suggest solutions to problems encountered in a
group communication context.
•
Explain concepts important to the framework and functioning of Team Activity Exercise
groups.
•
Identify system theories and perspectives.
•
Explore problem solving techniques and conflict management in
groups
Analyze the various values that structure different
communication styles across cultural groups.
Participate in the Myer-Briggs Type indicator personality
inventory.
•
•
Individual Assignments
Team Activity Exercise
1 pt each
Discussion Postings and Response
Individual Assignment
Team Activity Exercise
•
•
•
•
Categorize and analyze the four canon of public speeches
Relate Ethical behavior to success in College
Design, plan, organize, and present a speech presentation.
about
expectations
resources
Team Activity Exercise
Discussion Posting and Response
10pts
Individual Assignment
Discussion Posting and Response
Oral Presentation and Final Paper
learning
outcomes
1 pt each
10pts
2 pts each
1 pt each
Discussion Post and Response
course
overview
10pts
2 pts each
Total Points for course
about Bloom’s Taxonomy
home
10 pts
2 pts each
Examine how ethics, morals and values relate to leadership.
List and analyze the six recommendations for leading group
discussion
Develop learning strategies to become a success student
•
•
1pt each
Individual Assignment
Individual Assignment
•
•
2 pts each
Discussion Post and Response
Defend and engage in conflict productively and work toward
conflict resolution.
Define critical thinking and brainstorming in groups.
Assess and articulate appropriate listening preferences.
•
Points
2 pts each
10pts
50pts
< 100 > pts
IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Learning Outcomes
MGT 217 | Group Dynamics and Learning Strategies
Management 217 Checklist
Assignment Overview
The purpose of this assignment is to allow the student the
opportunity to learn and understand their program checklist.
Students will learn that the checklist is individual to each student.
Some students come into the program with a varied number of
courses and electives that they may or may not be given allowable
transfer credit. Some students may not have any transfer credits. It
is suggested that the students use their checklist as a working
document by adding course grades as they are completed while
working through their program.
NOTE: GRADE OF “C” OR BETTER REQUIRED FOR BASIC SKILLS,
ECON 101 AND BRIDGE COURSES
•
MATH 105 is in the program schedule, but can be waived if
MATH 110 or equivalent is transferred prior to admission into
the BAM/BAOL program.
Required materials:
Student must have a copy of their program checklist in order to
complete the
assignment. If the student does not have a copy of
their checklist they need to contact their advisor. If the student’s
checklist is not complete they can use a blank checklist.
•
The prerequisite for MATH 105 is MATH 095 or placement test.
The student should refer to their checklist to identify if they have
transfer credit for MATH 095 or if it indicates that the student
needs to take a Math placement test.
The assignment is intended to ensure the following:
•
You will be able to understand Graduation requirements for
obtaining a Bachelor’s degree at Benedictine University.
The following is a breakdown of requirements:
Basic Skills
•
Twelve (12) credit hours required.
Arts & Humanities
•
Nine (9) credit hours required, including General Ethics (PHIL
24) or equivalent.
•
Music Appreciation (MUSI 104) and Art Appreciation (FNAR
100) may be taken to fulfill the Arts and Humanities
requirement.
•
At least one course needs to be in an area other than
Philosophy.
•
You will be able to understand how to read your checklist.
•
You will be able to understand how many courses you were
allowed as transferable credit.
•
You will be able to understand how many general education
requirements you will need to complete your program.
•
You will be able to understand how many bridge courses (BAM
only) you will need to complete your program.
Natural Sciences
•
Six (6) credit hours required
•
You will be able to understand how many prerequisites you will
need to complete your program.
•
Impact of Nutrition (NUTR 100) may be taken to fulfill the Life
Science requirement.
•
You will be able to understand how many Major program
requirements you will need to complete your program.
•
Physical Geography (GEOG 105) may be taken to fulfill the
Physical Science requirement.
•
You will be able to understand how many elective credits you
will need to complete your program.
Graduation Requirements
Please refer to your checklist and read this section.
The following information is a complete breakdown of information
pertaining to your checklist. Use this as a guide while navigating
your checklist requirements, answering questions and completing
your summary of evaluation.
General Education Requirement
Each student must complete a total of 42 semester hours of general
education courses. This number will vary depending on how many
transfer credits the student completed prior to enrolling in their
program. Some of the courses are included in the program
schedule. The BAM schedule includes these three courses: Finite
Math (MATH 105), Converging Hemispheres (HUMN 240) and The
Contemporary World (HUMN 250). For the BAOL program four
courses are included on the program schedule: MATH 105, HUMN
240, HUMN 250 and Cultural Anthropology (ANTH 200).
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Social Sciences
•
Nine (9) credit hours required, including Introduction to
Economics (ECON 100) or equivalent and Survey of
Psychology (PSYC 100) or equivalent.
•
ECON 100 can be fulfilled by taking both ECON 101 and ECON
102.
•
PSYC 100 can be fulfilled by taking Social Psychology (PSYC
210).
•
Social Science Core Elective can be fulfilled by taking Cultural
Anthropology (ANTH 200).
•
Common Core
•
Six (6) credit hours required; including HUMN 240 and HUMN
250.
•
These courses cannot be transferred in.
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Session 1A
MGT 217 | Group Dynamics and Learning Strategies
Management 217 Checklist
Major Bridge Requirements (BAM only)
Students who have completed the AABA program will have fulfilled
the major bridge requirements. Students that did not complete the
AABA will have to enroll in courses to fill these requirements unless
they transferred them in.
•
Nine (9) credit hours required which include:
•
Business Statistics I (MGT 150) Prerequisite: MATH 105
•
Accounting I (ACCT 111) Prerequisite: MATH 105
•
Accounting II (ACCT 112) Prerequisite: MATH 105 & ACCT 111
General Electives
General elective credit hours may be earned by taking courses that
do not provide duplicate credit. Elective credits may also be
demonstrated through a Work/life experience portfolio through the
Prior Learning Assessment Program (PLA). No more than 30
external elective credit hours can be earned, including portfolio
credit and CLEP examinations.
Students who have transfer credit may find that some credits have
been applied as elective credit.
This will be reflected in the
summary evaluation on page two (2) of their checklist. The student
can also find this information on their student account under transfer
credit. The student’s advisor can also help them understand how
credits were applied.
Major Program Requirements
1.
Students who need general elective credits can also take
courses from other programs, the main campus or other
colleges and universities (students need to remember the 55
credit hour rule).
2.
Students can also complete the Work/life portfolio which allows
a maximum of Eighteen (18) elective credit hours.
3.
Courses from the on-line HRM certificate program (18 maximum
hours) can also be used to fill elective credits.
NOTE: GRADE “C” OR BETTER REQUIRED FOR MAJOR COURSES
Transfer credits for selected major courses will only be accepted
prior to admission into the program. MGT 217 must be the first
course taken for the BAM program and MGT 387 must be the last
course taken. For the BAOL program, MGT 217 is first course taken
and PSYC 389 is the last course taken.
Thirty six (36) major credit hours needed in the BAM program.
Listed below are the major courses that have prerequisite
requirements:
•
Business Statistics II (MGT 251); Prerequisite MGT 150.
•
Organizational Behavior (MGT 320): Prerequisite PSYC 100
(PSYC 210 will also satisfy this requirement).
•
Applied Microeconomics (ECON 227); Prerequisite ECON 100
(ECON 101 & ECON 102 will also satisfy requirement).
•
Accounting & Financial Management (MGT 275); Prerequisite
ACCT 112.
Summary of Evaluation
The summary evaluation consists of hours required, hours
completed and hours remaining for the students General Education
Requirements, Major Bridge Requirements (BAM only), Major
Program Requirements and General Electives. The summary also
includes a section with a breakdown of transfer credits accepted.
Complete the following steps in the summary of evaluation section:
•
First add down each column of hours completed and hours
remaining to make sure the totals are correct on your summary.
Do not attempt to add across as the calculations do not always
add up, this does not mean your summary is incorrect.
•
Calculate the total of the Summary Evaluation by adding the
hours completed and hours remaining sums. Your total should
add up to a minimum of 120 credit hours. Some students may
be over the 120 depending on what they transferred in.
•
If your totals do not add up to at least 120 you will need to
contact your advisor, but you can still complete the given
assignment with information that was provided.
•
If you have transfer credits from more than one institution add
them together.
•
The sum of transfer credits should be the same as the total in
your summary of hours completed column.
Thirty nine (39) major credit hours needed in the BAOL program.
Listed below are the major courses that have prerequisite
requirements:
•
Organizational Behavior (MGT 320): Prerequisite PSYC 100
(PSYC 210 will also satisfy this requirement).
•
Basic and Applied Statistics (PSYC 250); Prerequisite MATH
105.
•
Operations Management (MGT 333); Prerequisite MGT 150 and
MGT 247.
•
Research Methods (PSYC 299); Prerequisite PSYC 250.
•
Organizational Leadership Capstone (PSYC 389); Prerequisite
PSYC 299.
Special Notes (last section on checklist)
•
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Each student is responsible for reading this section of their
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14
Session 1A
MGT 217 | Group Dynamics and Learning Strategies
Student Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Small Groups as the
Heart of Society
Review Text: Adams/Galanes, Ch. 1, pp. 1-26
Ch. 1 p.24 , 1-4, Ch. 1 p.25 , 1-3
Review Text Ellis, Ch. 1-2, pp. 1-76, Ch. 1 p. 23-27 and 30
Journal Entry 7, p.49
01 B
online
Groups as structured
Open Systems
Read Text: Adams/Galanes, Ch 2 pp. 26-46.
Essay: 2-3 pages , Ch. 3 p.80
Read Text: Ellis, Ch. 3, pp.76-93
02 A
F2F
Foundations of Small
Group Communicating
Review Text: Adams/Galanes,, Ch. 3, pp. 47-83
Essay: 1-2 pages, p.81 Ch. 3 p.72 , pp.82-83 Exercise #2
Review Text: Ellis , Ch. 4-5, pp.94-133
Journal Entries: 12, Ch. 5 ,p.115 & 13, Ch.5, p.120
Exercise 19,Ch. 7,p.159
02 B
online
From Individuals to
Groups
Read Text:: Adams/Galanes, Ch. 4-5 pp. 86-154
Essay:2-3 pages,p.108
Read Text: Ellis Ch. 6-7, pp.134-173
Exercise 21,Ch 7, p.168
03 A
F2F
Using Critical Thinking
in Group Problem
Solving
Review Text: Adams/Galanes, Ch. 6-7, pp.156-225
Ch. 6, p.184,Ch.7 p.198,questions 1-3, & Exercise 1 p.225
Review Text: Ellis , Ch. 8 pp. 174-193.
Journal Entry 19, Chap 8, p.175
03 B
online
Managing Conflicts
Productively
Read Text: Adams/Galanes, Ch. 8, pp.226-251
Essay 2-3 pages, p. 241-242
Read Text Ellis, Ch. 8 pp. 174-193
Journal Entry #20, p.178
04 A
F2F
Applying Leadership
Principles
Review Text: Adams/Galanes, Chap 9, pp.252-289
Essay 2-3 pages, p.287
Apply Now, Ch. 9 p. 268 &p.282 questions 1 and 2
Review Text: Ellis, Ch. 10, pp. 212-235
Impromptu Speeches p.188
Exercise 24,p.217
04 B
online
Small Group Public
Presentations
Read Text: Adams/Galanes, Ch. 10, pp. 292-314
Essay 1-2 pages, p.314
05 A
F2F
Techniques for
Observing and
Presenting Small
Group Oral
Presentations
Review Text: Adams/Galanes Appendix, pp. A1-A21
D2L Assignment (figure A.6.)
Final Project
Review Text, Ellis ,Ch. 10, pp. 212-235
Exercise 25 p.220
Journal Entry #23, p.230
05 B
online
Becoming A Master
Student
Read Text, Adams/Galanes,Ch. 10, pp. 292-314
Apply Now, p.301
Essay 1-2 pages, p.314
Submit 8-10 pages in D2L drop bo
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Course Schedule
15
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 1A
Learning Objectives
1. Evaluate current strengths and weaknesses in areas of student and job success
2. Discuss the characteristics of a ‘master student’
3. Describe the criteria for determining whether a group or an individual should be used to solve a
problem.
4. Distinguish between small group communication, public communication, interpersonal
communication, and intrapersonal communication.
5. Describe how groups use technology to enhance their interactions.
6. Identify the different organizational groups
7. Contrast primary and secondary groups
8. Explain the four ethical standards any member of a group should be held to.
Activities, Assignments and Agenda
Reading:
Communication In Groups Applications and Skills Chapter 1, pp. 1-26
Becoming A Master Student Concise Chapter 1-2 pp.1-76
Individual Assignments
1. Communicating In Groups: Applications and Skills, Chapter 1 Exercises – answer questions 1-3, p.25
2. Communicating In Groups: Applications and Skills, Ethical Dilemma- answer questions 1-4, p.24
Study Group Assignments
• Students will read the article “The Master Student” in chapter 1 in the textbook Becoming a Master
Student Concise. The instructor will divide the students into groups of 3-4 and ask students to list 10
qualities of people they admire. The instructor will create a combined list of 20 for the entire class.
The instructor will ask the students to rank the qualities according to those that would have a greater
contribution to success in school, small groups and organizations.
•
Becoming A Master Student Concise, pp. 23-27 The Discovery Wheel exercise
•
Becoming A Master Student Concise Journal Entry 7, Discovery/Intention Statement, p.49
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16
Session 1A
MGT 217 | Group Dynamics and Learning Strategies
r> Session 1B
Faculty Evening
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Explain why systems theory is a useful perspective for studying small groups.
Identify inputs, throughput processes, and outputs of a group system.
Justify why communication is the heart of a groups throughput processes
Summarize the role of a groups environment
Discriminate between open and closed systems
Relate the role of feedback in helping a system adapt to changing environments
Explain why nonsummativity is a systemic characteristic of groups
Describe what interdependence means to the functioning of a small group system.
Identify online learning enhancement tools
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Chapter 2 pp. 26-46.
Becoming A Master Student Concise Chapter 3, pp.76-93
Individual Assignments
Communicating In Groups: Applications and Skills, Media and Technology p. 40- Students will submit a 2-3 page essay.
Individual Discussion Assignments
•
What is the difference between primary and secondary groups? List the groups to which you belong and classify as
primary or secondary groups. Why is it important to classify groups? Please make your initial post by midweek, and
respond to at least one other students' post by the end of the week.
Study Group Assignments
To demonstrate virtual communication , the following our examples of online communication to help students become
more familiar with communicating on-line:
•
Complete the registration at www.zotero.org and locate your classmates
•
Create your own avatar at www.voki.com and use to communicate in the discussion board.
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17
Session 1B
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 2A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Explain communication and message
Identify the five characteristics of communication
Differentiate between listening and hearing
Discuss the four listening preferences
Describe paraphrasing as a technique for active listeners
Analyze the four ways to use language to maximize effectiveness in small groups.
Summarize the principles and functions of nonverbal communication
Compare and contrast computer-mediated communication in small groups to face to face
communication in small groups
9. Discuss effective reading and note taking techniques
10. Discuss Final Project
Activities, Assignments and Agenda
Reading:
Communication In Groups: Applications and Skills- Chap. 3, pp. 47-83
Becoming A Master Student Concise- Chap 4-5, pp.94-133
Individual Assignments
1. Communicating In Groups: Applications and Skills, Apply Now, Chap 3, p.81 –1-2 page essay
2. Becoming A Master Student Concise , Journal Entry 12, Chap.5 p.115
Study Group Assignments
1. Communicating In Groups: Applications and Skills, Media and Technology-Chap 3, p.72
2. Communicating In Groups: Applications and Skills , Resources for Review and Discussion, Chap 3,
pp.82-83. Exercise #2.
Class Assignments
1. Becoming A Master Student Concise- Journal Entry 13, Chap. 5, p.. 120
2. Becoming A Master Student Concise, Chapter 7, ‘Critical Thinking Exercise 19’, p.159 (Instructor
will assign student groups for final project)
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18
Session 1A
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 2B
Learning Objectives
1. Explain how communication structures and maintains a small group
2. Describe two major challenges of all groups
3. Discuss the phases that many groups experience according Gersick’s model of punctuated
equilibrium and Tuckman’s model of group development
4. Outline the communicative dynamics of each stage of group socialization
5. Evaluate the types of roles and their functions in groups
6. Discriminate between rules and norms, and describe the four norm development processes
7. Summarize three major elements that contribute to a groups climate
8. Explain why diversity and the four learning styles documented by Kolb are beneficial to a group
9. Discuss the Myer-Briggs Type indicator personality inventory.
10. Distinguish between the three dimensions on which cultures differ
11. Describe the principles that will help group members make the most of their differences
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills- Chap 4-5 pp. 86-154
Becoming A Master Student Concise- Chap 6-7, pp.134-173
Individual Assignments
1. Communicating In Groups: Applications and Skills- ‘Ethical Dilemma’, Chap 4. p.108. 2-3 page essay
Discussion
3. There are many styles self assessments in chpt 1 of the Ellis book that can help you identify ways to
accommodate your learning style. Please share your results for the following assessments.
1. The discovery wheel results.
2. Strongest of the multiple intelligences.
3. Learning Style Inventory mode results.
Based on the results of the assessments, which learning strategies suggested do you think may work well you ?
Please make your initial post to the discussion questions by midweek, and respond to at least one other students' post
by the end of the week.
Study Group Assignments
Continue working on Group Project
In Class Assignments
1. Complete Critical Thinking Exercise 21, Becoming A Master Student Concise, p.168 and prepare for in-class
discussion.
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19
Session 1A
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 3A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Explain why critical thinking is important to small group problem solving
Describe three techniques used to enhance group creativity
Discuss attitudes most advantageous to critical thinking in a group
Summarize how group members should use critical thinking during the information gathering stage
of problem solving
Identify five key steps to evaluating information and five reasoning errors
Justify why using a systematic procedure produces better solutions for group problem solving
Explain how the problem-solving process can be used to accommodate any of the five
characteristics of problems
Discuss the functional theory of problem solving and decision making
Relate P-MOPS to a simple or complex problem and describe the various techniques that can be
used to help at various stages of P-MOPS
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Chap 6-7, pp.156-225
Becoming A Master Student Concise, Chapter 8 pp. 174-193.
Individual Assignments
1. Communicating In Groups: Applications and Skills, ‘Apply Now Chap 6, p.184 Answer questions 13.
2. Communicating In Groups: Applications and Skills, ‘Apply Now’ Chap 7, p.198 Answer Questions
1-3.
Study Group Assignments
1. Communicating In Groups: Applications and Skills, Resources For Review And Discussion,
Exercise 1, p. 225.
2. Assigned student groups will gather for discussion on final project
In Class Assignments
1. Becoming A Master Student Concise, Chap 8, ‘Journal Entry 19’, p.175
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20
Session 1B
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 3B
Learning Objectives
1.
2.
3.
4.
Discuss three existing myths about conflict in small groups.
Distinguish between task and relational group conflict
Compare and contrast the five major conflict styles
Describe how group members can disagree ethically and maximize their
chances to influence the group
5. Describe the steps of the nominal group technique
6. Relate the four steps of principled negotiation to managing conflict in groups
7. Discuss speaking in class and making the grade in group presentations
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Chap. 8, pp.226-251
Becoming A Master Student Concise, Chapter 8 pp. 174-193 (continued)
Individual Assignments
1. Communicating In Groups: Applications and Skills, ‘Ethical Dilemma’, Chap 8, p.241-242. Write a 2-3 page essay
answering questions 1-4.
Individual Discussion Assignment
1. Describe a time when you had conversation with a poor listener. What verbal and non-verbal cues gave the
impression of poor listening? What recommendations would you make to the person to help her/him to become a
better listener? Consider content from reading of Chapter 3 in the Adams & Galanes book. Please make your initial
post by midweek, and respond to at least one other students' post by the end of the week.
Study Group Assignments
Continue to work on your group project.
In Class Assignments
Complete Journal Entry #20, Becoming A Master Student Concise, p. 178 and prepare for class discussion
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21
Session 1B
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 4A
Learning Objectives
1.
2.
3.
4.
5.
Distinguish between leadership and leaders
Evaluate the seven sources of a leader’s power and influence
Analyze different approaches to understanding leadership
Identify six recommendations for leading group discussion
Describe how establishing a climate of trust, developing teamwork, and promoting cooperation
can help develop the group.
6. Discuss what it means to encourage distributed leadership
7. Explain the ethical guidelines for group leaders
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Chap 9, pp.252-289
Becoming A Master Student Concise, Chap. 10, pp. 212-235
Individual Assignments
1. Communicating In Groups: Applications and Skills, Chap. 9, ‘Ethical Dilemma’, p. 287, Answer questions 1-4 in a
2-3 page essay..
Study Group Assignments
1. Communicating In Groups: Applications and Skills, Chap 9, ‘Apply Now’, p.282
2. Impromptu speeches – have students give impromptu speeches to get a feel for what it will be like to be in front
of the class. Be sure to choose topics that are not serious to put students more at ease: for example “Should the
toilet paper roll be placed on the hinge so the paper rolls down or over?” (The purpose of this activity is for the
student to get a feel for being in front of the class, this way you can identify some potential delivery problems
pre-presentation and work with the students on the potential obstacles)
3. Assigned study groups will gather for discussion on final project. The group will elect a moderator who will
submit minutes for the team’s discussion.
In Class Assignments
1. Communicating In Groups: Applications and Skills, ‘Apply Now’, Chap. 9, p.268
2. Becoming A Master Student Concise, ‘Critical Thinking Exercise 24’, Chap.10, p. 217
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22
Session 1A
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 4B
Learning Objectives
1. Distinguish the choices group members can make in the planning, organizing, and presenting
stages.
2. Differentiate between the three types of public discussions.
3. Identify the role of the moderator in any type of public discussion.
4. Describe the essential components of the introduction, the body, and the conclusion of an oral
presentation.
5. Compare and contrast the four methods of presenting a speech.
6. Explain the relevant criteria to evaluate an oral presentation.
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Chap 10, pp. 292-314
Individual Assignments
1. Communicating In Groups: Applications and Skills ,Chap. 10, ‘Resources For Review And
Discussion’ , Exercise 2, p. 314 . Submit a 1-2 page essay.
Individual Discussion Assignment
1. Based on your reading of Chapter 4 in the Ellis book, describe three techniques that you may use
when you find a reading assignment difficult. Please cite techniques from the textbook. Please
make your initial post by midweek, and respond to at least one other students' post by the end of
the week.
2. Study Group Assignments
Continue working on your group project.
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23
Session 1B
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 5A
Learning Objectives
1. Discuss techniques for observing problem solving groups
2. Evaluate group oral presentations
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Appendix, pp. A1-A21
Becoming A Master Student Concise, Chap. 10, pp. 212-235 (continued)
Individual Assignments
1. Final Project – submit 8-10 page type written paper (due class 5b)
Study Group Assignments
1. Each student will complete a problem- solving process rating scale (figure A.6.) per group.
2. Groups will given 20 minute oral presentation and PowerPoint slide show.
In Class Assignments
1. Becoming A Master Student Concise, ‘Critical Thinking Exercise 25’, Chap.10, p. 220
2. Becoming A Master Student Concise, ‘Journal Entry 23: Discovery Wheel-coming full
circle’, Chap. 10, p.230.
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24
Session 1A
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 5B
Learning Objectives
1. Relate healthy behavior to success in college
2. Explain why an individual and group presentation should appropriate the situation.
3. Explain how the canons of rhetoric relate to speech
Activities, Assignments and Agenda
Reading:
Communicating In Groups: Applications and Skills, Chap 10, pp. 292-314
Individual Assignments
1. Communicating In Groups: Applications and Skills, ‘Apply Now’, Chap 10, p.301
2. Communicating In Groups: Applications and Skills, ‘Resources For Review And Discussion’, Chap
10, Exercise 3, p.314. Submit 1-2 page essay.
Individual Discussion Assignment
1. In your own words, please define plagiarism. Based on the Benedictine University Academic
Policy (AHP), what are the possible consequences of plagiarism and/or other violations of AHP.
How does proper use of APA style help us avoid plagiarism? Please make your initial post by
midweek, and respond to at least one other students' post by the end of the week.
Study Group Assignments
Group Final Project –Each group will submit 8-10 type written paper via drop box in D2L.
In Class Assignments
1. N/A
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25
Session 1B
MGT 217 | Group Dynamics and Learning Strategies
Faculty Evening Session 5B
Activities, Assignments and Agenda (continued)
Final Project
Divide the class into groups of four to six students and ask each group to prepare a classroom
presentation on a topic of interest. This may be a controversial event , (such as the Toyota crisis in
January 2010) current event (such as "How can medical costs be contained?") or a topic of specific
relevance to small group communication (such as "What effect does gender have in the small
group?"). This type of project lends itself to the kind of information presented in Chapter 5. Each
group will prepare a 20 minute oral presentation with a PowerPoint slide show and submit a written
reports 8-10 pages that evaluate the dynamics of the assigned team , leadership strategies.
For the oral presentation and written report the Instructor will:
a. Ask each group to make a detailed list or outline of the current information members have about
their topic; then identify the information gaps that need to be filled.
b. Ask each group to brainstorm strategies for how they will plug their information gaps. Encourage
them to be creative and to think of ways to gather information other than simply visiting the library.
c. Use information they have gathered (a magazine or newspaper article, a printed interview or tape
recording of a personal interview, a videotape of a relevant television show) and evaluate the
information on the basis of the guidelines presented in the text book. For example, students
should ask themselves: What is the source saying? What evidence is presented to support the
claim? Why do the students believe the source is credible or not credible? How valuable and
relevant is the information to their chosen topic?
d. Ask the students to select one or two items of information that express specific opinions regarding
the topic. (For example, if the topic is "Should parents be able to choose which public or private
school their children may attend?" students should try to find an article that supports school choice
and one that opposes it.) Then ask the students to check the article for errors in reasoning. They
should try to find as many "holes" in the argument as possible by looking for errors of over
generalizing, ad hominem attacks, inappropriate statements of causal relationships, either-or
thinking, incomplete comparisons, or assertions presented without evidence. Present these
arguments in your oral presentation and provide reasoning for the best possible solution.
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26
Session 1A