A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 10/21/2013
Course Prefix, Number and Title: MGT 212 Leadership and Human Relations
Division/Unit: Business
Submitted by: Robert Kirchman
Contributing Faculty: Nancy O'Nea]
Academic Year: 2015
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes b~low, summarize
the outcomes assessed in your
course during the year.
Outcome #I
Students will develop good
listening skills and will know the
salutal)' results of good listening
practices
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
Working in dyads and triads,
students will take turns
presenting a one-minute self-sell.
Each student will then provide
accurate feedback on the content
of the one minute self-sell with
and accuracy of75% or higher as
determined by a Listening
Response Check List.
Students will be provided a
presentation about the concept
and elements of a "One-Minute
Self-Sell". In addition, they will
be provided a summary sheet,
which is included with this CAR
("One_Minute_Self_Sell.docx")
Students will be given time to
work on this element.
Additionally, active listener skills
will be covered as part of the
regular lecture, based on material
from the textbook. Next,
students will be given
instructions for the exercise.
These instructions are shown in
" Listening_Exercise.docx" .
Students pair up and perform the
exercise. " Listeners" will then
be rated by "Presenters" using
the attached Listening Response
Check List.
Start to gather examples of wellcrafted One-Minute Self-Sells
and present and/or distribute.
No "formal" revision at this time.
However, I intend to introduce a
peer evaluation of the " Self-Sell"
exercise itself. Presently, only
the listening response to the SelfSell is measured.
Page I
Consider introducing
measurement of effectiveness of
the Self-Sell. Not currently part
of the Outcome, but the students
are doing the work, and it's an
opportunity to give additional
feedback.
Consider reducing the number of
elements on the Listening
Response Check List. It seems
like it may have too many
elements for "Listeners" to be
able to make distinguished
evaluations in such a short time.
v
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: MOT 212 Leadership and Human Relations
Division/Unit: Business
Submitted by: Robert Kirchman
Contributing Faculty: Nancy O'Neal
Academic Year: 2015
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Course
("Active_Listener.docx")
For the preceding year
(consisting of two sections),
students achieved an average of
78%.
Outcome # 2
Students will state the d ifference
between ethical and unethical
behavior in decision making
After reviewing mini scenarios
and/or current case studies,
students will apply the four
ethical rules adapted from several
ethics theories and receive a
score of not lower than 75% on
the Ethics Quick Test.
Students are provided with a
selected, brief case study in
business ethics. Several cases
are used. Not all cases are
provided with this CAR. A
representative case,
("Cheap_Labour.docx") is
attached. Students then take the
ethics quick test, which is also
provided here.
("Ethics_ Quick_ Test.docx")
Note that the Measure specifies
four rules. As such, only four of
the five questions shown are
used, in a "rotating" manner.
For the preceding year
(consisting of two sections),
students achieved an average of
790.t..
Page2
Students are perfonning well. As
such, the techniques seem to be
working.
More generally, ethics is a
critical issue that is not receiving
as much attention as it has in the
past. More time spent on the
topic in general would benefit
students (which means less time
spent on something else.) Would
a separate course on business
ethics be useful, well-received,
and well-integrated into the
Division curriculum?
No revision at this time. I
believe ethics content in this
course is highly relevant and
important to students regardless
of their current or eventual
profession.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: MGT 212 Leadership and Human Relations
Division/Unit: Business
Submitted by: Robert Kirchman
Contributing Faculty: Nancy O'Neal
Academic Year: 2015
Course Outcomes
Outcome#3
Students will explain what
leadership is and how it affects
behavior, human relations and
perfonnance in a diverse
workforce.
Assessment Measures
Students will complete an essay
exam with a score of 75% or
higher
Assessment Results
Administered as a brief survey
exercise immediately following
the course content that focusses
on leadership.
For the preceding year
(consisting of two sections),
students achieved an average of
73%.
Page 3
Use of Results
No alterations proposed.
Effect on Course
No revision at this time. Good
overall assessment metric for this
course.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: MOT 212 Leadership and Human Relations
Division/Unit: Business
Submitted by: Robert Kirchman
Contributing Faculty: Nancy O'Neal
Academic Year: 2015
Please enter your name and date below to confirm you have reviewed this report:
Title
Date
Name
Department Chair/Coordinator/Director
Dean
2/28/2015
Vice President of Academic Affairs
Page4
CAR MGT 212
Instructions for One-Minute Sell I Active Listener Exercise
Presenter:
1.
Prepare AND PRACTISE your One-Minute Sell. (See the Description.) You won't be allowed to
read it when presenting it to your listener.
2.
Give one minute sell. Don't read it. Have a brief CONVERSATION, not a recitation of your one-
minute sell. Give the listener a chance to interact with you, in their fashion as a listener.
Listener:
1.
Engage with the speaker, practicing active listener skills. Absorb what they're saying.
Speaker:
2.
When finished with your one-minute sell, complete the Listening Response Check List. MAKE
SURE YOU WRITE YOUR LISTENER'S NAME ON THE CHECK LIST! If your listener is interested and you feel
comfortable doing so, you can share your completed Checklist, but this is not mandatory.
3.
Give your completed Listening Response Check List to the Instructor. Also provide a printed
copy of your One-Minute Sell.
CAR MGT212
One-Minute Self-Sell
To create a one-minute self-sell, you first need to know some things about yourself. You can start by
asking yourself five questions.
First question:
What are your personal qualities?
Answer this question with the beginning: "I am ... " For example, "I am deeply interested in other people.
I love helping people. I love creating new things. I'm passionate. I'm a dreamer." Write down everything
that comes to mind. You can filter it down as you actually start to write out the content of your self-sell.
For now, just put down as much as you can.
Second question:
What are your skills?
Answer this question with the beginning: "I can ..."
You have a lot of skills. Thinking about them takes
time. So work hard at this. Write, for example: "I can motivate people. I can do math pretty well. I can
talk to people easily. I can explain things well." Again, write down all that comes to mind. Once you
start, you'll find that the ideas will pour out of you.
Third question:
What are your experiences?
For example: when I was in college I led a campaign to clean up campus litter. So I could write, "In
college, r led a group of people who were dedicated to cleaning up campus litter." Again, write down all
you can.
Forth question:
What are your beliefs?
For example: "I believe in the power of relationships."
Fifth question: this is the most helpful question. This is the one that helps us find our purpose.
What do each of the above answers mean?
What do my skills mean?
What do my qualities mean?
What do my experiences mean?
What do my convictions and beliefs mean?
Now you need to do things. First, you organize everything you have generated so far and express it in a
way that will be clear to your listener. Then you have to "pare it down" to one minute. A coherent oneminute self-sell takes timer
Here's an example of a one-minute self-sell.
My name is John Doe. I graduated from Oregon State University with degree in communication. I'm
deeply interested in helping people overcome their difficulties. I'm a strong communicator with an
ability to explain things well. In college I had the experience of leading a group of people dedicated to
reducing litter on campus. I believe in the power of relationships and team work. I'm here today
applying for the position of sales person because I feel my deep respect for relationships is a powerful
tool that can be used to increase the sales of this company. I believe my ability to explain well will help
to create customer satisfaction of the products I sell, as well as increase sales. I believe a career in sales
at Such-and-Such Company will increase my abilities as a leader, and will it will provide me an
opportunity to use my passion for relationships to benefit the customers that this company serves.
CAR MGT212
listening Response Check List
An Active Listener:
Looks and sounds interested in the speaker:
0 Looks into the other person's eyes much, though not all, of the time.
D Maintains a body position and facial expression that indicate attentiveness, not boredom.
D Nods encouragingly to show understanding and interest.
Adopts the speaker's point of view:
D
D
D
0
Tries to listen, not to interrupt, finish sentences, or rush the speaker.
Tries to suppress initial reactions and to hear and understand the speaker's perspective.
Listens for feelings, not just words.
Tries to empathize with the speaker's position.
Clarifies the speaker's thoughts and feelings:
D
Limits talking to things that will contribute to getting the fullest informational and emotional
content from the speaker.
0
When the speaker pauses, asks open-ended questions
Demonstrates Reflective Responses:
D Restates what the speaker has said to check for accuracy of understanding.
D Uses wording or voice tone to turn inferences into questions, rather than statements.
Responds rather than leads the conversation:
0
0
Responds to and reflects back what is actually said or what is implied by what is said.
Tries to stay within the speaker's frame of reference, rather than asking questions or making
suggestions that come from the listener's frame of reference.
CAR MGT212
Ethics Quick Test.
0
0
Read the case. INCLUDE CHEAP LABOUR AS A SAMPLE (AMONG SEVERAL ADMINISTERED) CASE
Answer each question (1 through 4) below. (Only four questions are used, but these five
questions are "rotated".)
0
1.
For each question, identify the ethical theory upon which the question is based.
Would you want this to happen to you?
(Normative ethics)
2.
Based on what you know about right and wrong, assess whether wrongdoing has occurred in
this case.
(Virtue Theory)
3.
What, if any, management duties to others within the organization are not being met in this
case?
(Duty Theory per Pufendorf)
4.
What individual rights, if any, are being violated in this case?
(Rights Theory)
5.
Considering all of the consequences of the actions described in the case, do you find the total
impact of those consequences more favorable or unfavorable? Based on your answer, is the
action ethical?
(Consequentialist Theory)
•
CAR MGT212
Cheap Labour: Children and the SO-hour Work Week
With the passage of NAFTA, many clothing manufacturers found themselves challenged publicly for their
use of child labour. In a practice that is widely accepted in other countries, children aged ten to fourteen
labour in factories for fifty or more hours per week. Their wages enable their families to survive. School
is a luxury, and a child attends only until he or she is able to work in a factory. The Gap, Levi Strauss,
Esprit, and Leslie Fay have all been listed in social responsibility literature as exploiting their workers. In
June 1994, the following item appeared in the New York Times as a quarter-page ad placed by the
International Ladies Garment Workers Union :
The Price of Corporate Greed at Leslie Fay
Marie Whitt is fighting to keep the job she has held for 17 years at a Leslie Fay plant in
Wilkes-Barre. Marie earns $7.BD an hour -- hardly a fortune. On June 1st, she and 1,800
co-workers were forced to strike because Leslie Fay plans to dump them. Ninety percent
are women whose average age is 50. They have given their whole working lives to the
company and losing their jobs would be a disaster. Marie knows she will never find a
comparable job in today's economy. Without her union benefits, she and her husband
won't be able to pay for his anti-cancer medication. "What Leslie Foy wants to do is so
rotten," she says. "You've got to draw the line somewhere and fight."
Dorko Diaz worked for Leslie Foy in Honduras, alongside 12- and 13-yeor old girls
locked inside a factory where the temperatures often hit lOOF and where there is no
clean drinking water. For a 54-hour week, including forced overtime, Dorka was paid a
little over $20. With food prices high - a quart
of milk costs 44 cents -- Dorko and her
three-year-old son live at the edge of starvation. In April, Dorka was fired for trying to
organise a union. "We need jobs desperate," she says, "but not under such terrible
conditions."
Leslie Fay executives claim they can only "compete" by producing in factories like
Dorko's. But identical skirts -- one mode by Dorka, the other by Marie -- were recently
purchased at a big retail chain here. Both cost $40. Searching the world for ever-cheaper
sources of labour is not the kind of competition America needs. Leslie Foy already does
75% of its production overseas.
If it really wonts
to compete successfully in the global
economy, it would modernise its facilities here in the U.S. as many of its competitors
have done. But Leslie Fay wonts to make a fast buck by squeezing every last drop of
sweat and blood out of its workers. Marie Whitt and Dorka Diaz don't think that's right,
and they know it's a formula for disaster --for all of us.
You can help by not buying Leslie Fay products. ... Boycott all clothing made by Leslie
Fay and sold under these labels: Leslie Fay, Albert Nipon, Theo Miles, Le suit, Nolan
Miller, Castleberry, and Castlebroak.
One executive noted, "We're damned if we do because we exploit. We're damned if we don't
because these foreign economies don't develop. Who's to know what's right?"
Levi Strauss & Company, discovering that youngsters under the age of 14 were routinely employed in
its Bangladesh factories, could either fire 40 underage youngsters and impoverish their families, or allow
them to continue working. Nike has shoe factories in Indonesia, and the women who work in those
factories net $37.46 per month. However, as Nike points out, their wages far exceed that of other
factory workers. Nike's Dusty Kidd notes, "Americans focus on wages paid, not what standard of living
those wages related to."