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Management and Labor Relations
MGT303
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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
MGT303
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Management and Labor Relations
instructor version
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
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
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Management and Labor Relations | MGT303
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.
hallmarks of a Benedictine Education:
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3
About
Management and Labor Relations | MGT303
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
4
Hallmarks
Management and Labor Relations | MGT303
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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5
Expectations
Management and Labor Relations | MGT303
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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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Management and Labor Relations | MGT303
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
7
Netiquette
Management and Labor Relations | MGT303
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
8
Library
Management and Labor Relations | MGT303
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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Other Resources
Management and Labor Relations | MGT303
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
Management and Labor Relations | MGT303
Faculty Weekend Course Overview
Course Description
This course focuses on the evolution of employer relations in union and non-union organizations. The
emphasis is on union, governmental and workplace policies and practices, history, functions,
forecasted changes relating to labor and management in both public and private sector.
Course Materials
Required Textbook and Materials
Holley, W.H., Jennings, K.M. & Wolters, R. S. (2009). The Labor Relations Process. (9th ed.) :
Mason, OH: Cengage Learning ISBN 13-978-0324-42144-6
Suggested Course Materials
Each chapter offers an Exploring the Web section. Students are highly encouraged to review this
section at the end of each chapter to enhance their learning.
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
Management and Labor Relations | MGT303
Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
•
•
•
•
•
Discuss, apply, analyze and evaluate labor relations processes
Identify the common and opposing goals of companies & unions
Describe the key steps in the collective bargaining process
Explain the constraints and influences in an negotiation
Practice implementing types of collective bargaining structures
and decision making processes.
•
•
•
•
Evaluate, discuss, and apply key labor relations concepts
Explain how unions are organized
Team assignments
Evaluate the relevancy of unions today
(8 case studies 30 points each
Recognize and describe the rights and responsibilities of unions,
employees and employers
Explain the constraints and influences in the negotiation process
•
•
•
•
•
Examine , discuss, analyze and apply
Explain the steps in a grievance procedure.
Describe the key elements of the just cause principle
Describe the types of administrative complexities of
processing grievances
•
Create, organize, plan, and present a negotiations/bargaining
plan
Create a bargaining plan
Compare and contrast evidence in arbitration versus
in judicial proceedings.
Compare and contrast types of arbitration
Present and negotiate in a bargaining session
•
•
•
•
•
•
•
•
•
Analyze material and interpolate Labor Relations concepts in
question form
Evaluate the role of labor legislation in the public sector
Assess your knowledge on labor relations terms and concepts
Explain how unions operate in other countries
Discuss union approaches to multinational bargaining
Points
Individual case study problems.
(13 cases 20 points each)
total:
260 pts
total:
240 pts
Discussion post & responses
(4 questions – 10 points each)
total:
40 pts
Team project
(proposal & presentation, 130 points
each)
total:
260 pts
Quizzes
(Two quizzes, each 100 points)
total:
200pts
about Bloom’s Taxonomy
Total Points for course
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1000 pts
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12
Learning Outcomes
Management and Labor Relations | MGT303
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
HR Management
& Union
Responsibilities
•
•
•
•
•
01 B
F2F
Labor Relations
Law and the
Labor Relations
Process
•
•
•
•
•
02 A
online
Negotiating the
Labor Agreement
•
•
•
02 B
online
Occupational
Wage
Differentials and
Technological
Change
•
•
•
•
03 A
home
F2F
about
Resolving
Negotiation
(Interest)
Disputes and the
Use of Economic
Pressure
expectations
•
•
•
•
No pre class reading assignment. Instructor will review in class.
Reading assignment , chap. 1, pp. 2-36; Chap. 2, pp. 37-72, &
Chap. 5, pp. 176-239.
Activity in class, Case Study 1 – 1, pp. 33-34, questions 1 &
2;Team project (Appendix A, pp. 666-684
Written Individual Assignment: Case study 5-1, p. 225, questions
3-5
Written Team Assignment Case study 5-5, pp. 232-233
Reading assignment, chap. 3, pp. 73-116, Chap 4, 117-175
Activity in class, Case Study 3-1, p. 111, quest. 1-3, Team Project
(review timeline)
Written Individual Assignment: Case Study 4-1, pp. 173-174,
Questions 1-2
Written Team Assignment Case study 3-4, pp. 115-116, questions
1&2
Discussion Topic: Union relevancy in today’s workplace
Reading assignment, chap 6, pp. 240-290
Written assignment Individual Case Study, 6-2, pp. 286-287,
questions 1-3; Case Study 6-3, pp. 287-288, question 3;
Discussion question postings
Written assignment Team , Case study 6-4, pp. 288-289,
Question 1. Team Project – each team should turn their prebargaining prep form (Step 5 on p. 667) to the instructor
Reading assignment, chap. 7, 291-335, chap 8, 336-372
Written assignment Individual, Case study 7-3, pp. 333-334,
questions 1-2 & Case study 8-1, pp. 370, questions 1 & 2; Quiz 1
(on chapter s 1-6); Discussion postings
Written Team Assignment Case study 8-3, pp. 371-372, questions
1-3. Team Project – each team should prepare for negotiations
(steps 6 & 7) for next in class meeting.
Discussion Topic: Labor Reaction to Technological Change
Reading assignment, chap. 9, pp. 373-412 & Chap. 10, pp. 417456
Activity: In-class, Case Study 9-2, p. 410, questions 1-2
Written Individual assignment, Case Study 10-2, p. 455,
questions 1-4.
Written Team Assignment, Case Study 10-1, pp. 452-454,
questions 1-5. Present Team project – (Appendix A steps 6 & 7, p.
667)
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Course Schedule
Management and Labor Relations | MGT303
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
03 B
F2F
Labor and
Employment
Arbitration &
Employee
Discipline
•
•
•
•
•
04 A
04 B
home
online
online
about
Collective
Bargaining
Negotiations
•
•
International
Labor Relations
in Corporations
•
•
•
•
expectations
•
Reading assignment Chap. 11, pp. 458-520, Chap 12, pp. 521-565
Activity in class; Case study 11-2, pp. 509-514, questions 1-5;
Written Individual assignment, Case study 12-1, pp. 557-563,
questions 1-6.
Written Team Assignment, Case study 12-2, pp. 557-563,
questions 1-6.
Discussion Topic – Labor and Employment Arbitration
Reading assignment, chap. 13, pp. 566-618
Written assignment individual, Case study 13-1, pp. 606-611,
questions 1-4
Written assignment team, case study 13-2, pp. 612-618 ,
questions 1-8.
Reading assignment Chap. 14, pp. 619-665
Quiz 2 (Chapters 7 – 13)
No written individual case study assignments.
Written team assignment – Class exercise, p. 665, questions 1& 2.
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Course Schedule
Management and Labor Relations | MGT303
Faculty Weekend Session 1A
Learning Objectives
1.
2.
3.
4.
5.
Describe the elements of the labor relations process
Explain the constraints and influences affecting participants’ negotiation
Discuss the history of the labor-management relationship
Explain how unions are organized
Discuss the rights and responsibilities of unions and management
Activities, Assignments and Agenda
Reading: No preclass reading – Instructor will review in class.
Chapter 1, pp. 2– 36, Chapter 2, pp. 37 -72, and Chapter 5, pp. 176-239
Individual Assignments
• Chapter 1 - Case Study 1-1 Discharge for Whistleblower Activity, pp. 33-34, questions 1 & 2.
• Chapter 5 – Case Study 5-1 Who Should be in the Bargaining Unit, p. 225, questions 3, 4 & 5.
Study Group Assignments
• Chapter 5- Case Study 5-5 , pp. 232-233, questions 1- 5 .
• Team Project (Appendix A for details, steps 1 -7 will be required)
In Class Assignment
• Review the course syllabus and course expectations. Allow students time to complete individual
assignments in-class after each chapter is covered/completed. After the individual assignments
are finished review and ensure students have a grasp of the topic before moving to the next
chapter. Include material from your real life experiences to engage and further enhance the
students’ learning.
•
Facilitate an in class discussion reviewing chapters 1,2, & 5. With each chapter, review the
discussion questions offered at the end of each chapter and have an open discussion on the key
topics. There are classroom exercises (p.35) that you can select from that offers real world
application of key concepts. If time allows, perform all three exercises.
•
For the team project Assign students their role of management or the union bargaining team –
Review the timeline of the project
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1A
Management and Labor Relations | MGT303
>
Faculty Weekend
Session 1B
Learning Objectives
1.
2.
3.
4.
Discuss labor relations law
Describe and list the key participants in the labor relations process
Discuss key decisions of the NLRB
Recognize and describe the rights and responsibilities of employees and employers.
Activities, Assignments and Agenda
Reading: Chapter 3 , pp. 73-116 and Chapter 4, pp. 117-175. will be reviewed in class
Individual Assignments
• Chapter 3 Case Study 3-1, The Great Temperature Debate, p. 111, questions 1-3.
• Chapter 4 Case Study 4-1 , Employee Rights under the Landrum-Griffin Act, pp.173-174,
questions 1 & 2.
Study Group Assignments
• Chapter 3, Case Study 3-4 Challenge of Employer Policy on “Inquiries by Government
Representative”, pp. 115-116, questions 1 & 2.
In Class Assignments
• Allow students time to complete individual assignments in-class after each chapter is completed.
•
Take a moment to review student answers to ensure students are comprehending the course
material before moving on to the next chapter.
•
Facilitate an in-class discussion reviewing the key points in chapters 3 & 4. Engage students in a
discussion on the origin of labor relations law, NLRB, rules governing union elections, goals and
strategies of unions and management and employee rights.
•
Review the Team Project timeline (appendix A, steps 1-7)
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1B
Management and Labor Relations | MGT303
Faculty Weekend Session 2A
Learning Objectives
1.
2.
3.
4.
5.
Identify the common and opposing goals of companies and unions
Describe and list the key steps in the collective bargaining process
Explain the various outcomes that can result from the bargaining process
Discuss the various aspects of negotiations in the collective bargaining process.
Prepare a pre-bargaining proposal.
Activities, Assignments and Agenda
Reading: Chapter 6, pp. 240 – 290.
Individual Assignments
• Chapter 6, Case study 6-2 Classification of a Bargaining Subject, pp. 286-287, questions 1- 3 and
Case Study 6-3 Unilateral Work Rule Changes, pp. 287-288, question 3.
Study Group Assignments
• Case Study 6-4 Refusal to Furnish Requested Information, pp. 288-289, question1.
• Team Project – each team should turn their pre-bargaining prep form (Step 5 on p. 667) to the
instructor
In Class Assignments None – online session
• Facilitate an on-line discussion reviewing chapter 6 on the negotiating the labor agreement,
negotiation preparation activities and collective bargaining behavior.
•
Using the virtual format, engage and elaborate on the importance of bargaining structure,
selection of the negotiating team, bargaining strategies and tactics, ethical and legal
considerations in collective bargaining. Detail the various steps in the collective bargaining
process. Offer real world examples when possible. Encourage students to engage in a virtual
online discussion regarding their individual assignments with the instructor so you can facilitate a
clear understanding of the material.
•
Once the quiz has been completed, you can offer a forum that engages students in an online chat
to review their weaknesses.
•
Discussion Question: Discuss your opinion regarding whether unions are still relevant and
necessary in today’s work environment. What other means might be sued to ensure “employee
voice” in the workplace?
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1A
Management and Labor Relations | MGT303
Faculty Weekend Session 2B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Define wage differential and list the main factors that help in explaining it.
Explain why job evaluation plans must take into consideration external and internal factors.
Discuss occupational wage differentials and the role of job evaluation and wage survey.
Elaborate on job security work rules and the role of seniority in personnel changes.
Describe the six broad areas that impact both contract negotiation and administration issues.
Elaborate on the role of technological changes in the workplace and unions’ reactions to it.
Prepare to present a labor agreement.
Activities, Assignments and Agenda
Reading: Chapter 7, pp. 291-335 & Chapter 8, pp. 336 – 372.
Individual Assignments
• Chapter 7, Case Study 7-3, Discontinuance of a Pay Practice, pp. 333-334 , questions 1 & 2.
• Chapter 8, Case Study 8-1, ADA Claim for Reasonable Accommodation, p. 370, questions 1 &2.
• Quiz 1 (Chapters 1-6)
Study Group Assignments
• Chapter 8, Case Study 8-3, The Disputed Safety Bonus, pp. 371-372, questions 1-3.
• Team Project – each team should prepare for negotiations (steps 6 & 7) for next in class meeting.
In Class Assignments
• Facilitate an on-line discussion reviewing chapters 7 & 8 on the occupational wage differentials
and the role of job evaluation and wage surveys; the role of job evaluations, job security rules and
the role of technological changes in the workplace.
•
Using the virtual format, engage and elaborate on the importance of comparing wage structures,
wage comparability, outsourcing, and the role of seniority in personnel changes. Offer real world
examples when possible. Encourage students to engage in a virtual online discussion regarding
their individual assignments with the instructor so you can facilitate a clear understanding of the
material.
•
Discussion Question: How have the major labor relations laws help or hinder the development of
unions? Defend your argument.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1B
Management and Labor Relations | MGT303
Faculty Weekend Session 3A
Learning Objectives
1. Discuss how to resolve negotiation (interest) disputes and the role of economic pressure.
2. Elaborate on the specific qualities a mediator should possess and how these qualities facilitate
impact resolution.
3. Identify and explain the types of preparation that management and union leaders must engage
prior to a work stoppage.
4. Explain the steps in the grievance procedure.
5. Discuss the types of administrative complexities of processing grievances.
6. Present a negotiations proposal.
Activities, Assignments and Agenda
Reading: Chapter 9, pp. 373- 412 & Chapter 10, pp. 417-456
Individual Assignments
• Chapter 9, Case Study 9-2, The Right to Strike, p. 410, questions 1-3.
• Chapter 10, Case Study 10-2, Must a Union Process a Grievance of a Nonunion Employee, p.
455, questions 1-4.
Study Group Assignments
• Chapter 10, Case Study 10-1, Was this Grievance Arbitrable?, pp. 452-454, questions 1-5. Team
project – (Appendix A steps 6 & 7, p. 667)
In Class Assignments
• Allow students time to complete individual assignments in-class after each chapter is covered.
After the individual assignments are finished review and ensure students have a grasp of the topic
before moving to the next chapter. Include material from your real life experiences to engage and
further enhance the students’ learning.
•
Facilitate an in class discussion reviewing chapters 9 & 10. With each chapter, review the
discussion questions offered at the end of each chapter and have an open discussion on the key
topics. There are classroom exercises (p.456) that you can select from that offers real world
application of key concepts, if time allows.
•
Leave time for the Team project to be presented (Appendix A steps 6 & 7, p. 667
home
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1A
Management and Labor Relations | MGT303
Faculty Weekend Session 3B
Learning Objectives
1. Elaborate on the elements of the just cause principle in employee discipline.
2. Discuss the various disciplinary policies and practices that can be found in the workplace.
3. Analyze examples of employee misconduct and explain what mitigating factors to consider in
employee discipline
4. Compare and contrast employment arbitration versus arbitration found in labor agreements.
5. Describe the key elements of a typical arbitration proceeding.
6. Compare and contrast evidence in arbitration versus in judicial proceedings.
Activities, Assignments and Agenda
Reading: Chapter 11, pp. 458-520 & Chapter 12, p. 521 – 565.
Individual Assignments
• Chapter 11, Case study 11-2, Did the Company Violate the Agreement When It Did Not Pay
Holiday Pay? pp. 509-514, questions 1 -5
• Chapter 12, Case study 12-1 , Is an Indefinite Suspension Just Cause, pp. 554-557, questions 1-5
Study Group Assignments
• Chapter 12, Case study 12-2, Last Chance Agreement Versus Just Cause-Progressive Discipline,
pp. 557 -563, questions 1 -6.
In Class Assignments
• Allow students time to complete individual assignments in-class after each chapter is covered.
After the individual assignments are finished, review and ensure students have a grasp of the
topic before moving to the next chapter. Include material from your real life experiences to engage
and further enhance the students’ learning.
•
Facilitate an in class discussion reviewing chapters 11 & 12. Discuss the importance of the NWLB,
compare and contrast arbitration and judicial hearings, the key parts of a typical arbitration
proceeding, the elements of the just cause principle and mitigating circumstances in a employee
discipline case.
•
Review Team Project results and further discuss the exercise (steps 7 & 8, p. 667)
home
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1B
Management and Labor Relations | MGT303
Faculty Weekend Session 4A
Learning Objectives
1.
2.
3.
4.
5.
6.
Evaluate the role of labor legislation in the public sector.
Describe the similarities between private and public sector bargaining.
Discuss the differences between private and public sector bargaining.
Describe the types of collective bargaining structures and decision-making processes.
Explain the interest dispute impasse-resolution procedures in the public sector.
Describe the challenges and opportunities for public-sector unions.
Activities, Assignments and Agenda
Reading: Chapter 13, pp. 566 – 618.
Individual Assignments
• Chapter 13, Case study 13-1, Transfer Instead of Promotion, pp. 606 – 611, questions 1-4.
Study Group Assignments
• Chapter 13, Case study 13 -2 , Discharge of Postal Letter Carrier for Off-Duty Conduct, pp. 612-618.
questions, 1-8.
In Class Assignments None - online
• Facilitate an on-line discussion reviewing chapter 13 on the role of labor legislation in the public sector, the
collective bargaining structures and decision-making processes and the challenges and opportunities for
public-sector unions.
•
Using the virtual format, engage and elaborate on the importance of knowing the similarities between
private and public sector bargaining and the interest dispute impasse-resolution procedures in the public
sector.. Offer real world examples when possible. Encourage students to engage in a virtual online
discussion regarding their individual assignments with the instructor so you can facilitate a clear
understanding of the material. Engage the students in a virtual online discussion regarding their individual
and team assignments, while ensuring a clear understanding of the material before moving on to new
topics.
•
Facilitate an online review of the material to prepare students for quiz 2. Supply the students with outside
current and relevant material and events from the Internet or other publications that further illustrate the
material.
•
Discussion question: Do you believe that labor unions should use the benefits of labor arbitration as part
of the union’s strategy to recruit a new members? Give your reasons.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1A
Management and Labor Relations | MGT303
Faculty Weekend Session 4B
Learning Objectives
1. Evaluate the role of multinational corporations in labor relations.
2. Discuss union approaches to multinational bargaining and how employers react to these
approaches.
3. Summarize what is globalization and its role on free trade.
4. Evaluate how unions operate in other countries and list the similarities and differences with U.S.
unions.
5. Explain why multinational corporations and transnational collective bargaining are becoming
important in today’s labor relations.
Activities, Assignments and Agenda
Reading: Chapter 14, pp. 619 – 665.
Individual Assignments
• Quiz 2 – take online (chapters 7 – 13)
Study Group Assignments
• Chapter 14, Classroom Exercise, p. 665, questions 1 & 2.
In Class Assignments
• Facilitate an on-line discussion reviewing chapter 14 on the role of multinational corporations in
labor relations and how globalization has impacted free trade.
•
Using the virtual format, engage and elaborate on union approaches to multinational bargaining
and how companies react to these approaches. Offer real world examples when possible.
•
Encourage students to engage in a virtual online discussion regarding their individual assignments
with the instructor so you can facilitate a clear understanding of the material.
•
Discussion questions – What variables affect Canada in its labor relations that do not affect the
United States? Do you believe labor unions in other countries have developed slowly than in the
United States? Why or why not and which countries?
home
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sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 1B