This document outlines the syllabus for a Nonprofit Management & Leadership course. The course will provide an overview of nonprofit law and management practices through lectures, readings, exercises and case studies. Students will complete assignments like case analyses, memos to a nonprofit board, and a semester-long group project to start a new fictional nonprofit organization. The course will cover topics such as organizational structure, leadership, ethics, fundraising and financial management. Students will be graded based on participation, written assignments, and their group project.
The document provides an analysis of distance learning during the COVID-19 pandemic at a vocational training center. It discusses the student population, courses offered, and the challenge of engaging students remotely. An Octalysis framework is used to analyze business metrics, player types including the most important "Indecisive" type, and desired scaffolding actions. A brainstorming section provides 23 ideas to encourage student participation and progress in distance learning through addressing different player motivations.
This document provides a guide for graduate students and advisors on how to succeed in graduate school. It discusses important issues for graduate students to be successful, including getting the most out of the process and common problems faced. It also discusses what advisors should do to help their students succeed. The guide provides tips for various stages of graduate school, from deciding to attend and choosing an advisor, to doing research and working on a thesis. It aims to make the graduate school process less stressful by providing information and raising awareness of expectations for both students and advisors.
Secondary Technical and Business Communication CoursesConnie Schauer
This document is a research report submitted by Connie Schauer to the University of Wisconsin-Stout in partial fulfillment of requirements for a Master of Science degree. The report investigates Wisconsin business and information technology instructors' attitudes about how technical and business communication courses support disciplinary literacy at the secondary level. A survey found that only 27% of high schools offer technical communication courses and 20% offer business communication courses. However, 98% of participants believe the courses support disciplinary literacy and 95% believe they help students perform better in the workforce.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
This document discusses assessing synchronous and asynchronous online discussions. It addresses assessing deeper learning and participation in synchronous discussions. Key areas of assessing deeper learning include applying Bloom's Taxonomy and using reflective journals. For assessing participation, qualities like initiating discussion, responding to others, and offering support can be evaluated. Challenges of assessment include practicality of grading many students in real-time and preserving the community aspect. Solutions involve recording discussions and balancing assessed and non-assessed activities. Effective asynchronous discussion assessment provides clear criteria and applies them consistently while avoiding over-complexity. Peer and group work, holistic grading, and the tutor's facilitation role are also covered.
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
The document provides an analysis of distance learning during the COVID-19 pandemic at a vocational training center. It discusses the student population, courses offered, and the challenge of engaging students remotely. An Octalysis framework is used to analyze business metrics, player types including the most important "Indecisive" type, and desired scaffolding actions. A brainstorming section provides 23 ideas to encourage student participation and progress in distance learning through addressing different player motivations.
This document provides a guide for graduate students and advisors on how to succeed in graduate school. It discusses important issues for graduate students to be successful, including getting the most out of the process and common problems faced. It also discusses what advisors should do to help their students succeed. The guide provides tips for various stages of graduate school, from deciding to attend and choosing an advisor, to doing research and working on a thesis. It aims to make the graduate school process less stressful by providing information and raising awareness of expectations for both students and advisors.
Secondary Technical and Business Communication CoursesConnie Schauer
This document is a research report submitted by Connie Schauer to the University of Wisconsin-Stout in partial fulfillment of requirements for a Master of Science degree. The report investigates Wisconsin business and information technology instructors' attitudes about how technical and business communication courses support disciplinary literacy at the secondary level. A survey found that only 27% of high schools offer technical communication courses and 20% offer business communication courses. However, 98% of participants believe the courses support disciplinary literacy and 95% believe they help students perform better in the workforce.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
This document discusses assessing synchronous and asynchronous online discussions. It addresses assessing deeper learning and participation in synchronous discussions. Key areas of assessing deeper learning include applying Bloom's Taxonomy and using reflective journals. For assessing participation, qualities like initiating discussion, responding to others, and offering support can be evaluated. Challenges of assessment include practicality of grading many students in real-time and preserving the community aspect. Solutions involve recording discussions and balancing assessed and non-assessed activities. Effective asynchronous discussion assessment provides clear criteria and applies them consistently while avoiding over-complexity. Peer and group work, holistic grading, and the tutor's facilitation role are also covered.
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
Introduction to the Training of Trainers finalAdugna Bekele
The document provides guidance for training trainers on capacity building. It outlines the objectives and agenda of the training, which includes understanding capacity building, developing assessments, planning and delivering training, monitoring and evaluation, and designing effective study tours and needs assessments. The training will cover topics such as introductions to training, capacity building, planning training programs, training needs assessments, delivering training, evaluating training, and developing action plans.
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
This document provides guidance for facilitators on leading workshops. It discusses the roles and responsibilities of facilitators in ensuring participant engagement and meeting workshop objectives. Key points include: defining facilitation and distinguishing the role from teaching; best practices for guiding discussion, maintaining momentum, and involving participants; techniques for active learning aligned with adult learning principles; examples of ineffective facilitator styles to avoid; and an overview of the "Get Hired!" workshop series which utilizes assessment, career exploration, self-marketing skills, and facilitating group discussion to help participants with job searches. The document emphasizes the importance of active learning over passive lectures and providing solutions to participants' problems.
Here are a few options to consider:
1. Discuss your concerns with your co-presenter or AC. Get feedback on potential changes before making them. Consistency in our workshops is important.
2. Try presenting the section as is during your practice run. You may find it works better than expected.
3. If the section truly doesn't work, propose an alternative activity or approach to your AC for approval before the workshop. Make any approved changes consistently for that workshop.
Consistency is key both within individual workshops and across presentations of the same workshop. Taking initiative to improve is great, but be sure to maintain consistency approved approaches. Discussing changes with supervisors first allows us to present workshops uniformly.
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Andy Hockley Steps to being a more effetive leadereaquals
This document outlines steps that leaders can take to be more effective, including making time for strategic planning, getting to know their team members, establishing a shared vision for the future, ensuring tasks are completed as expected, and trusting staff. It discusses balancing leadership and management responsibilities and the importance of doing both the right things and doing things right. Key challenges for leaders are identified as lack of time for planning, development, and interacting with teachers and students due to heavy workloads and administrative burdens.
MGT 250 Non –Profit Management Online Winter 2014 .docxannandleola
MGT 250 Non –Profit Management Online
Winter 2014
4 Credits
Faculty Office: TBA
Office Hours:
As listed or by appointment:
1. Via Email
2. Via Phone
3. In person by appointment
Dr. Jim McCarty
Faculty
Management Department
[email protected] or [email protected]
Cell Phone: 261-112-1351
Office Phone: 314-212-5400 EXT. 1462
Office Hours: NWK 4 p.m.- 6 p.m. Thursday
WPK 4:40-6:40 p.m. Wednesday
PREREQUISITE: MGT 220 Principles of Management
Dr. Jim McCarty
Office Hours: By Telephone or Email
I am available to assist you by telephone or through email at any time. Don’t hesitate to contact me; I will always do my best to help you. I have worked in the field of nonprofit management for most of my life and have a particular expertise in this field. Becoming involved in it changed my life, and I’m hopeful it may do the same to some of you.
My number is 267-772-7951. But email is usually a better way to get in touch with me. My E-mail address is [email protected] and I will respond within 24 hours at the latest.
COURSE DESCRIPTION
An introduction to the theory and practice of management within various nonprofit organizations. Students will consider best practices in managing various components of nonprofit organizations. They examine the varying perspectives of nonprofit managers, volunteers, board members, policymakers, donors, and clients/customers.LEARNING OUTCOMES
At the successful conclusion of this course, students will be able to:
· Understand the unique characteristics of organizational structure for nonprofit entities.
· Explain the roles of Board members and staff in the nonprofit organization.
· Explain the role of marketing in the nonprofit organization
· Understand the needs of various stakeholders and how the nonprofit organization meets those needs.
· Explain the variations in financial planning and management activities for nonprofit organizations and how these differ from tradition for-profit businesses.
· Explain how the political atmosphere affects the nonprofit organization’s activities.REQUIRED TEXTBOOK
This course uses Online Course Resources to enable you to meet your learning objectives. No additional texts are required. It is available to you by clicking on the appropriate tab in the navigation panel. The text used is as noted below:
PARTICIPATION AND TARDINESS
TEACHING and LEARNING: This course uses a combination of Readings of the Text and Current Events and Discussion Boards. Students’ knowledge will be evaluated based on quality of writing, online discussions and Graded Homework Assignments. Evaluation of written assignments will be based the on the caliber of content, understanding of current events and issues and proper “mechanics” (proper use of language, punctuation, grammar, etc.).
You are expected to engage in college-level reading, verbal comprehension and study skills. Outside reading of relevant ...
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Stephanie Fernandez-Cruz posted· · What are you good at- a.docxsusanschei
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
This document is a syllabus for a business management course that will be held in spring 2015. It provides information on the instructor, required textbook, course objectives and policies. The course will cover management theories, functions, planning, organizing, influencing and controlling. Students will be evaluated based on attendance, quizzes on assigned readings, individual homework assignments, group chapter presentations, and a team project analyzing a company.
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
Human Relations in Organizations: Collaborative Writing by BeginnersValerieBez1
This document summarizes an organizational analysis paper assignment given in a human relations course. The professor had student groups conduct mini-diagnostic studies of organizations to learn theories in practice. Groups of up to 5 students chose an organization to study. They researched it, contacted it to get permission to study, developed surveys/questions, interviewed employees, analyzed data, and wrote a report. The professor provided guidance and deadlines to encourage quality work within a tight timeframe. Student feedback indicated the collaborative project and professor's management style fostered respect, trust, and cohesion among groups.
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
Ethical leadership project.this project is another program outcoaman39650
This document provides instructions for an ethical leadership project assignment. It outlines the requirements for a three-part project that students will complete throughout the semester. For each part, students must analyze an assigned case study situation from the perspective of an organizational manager or leader. They will need to assess the ethical issues involved and propose actions and strategies to address the problems from an ethical standpoint. The document provides examples of ethical strategies learned in the course that could be implemented as part of the proposed solutions. It also includes the grading rubric, formatting requirements, and case study options for the first part of the project.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides an overview of an introductory undergraduate course on small group communication. The course will cover topics like group structure, conflict management, problem solving, leadership, and communication technologies. Students will learn theories and complete experiential activities and assignments to develop critical thinking skills. The goals are to provide exposure to theories, apply them to real groups, analyze group processes, improve group work skills, and lead discussions. Students will work in groups on a case study project and presentations. The course also includes individual assignments, an exam, and a creative project. Requirements, grading, policies, and the topic schedule are outlined.
Course Home - Syllabus Spring 2, 2015 Public Mana.docxfaithxdunce63732
Course Home - Syllabus Spring 2, 2015
Public Management
Course Syllabus
Course Information
Course Description
The common and distinctive elements of management on the several levels of government
are studied. The management philosophy of public organizations, strategy, and
organizational behavior are discussed.
Core Learning Outcomes
Upon completion of this course, students will be able to:
1. Describe the core concepts of public management in a democratic society.
2. Apply public management concepts to public organizations at the federal,
state, and local levels.
3. Demonstrate how public management theory informs practice.
4. Analyze public management challenges and opportunities from multiple
perspectives.
5. Assess the implications that specific public issues and problems have for public
managers.
Course Assessments
Explanation of Assignments
Students are expected to follow these standards for all assignments:
1. All papers must be word-processed, double-spaced, written in 12-point font,
and 1inch margins.
2. Papers must contain no misspelled words or grammatical errors.
3. Use proper format for citations and footnotes, as well as quotation marks.
The Weekly Essays, Final Paper, and Book Review must be submitted in the Drop Box.
Response to Weekly Discussion Questions
(Due by 10:00 p.m. CT each Tuesday.)
Students are expected to respond to weekly discussion questions in the class threaded
discussions. Postings must be made by 10:00 p.m. On Tuesday in order to be
considered timely. Responses to weekly discussion questions will be graded based on the
following criteria:
• Response demonstrates an understanding of the course material by
referencing the course material – 6 pts possible
• Response includes an example –6 pts possible
• Response demonstrates professional writing skills and does not include errors
– 3 pts possible
Each weekly response is worth a maximum of 15 points.
Grading Rubric
Requirements and Points
Exceeds
Expectation
Meets
Expectation
Does Not Meet
Expectation
Requirement:Response
demonstrates an
understanding of the
course material by
referencing the course
material.
Points: /6 points
The student
demonstrates
a
comprehensive
understanding
of the course
material.
The student
demonstrates
a basic
understanding
of the course
material.
The student
fails to
demonstrate
a basic
understanding
of the course
material.
Requirement:Response Example is
thoroughly
The student
provides a
The student
fails to
includes an example.
Points: /6 points
explained and
directly
relevant.
relevant
example.
provide an
example.
Requirement:
Response demonstrates
professional writing
skills and does not
include errors
Points: /3 points
No errors. One or two
errors.
Three or more
errors.
Response to Peer Discussion Questions
(Due by 10:00 p.m. CT each Friday.)
.
This document provides information about a course titled "Planning and Performance Measures for Nonprofits" offered through the Executive Master of Public Health program. The 2 credit hour course introduces concepts and vocabulary for operating, making decisions, and evaluating nonprofits and other local agencies. It focuses on assessing needs, managing finances, evaluating programs and developing leadership skills. The course includes individual assignments, group work, online discussions, and in-person sessions. Students will evaluate an actual nonprofit organization and make recommendations to improve its sustainability.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
Introduction to the Training of Trainers finalAdugna Bekele
The document provides guidance for training trainers on capacity building. It outlines the objectives and agenda of the training, which includes understanding capacity building, developing assessments, planning and delivering training, monitoring and evaluation, and designing effective study tours and needs assessments. The training will cover topics such as introductions to training, capacity building, planning training programs, training needs assessments, delivering training, evaluating training, and developing action plans.
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
This document provides guidance for facilitators on leading workshops. It discusses the roles and responsibilities of facilitators in ensuring participant engagement and meeting workshop objectives. Key points include: defining facilitation and distinguishing the role from teaching; best practices for guiding discussion, maintaining momentum, and involving participants; techniques for active learning aligned with adult learning principles; examples of ineffective facilitator styles to avoid; and an overview of the "Get Hired!" workshop series which utilizes assessment, career exploration, self-marketing skills, and facilitating group discussion to help participants with job searches. The document emphasizes the importance of active learning over passive lectures and providing solutions to participants' problems.
Here are a few options to consider:
1. Discuss your concerns with your co-presenter or AC. Get feedback on potential changes before making them. Consistency in our workshops is important.
2. Try presenting the section as is during your practice run. You may find it works better than expected.
3. If the section truly doesn't work, propose an alternative activity or approach to your AC for approval before the workshop. Make any approved changes consistently for that workshop.
Consistency is key both within individual workshops and across presentations of the same workshop. Taking initiative to improve is great, but be sure to maintain consistency approved approaches. Discussing changes with supervisors first allows us to present workshops uniformly.
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Andy Hockley Steps to being a more effetive leadereaquals
This document outlines steps that leaders can take to be more effective, including making time for strategic planning, getting to know their team members, establishing a shared vision for the future, ensuring tasks are completed as expected, and trusting staff. It discusses balancing leadership and management responsibilities and the importance of doing both the right things and doing things right. Key challenges for leaders are identified as lack of time for planning, development, and interacting with teachers and students due to heavy workloads and administrative burdens.
MGT 250 Non –Profit Management Online Winter 2014 .docxannandleola
MGT 250 Non –Profit Management Online
Winter 2014
4 Credits
Faculty Office: TBA
Office Hours:
As listed or by appointment:
1. Via Email
2. Via Phone
3. In person by appointment
Dr. Jim McCarty
Faculty
Management Department
[email protected] or [email protected]
Cell Phone: 261-112-1351
Office Phone: 314-212-5400 EXT. 1462
Office Hours: NWK 4 p.m.- 6 p.m. Thursday
WPK 4:40-6:40 p.m. Wednesday
PREREQUISITE: MGT 220 Principles of Management
Dr. Jim McCarty
Office Hours: By Telephone or Email
I am available to assist you by telephone or through email at any time. Don’t hesitate to contact me; I will always do my best to help you. I have worked in the field of nonprofit management for most of my life and have a particular expertise in this field. Becoming involved in it changed my life, and I’m hopeful it may do the same to some of you.
My number is 267-772-7951. But email is usually a better way to get in touch with me. My E-mail address is [email protected] and I will respond within 24 hours at the latest.
COURSE DESCRIPTION
An introduction to the theory and practice of management within various nonprofit organizations. Students will consider best practices in managing various components of nonprofit organizations. They examine the varying perspectives of nonprofit managers, volunteers, board members, policymakers, donors, and clients/customers.LEARNING OUTCOMES
At the successful conclusion of this course, students will be able to:
· Understand the unique characteristics of organizational structure for nonprofit entities.
· Explain the roles of Board members and staff in the nonprofit organization.
· Explain the role of marketing in the nonprofit organization
· Understand the needs of various stakeholders and how the nonprofit organization meets those needs.
· Explain the variations in financial planning and management activities for nonprofit organizations and how these differ from tradition for-profit businesses.
· Explain how the political atmosphere affects the nonprofit organization’s activities.REQUIRED TEXTBOOK
This course uses Online Course Resources to enable you to meet your learning objectives. No additional texts are required. It is available to you by clicking on the appropriate tab in the navigation panel. The text used is as noted below:
PARTICIPATION AND TARDINESS
TEACHING and LEARNING: This course uses a combination of Readings of the Text and Current Events and Discussion Boards. Students’ knowledge will be evaluated based on quality of writing, online discussions and Graded Homework Assignments. Evaluation of written assignments will be based the on the caliber of content, understanding of current events and issues and proper “mechanics” (proper use of language, punctuation, grammar, etc.).
You are expected to engage in college-level reading, verbal comprehension and study skills. Outside reading of relevant ...
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Stephanie Fernandez-Cruz posted· · What are you good at- a.docxsusanschei
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
This document is a syllabus for a business management course that will be held in spring 2015. It provides information on the instructor, required textbook, course objectives and policies. The course will cover management theories, functions, planning, organizing, influencing and controlling. Students will be evaluated based on attendance, quizzes on assigned readings, individual homework assignments, group chapter presentations, and a team project analyzing a company.
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
Human Relations in Organizations: Collaborative Writing by BeginnersValerieBez1
This document summarizes an organizational analysis paper assignment given in a human relations course. The professor had student groups conduct mini-diagnostic studies of organizations to learn theories in practice. Groups of up to 5 students chose an organization to study. They researched it, contacted it to get permission to study, developed surveys/questions, interviewed employees, analyzed data, and wrote a report. The professor provided guidance and deadlines to encourage quality work within a tight timeframe. Student feedback indicated the collaborative project and professor's management style fostered respect, trust, and cohesion among groups.
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
Ethical leadership project.this project is another program outcoaman39650
This document provides instructions for an ethical leadership project assignment. It outlines the requirements for a three-part project that students will complete throughout the semester. For each part, students must analyze an assigned case study situation from the perspective of an organizational manager or leader. They will need to assess the ethical issues involved and propose actions and strategies to address the problems from an ethical standpoint. The document provides examples of ethical strategies learned in the course that could be implemented as part of the proposed solutions. It also includes the grading rubric, formatting requirements, and case study options for the first part of the project.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides an overview of an introductory undergraduate course on small group communication. The course will cover topics like group structure, conflict management, problem solving, leadership, and communication technologies. Students will learn theories and complete experiential activities and assignments to develop critical thinking skills. The goals are to provide exposure to theories, apply them to real groups, analyze group processes, improve group work skills, and lead discussions. Students will work in groups on a case study project and presentations. The course also includes individual assignments, an exam, and a creative project. Requirements, grading, policies, and the topic schedule are outlined.
Course Home - Syllabus Spring 2, 2015 Public Mana.docxfaithxdunce63732
Course Home - Syllabus Spring 2, 2015
Public Management
Course Syllabus
Course Information
Course Description
The common and distinctive elements of management on the several levels of government
are studied. The management philosophy of public organizations, strategy, and
organizational behavior are discussed.
Core Learning Outcomes
Upon completion of this course, students will be able to:
1. Describe the core concepts of public management in a democratic society.
2. Apply public management concepts to public organizations at the federal,
state, and local levels.
3. Demonstrate how public management theory informs practice.
4. Analyze public management challenges and opportunities from multiple
perspectives.
5. Assess the implications that specific public issues and problems have for public
managers.
Course Assessments
Explanation of Assignments
Students are expected to follow these standards for all assignments:
1. All papers must be word-processed, double-spaced, written in 12-point font,
and 1inch margins.
2. Papers must contain no misspelled words or grammatical errors.
3. Use proper format for citations and footnotes, as well as quotation marks.
The Weekly Essays, Final Paper, and Book Review must be submitted in the Drop Box.
Response to Weekly Discussion Questions
(Due by 10:00 p.m. CT each Tuesday.)
Students are expected to respond to weekly discussion questions in the class threaded
discussions. Postings must be made by 10:00 p.m. On Tuesday in order to be
considered timely. Responses to weekly discussion questions will be graded based on the
following criteria:
• Response demonstrates an understanding of the course material by
referencing the course material – 6 pts possible
• Response includes an example –6 pts possible
• Response demonstrates professional writing skills and does not include errors
– 3 pts possible
Each weekly response is worth a maximum of 15 points.
Grading Rubric
Requirements and Points
Exceeds
Expectation
Meets
Expectation
Does Not Meet
Expectation
Requirement:Response
demonstrates an
understanding of the
course material by
referencing the course
material.
Points: /6 points
The student
demonstrates
a
comprehensive
understanding
of the course
material.
The student
demonstrates
a basic
understanding
of the course
material.
The student
fails to
demonstrate
a basic
understanding
of the course
material.
Requirement:Response Example is
thoroughly
The student
provides a
The student
fails to
includes an example.
Points: /6 points
explained and
directly
relevant.
relevant
example.
provide an
example.
Requirement:
Response demonstrates
professional writing
skills and does not
include errors
Points: /3 points
No errors. One or two
errors.
Three or more
errors.
Response to Peer Discussion Questions
(Due by 10:00 p.m. CT each Friday.)
.
This document provides information about a course titled "Planning and Performance Measures for Nonprofits" offered through the Executive Master of Public Health program. The 2 credit hour course introduces concepts and vocabulary for operating, making decisions, and evaluating nonprofits and other local agencies. It focuses on assessing needs, managing finances, evaluating programs and developing leadership skills. The course includes individual assignments, group work, online discussions, and in-person sessions. Students will evaluate an actual nonprofit organization and make recommendations to improve its sustainability.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
Assignment 1 is the first part of a five-part project to plan the .docxfelicitytaft14745
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
Online Teaching and Learning
It is one of the most popular types of distance education
It continues to increase for the broader students
It is a part of E-learning
Online teaching is very common for secondary and higher education programs.
The population and institutions that use online learning increased over the last years.
What is Online Teaching and Learning?
Online teaching is a way to escape from the traditional classes.
Join a course or an institution which is far away from you
Study when you want, 24 hour a day and
Be more independent for your learning in your life.
Benefits from online teaching
The only thing that you have to do as a student is to have an access to a computer and Internet.
Computer is the main tool for reading and evaluation
Based on online software that includes different tools and functions
For Online teaching content is delivered synchronously and/or asynchronously.
The content is usually provides as digital textbooks and handouts, or videos etc.
Course content developed by week, section etc,
Tools and Content
Instructors have to guide students from “the other side”
They have a different and supporting role
They use email, forums, discussion boards or instant messaging to contact, interact or evaluate their students
Design and build their courses based on online software that includes different tools and functions that are easy and useful for learners.
Teacher - Instructor
Students have their own responsibilities
They have to develop their new knowledge as they interact with the online environment.
Students use their computer online to interact with their instructor
Their evaluations essays, poster, presentation have to deliver online and digital to their teachers.
Student - Learners
7
Virtual Teams and Protecting Information Assets- Case 4
The Case Assignment for this module involves your analysis of what is known, somewhat known, not known, or "known" but wrong in the area of the management of virtual teams. Since this phenomenon is relatively new, there isn't a large body of knowledge specifically about such teams. Most of the advice floating around about virtual teams comes from one or more of four types of sources:
· The small number of academically respectable research studies on virtual teams
· The very large body of research done on the management of teams generally (dating back to the 1930s and of somewhat questionable generalizability due to differences in tools, culture, society, and just about everything else)
· The modest but steadily increasing body of informal or "practice wisdom" information, generally made available through blogs or other Internet sources
· The quite large body of essentially uninformed but ready-to-be-shared opinion about the topic, also Internet-available
The first two bodies of information are generally easy to identify and distinguish; they'll be found in academic journals, conference transactions, and other such sourc.
Assignment #2 Persuasive Paper (20)Purpose You will learn h.docxdavezstarr61655
Assignment #2: Persuasive Paper (20%)
Purpose: You will learn how to write a persuasive argument regarding an ethical issue.
Outcome Met by Completing This Assignment:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
2. develop and evaluate alternatives to, and recommend solutions for, ethical dilemmas, taking into account ethical and legal requirements and the essential mission of the business enterprise
3. effectively communicate to internal and external business stakeholders the complexities of ethical issues, suggesting and analyzing various solutions in order to ensure appropriate business practices and accountability
Step 1: Preparation for Writing the Assignment
Before you begin writing the paper, you will read the following requirements that will help meet the writing and APA requirements. Not reading this information will lead to a lower grade:
Task 1: Read the grading rubric for the assignment. Use the grading rubric while writing the paper to ensure all requirements are met that will lead to the highest possible points.
Task 2: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.
Task 3: Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.
Task 4: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.
Task 5: You are responsible for APA only for in-text citations and a reference list. However, all source material must be cited and referenced.
Task 6: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than three (3) external resources can be used in completing the assignment. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 2: How to Set Up the Paper
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page. You may not exceed six (6) pages so it is important to write clearly and concisely.
· Create a title page with title, your name, the course, the instructor’s name and date
Step 3: In this assignment, you will wri.
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
1. 1
Indiana University
School of Public and Environmental Affairs
SPEA V362-11928: Nonprofit Management & Leadership
Instructor: Yuan (Daniel) Cheng | chengyua@indiana.edu | SPEA 412
Lectures: Tuesday/Thursday 5:45pm – 7:00pm | PY 111 (Psychology Building)
Office Hours: Available by appointment on any weekday.
Communication: Email is the best way of contacting me. I usually reply my emails within 24 hours.
Course Description
This survey course will provide you with an overview of nonprofit law and managerial operations.
The course begins with the legal structure for the sector, and also covers both general management
practices that apply to all public and private organizations (marketing, strategic planning, human
resources, ethics and financial management) and practices unique to nonprofits (boards and
governance, volunteer management, legal responsibilities, fundraising, performance measurement,
etc.). The course uses a combination of readings, lectures, exercises, and experiential learning to give
students daily opportunities to apply textbook material to real situations. There is no formal
prerequisite for this course. However, taking SPEA V221 can be helpful for this course.
Course Material
Required: Michael J. Worth, Nonprofit Management: Principles and Practice, 3rd
(2014) Edition.
Recommended: Bruce Hopkins, Starting and Managing a Nonprofit Organization, 6th
(2013) Edition.
Sharon Oster, Strategic Management for Nonprofit Organizations. 1st
(1995) Edition.
Other readings will be posted on Canvas for download.
Course Grading
(20%) Class Attendance and Participation
(20%) Two “Memos to the Board” (10% each)
(20%) Two Case Analysis (10% each)
(10%) Course Reflection Paper or Nonprofit in the News
(30%) Group Project – Creating a New Nonprofit
Late Policy: Ten percent will be deducted for each day past due any assignment is submitted.
The following grading scale will be used for assignments and final grades:
97 - 100% = A+ 87 - 89% = B+ 77 - 79% = C+ 67 - 69% = D+
93 - 96% = A 83 - 86% = B 73 - 76% = C 63 - 66% = D
90 - 92% = A- 80 - 82% = B- 70 - 72% = C- 60 - 62% = D-
2. 2
Course Schedule
Date Topic Reading Assignment
1/12 Introduction to the Course Syllabus
1/14 The Current Nonprofit Environment Worth Ch. 2
1/19 Organizing and Leadership Organizing notes p.8 – p.16
1/21 Case Study 1: Montgomery Bus Boycott The Story of the Montgomery Bus Boycott Case 1 Due
1/26 Public Narrative: Lecture Organizing notes p.27 – p.38
1/28 Public Narrative: Practice Organizing notes p.27 – p.38
2/2 Structuring Leadership: Lecture Organizing notes p.46 – p.55
Team
Formation
2/4 Structuring Leadership: Practice Organizing notes p.46 – p.55
2/9 Nonprofit Law: How to Incorporate
Hopkins Chapter 6; https://www.councilofnonprofits.org/tools-
resources/how-start-nonprofit ; http://www.dmlp.org/legal-
guide/indiana/forming-nonprofit-corporation-indiana
Memo 1 Due
2/11 The 990: Dissecting a Nonprofit “Tax Return”
How to Read a 990 Form at
http://www.npccny.org/Form_990/990.htm
2/16 Board of Directors Worth Chapter 4; Hopkins, Chapter 8
2/18 Case Study 2: Lincoln Hill “Living with Complexity the Lincoln Hill Experience” Case 2 Due
2/23 Mission Development and Strategic Planning Worth Chapter 7 (p.159 - p.172); Oster Chapter 2 Memo 2 Due
2/25
Program Evaluation and Logic Models
Guest Lecturer: Jessica Sherrod
Worth Chapter 6 (p.135 – p.155); Logic Model Guide (skim)
3/1
Financial Management
Guest Lecturer: Kellie Bohan
Worth, Chapter 14
3/3 Case Study 3: United Way United Way Case Case 3 Due
3/8 Accountability and Nonprofit Ethics
Worth Chapter 6 (p.127 – p.134); Accountability Myopia;
http://www.independentsector.org/code_checklist?s=code%20of%20e
thics
3/10 Case Study 4: the Red Cross
Gazley, “9/11, Tsunamis and Katrina: The American Red Cross
and Accountability”;
Sontag, S. 2002. Who brought Bernadine Healy down?
Case 4 Due
3/15 Spring Break (no class)
3/17 Spring Break (no class)
3. 3
3/22
Human Resource Management
Guest Lecturer: Lauren Dula
Worth, Chapter 9
Memo 3 Due
3/24
Managing Diversity in Organizations
Guest Lecturer: Brad Fulton
TBD
Start-up
Plan Draft
Due
3/29 Fundraising Worth, Chapter 11; Oster Chapter 8
3/31 Case Study 5: DonorChoose.org DonorChoose.org case and http://www.donorschoose.org/ Case 5 Due
4/5 Commercialization and Earned Income Worth, Chapter 12; Hopkins, Chapter 13 Memo 4 Due
4/7
Social Entrepreneurship and New Philanthropy
Guest Lecturer: Qun Wang
Worth, Chapter 17; New Frontier of Philanthropy
4/12 Advocacy and Political Activities Worth, Chapter 15; Hopkins, Chapter 14 Memo 5 Due
4/14
Managing International Organizations
Guest Lecturer: Anthony DeMattee
Worth Chapter 16
4/19 Cross-sector collaboration Shaping Global Partnerships
4/21 Project Coaching/Teamwork Day
4/26 Student Presentations
4/28 Student Presentations
5/3 No Class/No Final Exam
Group
Start-up
Project Due
Schedule Disclaimer: The instructor reserves the right to modify the schedule as deemed necessary. Some subjects may prove to be more
challenging than others; thus, flexibility throughout the course will allow us to respond to areas that need additional clarification.
4. 4
Course Requirements:
1. Daily attendance, completion of Assigned Readings, and active participation in
class discussion (20% of total grade)
“Ninety percent of success in life is just showing up!” (Woody Allen)
ATTENDANCE:
STUDENTS ABSENT MORE THAN 3 TIMES RISK A FINAL GRADE
REDUCTION OF AT LEAST 1 LETTER GRADE.
I account for 2 absences automatically when I calculate grades. If you have a
chronic condition or other extreme conflict with your schoolwork that keeps you
away from class, please make an appointment to speak with me so that I can
support you most effectively.
Arriving late (over 5 minutes) or leaving early without approval will count
as an absence.
The only University excused absence is a documented official university
obligation (generally reserved for student athletes). Attending a basketball game
as a spectator will not receive approval to leave early.
CLASS PARTICIPATION: All students are expected to contribute meaningful thoughts
on the designated discussion topics during the classes. Any student who wishes to get a
“C” grade or better on this part of the course should add to the discussion at least once
every other week
2. “Memo to the Board” Research Reports (20%): (2 x 10 points each)
There are five memo opportunities throughout the semester and you MUST complete two memos
by the end of the semester.
FORMAT: Each memo must be 5-pages minimum, double-spaced, with 1 inch margins and
12 point font. Sub-headings and internal organization are encouraged.
The maximum length is up to you, but keep your professional audience in mind, and edit
carefully and thoroughly—I prefer clear and concise writing to flowery and wordy. Note that
length ≠ quality.
RESEARCH: I will expect you to draw on Worth, media stories, nonprofit websites, and the
assigned readings for that course topic, plus additional readings that you find on your own
(minimum 3-5 sources beyond required readings). I expect you to seek additional resources.
These should be written in memorandum format to a board of directors or the executive staff of a
nonprofit. Do NOT address the assignment to me, as this is an exercise in how you would
communicate in a workplace setting.
Note: These memos will provide the research basis for many of the sections required in your
final project. Coordination with your teammates on topic selection is welcomed.
These are due in hard-copy to me and posted via Canvas by class-time on their due date.
Getting Help: Feel free to make an appointment with me; I will be happy to help you understand
what can be done to make improvements. Please note that I will only help you with paper drafts
5. 5
in person, not by email. Also feel free to visit Devin in SPEA 410 to review the file of excellent
paper examples that past students have volunteered to share with you—these may not leave her
office and may not be duplicated or photographed.
3. Nonprofit Management Case Analysis (20%): (2 x 10 points each)
Over the semester, all class members will be responsible for completing four brief case study
memos. The case study memos should be four to five pages double spaced. The analyses will be
based on questions provided by the instructor. We will study five cases; you are responsible for
two analyses. We will have a class discussion about cases on the day the cases are due.
4. Final Course Reflection (10%)
Each student will write a paper that reflects on the readings, topics, and concepts from the
semester. The paper gives you the opportunity to “make sense” of, and organize your thoughts
about, the semester. THIS IS NOT A COURSE EVALUATION OR CRITIQUE. A reflection
paper also is not a summary of the course readings or a stream of conscious mind dump on paper.
Instead, a reflection paper is your identification of the main themes of the readings integrated with
your classroom experience and teamwork experience. Consider how what you have read, practiced,
and learned enhances your thinking about nonprofit management and leadership. Use in-text
citations for specific readings to which you might refer. The reflection paper should be
approximately 1,500 words (around 5-6 pages, double-spaced).
5. Group Project: Organize and develop a new nonprofit organization (30%)
Each student will be part of a group of “Founding Board Members” of a fictional new nonprofit
organization. During the semester, your Board will develop a Start-up Plan and a Management
Plan. Students will choose their teams by topic interest near the beginning of the semester.
This is your final, culminating deliverable and a semester-long team project.
See the “Project Plan Description” handout on Canvas for more detail.
Grading: The Full Plan consists of two halves and will receive a combined grade worth 30% of
your final course grade. The Start-up Plan will only receive written feedback and no grade.
You will have as many opportunities as you like to visit me AS A TEAM in my office to receive
additional support and advice as you develop your organizational plans.
A). Start-up Plan First Draft – Due 3/24.
See the handout for full instructions on content.
I will make written comments and suggestions on each Draft. Revision of this half of the project is
expected and will be included as the first half of your final plan.
B). Full Nonprofit Plan -- Due 4/28.
See the handout for full instructions on content. Your project will also be presented in class.
Note: A hard copy is due in class on 4/28; also post on Canvas by 5:30 pm the same day.
6. 6
Suggested In-Text and Bibliography Citation Format:
When citing from the text for a paper, the following in-text format should be used:
(Worth, p.#)
A complete citation should be included in a bibliography:
Worth, M. J. (2013). Nonprofit management: Principles and practice. Sage.
For additional writing requirements, please see writing guidelines at the end of this Syllabus)
Resources for Memos and Case Analysis
For general nonprofit news:
Philanthropy News Digest at http://foundationcenter.org/pnd/
http://www.jhu.edu/listeningpost/ interesting current research on state of the sector from the Johns
Hopkins University Center for Civil Society, especially the Listening Post Project.
IRS e-newsletter for charities: http://www.irs.gov/Charities-&-Non-Profits/Subscribe-to-Exempt-
Organization-Update
www.npgoodpractice.org A resource from Grand Valley State University’s Johnson Center on
Philanthropy. A great glossary of nonprofit terms you will encounter in this class.
Idealist.org has a nonprofit FAQ at http://www.idealist.org/info/Nonprofits/Npofaq
Incorporation / Nonprofit Law
http://www.irs.gov/Filing/Charities-&-Non-Profits The IRS's resources, forms & more site
IRS 990 forms at Guidestar: www.guidestar.org Login: bgazley@indiana.edu, Password: speaspea
Legal website with resources for tax-exempt organizations, including how to file in each state.
http://www.nolo.com/resource.cfm/catID/CE94A6B3-EFB6-4036-8498D5414328FD73/111/262/
General Nonprofit Management
http://www.socialworker.com/nonprofit/management
Targeted to practitioners, site includes the full text of several popular nonprofit management books
published by White Hat Communications. Among them are "Improving Quality and Performance in
Your Non-Profit Organization,” "Fundraising Online," and the "Nonprofit Management Casebook."
Also on the site is a selection of chapters from Gary M. Grobman’s "The Nonprofit Handbook":
Performance and Accountability
http://www.nonprofitrisk.org/ NonProfit Risk Management Center
7. 7
Standards for Excellence Institute http://standardsforexcellenceinstitute.org/dnn/
Compendium of standards for excellence via Independent Sector
http://www.independentsector.org/issues/accountability/standards2.html
National advocacy and research organizations:
http://www.ncna.org/ National Council for Nonprofit Associations
http://www.independentsector.org Major national research and advocacy org
http://www.charityandsecurity.org/ Covers nonprofit advocacy
http://charitydefensecouncil.org/ Charity Defense Council, Dan Pallota’s latest effort
Political Advocacy and Lobbying
http://www.independentsector.org/programs/gr/lobbyguide.html
Background on public law for 501-c-4s and 527 regarding issue advocacy and electioneering
http://electionlawblog.org/archives/aprill.pdf
The Center for Nonprofits -- Non-Profit Organizations CAN Lobby
http://www.njnonprofits.org/NPsCanLobby.html
https://philanthropy.com/article/Opinion-Make-Advocacy-a-
Part/232333?cid=pt&utm_source=pt&utm_medium=en A good recent editorial on why political
advocacy is a good idea and how boards should exercise it
Ethics
Nonprofit Ethics Education Pages: http://www.socialworker.com/nonprofit/ethics Full text of "Ethics
in Nonprofit Organizations--Theory and Practice," by Gary M. Grobman, published by White Hat
Communications. Chapters about general ethics, nonprofit organization ethics, ten fictional full-length
cases, and 120 fictional scenarios.
Volunteer Management
Goulbourne, Michelle and Embuldeniya, Don. (2002). Assigning economic value to volunteer activity.
Canadian Centre for Philanthropy.
The Value of Volunteer Time.
http://www.independentsector.org/programs/research/volunteer_time.html
For students with arts interests http://blog.westaf.org/2013/08/2013s-fifty-most-powerful-and.html
8. 8
WRITING GUIDELINES
For all students and all written assignments, please follow the following guidelines:
o All papers should be double-spaced, in 12-point font, using 1-inch margins.
o Graphics, photos and figures are welcome, but should not be excessive. Extensive material that is
not original (i.e. not your own) should be placed in an appendix.
o You are welcome to place copies of any relevant organizational materials or examples in
appendices. Label your appendices and refer to them within the paper – explaining those materials
and why they’re included.
o Papers should be professional, well-organized and well-edited. Write as if you were going to
submit your paper to a nonprofit board of directors.
o Quality Control: Do not submit first drafts. Do not write the paper the night before it is due. Do
produce a high-quality, carefully edited paper that reflects the thoughtful work you put into the
entire project. The instructor and TA are willing to meet with you between classes to discuss
content, react to ideas, and offer suggestions. Also make use of the other writing resources you
have on campus.
o DRAFTS of papers are accepted and encouraged. They will be reviewed by the
instructors and feedback will be given. No grade is given for drafts (unless assigned
drafts are not submitted on time!).
Any student who wishes the instructors to review drafts should submit them at
least 1 week before the final due date, to give time for the instructors to read
them, provide feedback, and for the student to make needed revisions.
Expectations for your citations and bibliography:
o A bibliography is mandatory on all written work.
o You will be graded on your ability to use a proper citation style. Any citation style (MLA, APA,
Chicago) is acceptable as long as it is properly and consistently followed. The key is that I must be
able to track all of your citations to their sources, so be aware that it is not enough to attach a
bibliography – an in-text citation is required.
o Be sure that ALL material you use is properly attributed to its author. If you quote directly from
any source, you must use quotation marks and provide a source along with author info (e.g., page
number or URL). If you paraphrase ideas without quotes, you must still include the source of the
citation. If you don’t understand how to accomplish this, see your professor or the TA.
o Do not use anonymous sources. This includes Wikipedia! – as well as ask.com and any other
source where you cannot identify the author. It is permissible, however, to quote an organization
as the source of an article (e.g., Smith Bucklin & Associates, Independent Sector).
Plagiarism and Academic Honesty: Academic Honesty is taken very seriously at Indiana University.
Cheating, copying the works of others (or even the ideas of others) and passing them off as your own
can result in a poor or even a failing grade for an assignment or for the class. In extreme cases it can
lead to dismissal from the university.
Please cite ALL quotations, ideas, and other materials you gather from outside research and other
sources!