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Course
Profile
Organizational Studies: Organizational Behaviour and Human Resources (BOH4M),
University/College Preparation, Catholic
Course Overview
Prerequisite: Any University, University/College, or College Preparation course in
Business
Studies or Canadian and World Studies
This
course focuses on ways in which organizations deal with issues affecting their
competitiveness in a changing technological and global business environment.
Students analyse various leadership techniques and study various issues such as
ethics in business, social responsibility, management of group dynamics, uses
of information technology, workplace stress and conflict, motivation of
employees, and globalization. Students also investigate the management of a
diverse workforce within an organization, and the importance of strategic
planning.
Catholic
students must recognize that all businesses can attain prosperity within the
precepts of our faith. In light of globalization and the rapid changes taking
place in the workplace, both management and employees must collaborate to
proactively evaluate the pressing situations that present themselves each day.
Dynamic companies are characterized by excellent leadership and focus.
Visionary leadership requires both a long-range view of opportunities and short
range plans to promote strategic growth. Consequently, students examine how
change demands proper planning, which in turn facilitates the achievement of
individual and company goals. Teachers delivering this course are to emphasize
that highly competitive companies embrace change despite resistance. Management
must be the agent of change, especially when new ideas can lead to the
advancement of the common good. It is essential that students realize that a
leader must be able to articulate why new leadership practices require risk and
insight. Jesus brought more change and profound newness to life than anyone
else in the history of the world. As a result, He was challenged at every turn.
However, Jesus met each challenge with well thought-out and articulated
responses – “Let him who is without sin among you be the first to throw a
stone.” (John 8:7)
This
course serves as preparation for university or college programs. With this in
mind, the course should foster theoretical and analytical thinking. Students
should be given ample opportunity to demonstrate these aptitudes.
The
primary focus of this course revolves around the major functions of management:
strategic planning, organizational design, motivation and leadership, and
evaluation.
Students
should be exposed to a variety of postsecondary teaching methods. Specifically,
they should complete a number of case studies utilizing formats that are
consistent with college and university models. Students should participate in
some form of computer simulation that has them make decisions based on a number
of variables and includes the analysis of internal and external business data.
In addition, students should make connections to the real world through company
tours, short-term job shadowing experiences, and exposure to various guest
speakers throughout the course.
This course enables students to
apply theoretical concepts by embracing the essence of each unit in their final
culminating project (Collective Bargaining Project). This activity allows
students to consider elements such as strategic management, staffing,
performance appraisals, technological trends, and social responsibility during
the negotiation of their collective bargaining agreements.
The
culminating project should be assigned after the Human Resource Organization
unit. The first three units provide a substantial foundation for the students
to effectively address the requirements of the Collective Bargaining Agreement
Project.
Teachers
are reminded that the final exam should be a relevant and considerable
component of the assessment and evaluation process. Students taking this course
are being prepared to attend postsecondary institutions where final exams may a
The
Business Studies document clusters learning expectations in a cohesive fashion.
Some specific expectations from other strands have been added to each unit.
These additions do not alter the focus, but simply increase the depth of the
concepts to be covered.
|
Unit 1 |
Issues
Facing Organizations |
15
hours |
|
Unit 2 |
Planning |
20
hours |
|
* Unit
3 |
Human
Resource Organization |
25
hours |
|
Unit 4 |
Organizational
Leadership |
25
hours |
|
Unit 5 |
Motivation
and Evaluation |
25
hours |
* This
unit is fully developed in this Course Profile.
An extra five
hours has been added to Unit 4 and 5 to allow for the execution of the
Culminating Activity.
Time: 15 hours
Unit
Description
Students
examine management trends that are revolutionizing the nature of business. They
study the globalization of business by examining different customs, practices,
and cultures in a business context. Students realize that management is an
agent of change. Furthermore, they understand the importance of a manager’s
role in creating an ethical and socially responsible workplace environment.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ISV.01,
IS1.01, IS1.02, IS1.03, ISI.04, ISI.05, IS2.04, IS4.01 |
Knowledge/Understanding
Thinking/Inquiry |
Trends
in Management Theory |
|
2 |
ISV.02,
IS1.03, IS2.01, IS2.02, IS2.03, IS2.04, OL1.03 |
Knowledge/Understanding
Thinking/Inquiry |
Management
as an Agent of Change |
|
3 |
ISV.03, IS3.01, IS3.02, IS3.03, IS4.03,
HR3.01, OL5.01 |
Knowledge/Understanding Application Thinking/Inquiry
Communication |
Ethics and Social Responsibility |
|
4 |
ISV.04,
IS4.01, IS4.02, IS4.03, IS3.03, OL1.01, OL4.01 |
Knowledge/Understanding
Thinking/Inquiry |
The
Global Perspective |
|
5 |
ISV.05,
IS5.01, IS5.02, IS5.03, HR1.03, OL4.04 |
Knowledge/Understanding
Application Communication |
Career
Opportunities |
Time: 20 hours
Unit
Description
Students investigate
how decision making, problem solving, and an environment that fosters creative
thinking all relate to effective management practices. They recognize the need
for participatory short- and long-term planning policies. Moreover, students
understand the essence of the strategic planning process and the relationship
between objectives and strategies at each level of the hierarchy of authority
within an organization.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OPV.01,
OP1.01, OP1.02, OP1.03, OP1.04, OP3.01, OL2.03 |
Knowledge/Understanding
Thinking/Inquiry Application |
The
Planning Process |
|
2 |
OPV.02,
OP2.01, OP2.02, OP2.03, ME1.01, OL3.04 |
Knowledge/Understanding
|
Planning
Strategies |
|
3 |
OPV.03,
OP3.01, OP3.02, OP3.03, OP3.04, OP1.01, OP1.02 |
Knowledge/Understanding |
Strategic
Planning |
Time: 25 hours
Unit
Description
Students
explore a variety of organizational structures. Specifically, they explain how organizational
design trends and the changing role of management are modernizing the
traditional structures evident in organizations today. Students recognize that
management must respect the rights, responsibilities, and contributions of its
employees. Through this exploration, students become conscious of how an
organization can effectively address its staffing issues.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HRV.01,
HRV.02, HR1.01, HR1.02, HR1.03, HR1.04, HR2.03, IS5.01 |
Knowledge/Understanding
Application Thinking/Inquiry Communication |
Organizational
Structures |
|
2 |
HRV.02,
HR2.01, HR2.02, HR2.03 |
Knowledge/Understanding
Application Thinking/Inquiry |
The
Changing Nature of Work |
|
3 |
HRV.03,
HR3.01, HR3.02, HR3.03, IS2.03 |
Knowledge/Understanding
Application Thinking/Inquiry Communication |
Staffing |
Time:
25 hours
Unit
Description
Students
examine how elements of human personality impact human behaviour. Specifically,
they explore effective leadership strategies and how various leadership styles
apply to different settings. Students assess the importance of effective
communication skills in a globally competitive environment. In addition, they
examine the role that stress and conflict play in an organization.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
1 |
OLV.01,
OL1.01, OL1.02, OL1.03, 1S4.03 |
Knowledge/Understanding
Thinking/Inquiry |
Human
Behaviour |
|
2 |
OLV.02,
OL2.01, OL2.02, OL2.03, OL3.01, OP1.04, HR2.03 |
Knowledge/Understanding |
Group
Dynamics |
|
3 |
OLV.03,
OL3.01, OL3.02, OL3.03, OL3.04, OL2.03, OL5.03, OP2.03, ME1.01 |
Knowledge/Understanding
Thinking/Inquiry Application |
Leadership
Techniques |
|
4 |
OLV.04,
OL4.01, OL4.02, OL4.04, IS4.03 |
Knowledge/Understanding
Application Communication |
Communication
Techniques |
|
5 |
OLV.05,
OL5.01, OL5.02, OL5.03, OL1.03, ME3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Stress
and Conflict Resolution |
Time: 25
hours
Unit
Description
Students
examine the correlation between effective motivational strategies and an individual’s
needs. They realize the role that management plays in creating a work
environment that is nurturing, dignified, and meaningful. Moreover, students
explore the use of various compensation, benefit, discipline, and performance
appraisal systems that improve job satisfaction and meet the objectives of the
organization.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MEV.01,
ME1.01, ME1.02, ME1.03, ME3.01, OP2.03 |
Knowledge/
Understanding |
Evaluation
of Individual and Team Performance |
|
2 |
MEV.02,
ME2.01, ME2.02, ME2.03, ME1.02, HR3.01 |
Knowledge/
Understanding Application Thinking/Inquiry |
Performance
Appraisal |
|
3 |
MEV.03,
OLV.01, OLV.02, ME3.01, ME3.02, ME3.03, ME3.04, ME1.01, ME1.02, OL1.01,
OL1.02, OL1.03, OL2.01, OL2.02, OL2.03 |
Knowledge/
Understanding Thinking/Inquiry |
Motivation
Theories and Strategies |
Due to
the diverse student learning styles, it is imperative that the teacher use a
wide variety of teaching strategies. These strategies fall into three different
categories: teacher-centred, learner-centred, and self-directed. Teachers
should use the Curriculum Planner for more specific and detailed
teaching/learning strategies.
Teacher-centred
strategies are those in which the teacher directs the learning. Teacher-centred
strategies have a definite place in this course as students learn to handle a
broad range of topics. Teachers may find these strategies useful as ways to
model how to set up notebooks or databases, to present complex concepts, or to
make the best use of time in some parts of the course. Suggested strategies
include: teacher-led review, work/task sheet, board work, note-taking,
Socratic, video, overhead, and mnemonic devices (trigger recall).
Students
and group-centred strategies, which are activity based, provide students with
opportunities to actively apply what they have learned. Through the use of
these teaching strategies, it is expected that students develop problem-solving
and collaborative skills. In addition, some of the strategies allow students the
opportunity to build their self-reliance and independence skills through their
commitment to meeting individual and team goals. Suggested student strategies
include: text referencing, note making, collaborative technologies,
demonstration, audio/visual, visual organizers, group discussion, computer lab
work, field trip.
Suggested
group-centred strategies include: group project, peer helping, role playing,
guest speaker, sharing, displays, electronic media research, computer-assisted
learning, questionnaires, jigsaw.
Teachers should employ a variety of assessment
strategies frequently throughout the course to communicate the expectations of
the course to students, make appropriate adjustments to teaching/learning
strategies as required, and a
|
Diagnostic |
Formative |
Summative |
|
·
Brainstorming |
·
Interviews |
·
Assignments |
|
·
Word Clustering |
·
Verbal Feedback |
·
Quizzes |
|
|
·
Written Feedback |
·
Tests |
|
|
·
Graphic Organizers |
·
Rubrics |
|
|
·
Presentations |
·
Models |
|
|
·
Role Play |
|
Seventy per
cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation. It is suggested that
the Collective Bargaining Culminating Project Appendix 3.3.4 be part or
all of the final examination.
The
teacher should consult individual student IEPs for specific direction on a
|
Reading ·
Read questions first ·
Modify reading requirements ·
Use reading partners ·
Pre-teach concepts and vocabulary ·
Highlight notes ·
Use visuals ·
Use videos ·
Read out instructions |
Mathematics ·
Check work after each example ·
Relate problems to real life ·
Modify complexity of examples ·
Provide daily review ·
Teach use of diagrams ·
Teach use of calculator ·
Use hands-on manipulatives ·
Adjust the number of problems |
|
Memory ·
Teach students to verbalize concepts ·
Check that daily assignments are recorded in students’ planners ·
Teach strategies to enable recall ·
Insist that students write things down ·
Provide lists and/or flow charts ·
Give visual clues ·
Give demonstrations ·
Teach mnemonics |
Oral
Language ·
Provide non-threatening environment ·
Do not ask students to respond to questions without forewarning them ·
Use cooperative learning ·
Work one-to-one with students ·
Have realistic expectations ·
Provide choices ·
Use electronic media ·
Permit small groups |
|
Motivation ·
Provide a variety of types of assignments ·
Create personalized assignments ·
Set realistic goals and expectations ·
Avoid public confrontations ·
Provide praise and positive feedback ·
Be flexible with timelines ·
Conference on a one-to-one basis ·
Maintain contact with home |
Written Language ·
Vary assignments ·
Give explicit instructions ·
Allow more time for activity/assignment completion ·
Provide photocopied notes ·
Allow point-form notes ·
Provide assistance in correcting language conventions ·
Use peer editing ·
Teach use of spell check software |
|
Attention ·
Provide a variety of activities and teaching techniques ·
Give blocks of information and vary the activities frequently ·
Use cooperative learning ·
Ask students to repeat teachers instructions ·
Provide immediate feedback ·
Move around room ·
Use visuals ·
Ensure that students can see an end in sight |
ESL ·
Pair or group students with fluent English speakers ·
Provide note-making guide ·
Promote peer tutoring ·
Encourage use of first-language English dictionaries for assignments
and assessment ·
Pair written instructions with verbal instructions. Provide visual and
auditory clues ·
Allow extra time for reading or writing assignments |
|
Gifted Opportunities
for extended learning include: ·
independent study; ·
e-commerce simulation; ·
Junior Achievement Rotary Club Business Camp Enterprise; ·
Sir Wilfrid Laurier Stock Market Competition; ·
The Association of Marketing Students (DECA); ·
Ontario Business Educators Association (OBEA) contests; · Business Club/School Store; mentorship programs. |
|
There
is a wide number of general business resources available. The list below is intended
to assist both the student and teacher but is not definitive. Resources
required for specific unit activities are provided but are presented in generic
subcategories to encourage the teacher and students to creatively pursue
additional resources where appropriate. Internet sites are not segregated into
a list of their own but included in each subcategory. Every effort has been
made to check the a
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Canadian
Conference of Catholic Bishops (CCCB) – http://www.
Kosior, Stan,
Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World
to Share: When Faith and Economics Meet. Toronto, Ontario: Metropolitan
Separate School Board (TCDSB), 1990.
Pope John
Paul II. On Human Work. Encyclical Letter, 1981.
– http://www.catholic.net/RCC/documents/
Pope John
Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical
Letter, 1991.
– http://www.catholic.net/RCC/documents/
Pope Leo
XIII. On the Condition of the Working Classes. Encyclical Letter, 1891.
– http://www.catholic.net/RCC/documents/
The above references can be used for all units in this
course.
Canadian
Bankers Association – http://www.cba.ca
Canadian
Council of Human Resource Associations – http://www.chrpcanada.com
Canadian
Foundation for Economic Education – http://www.cfee.org/en
Canadian
Management Association – http://www.cma-canada.org
Canadian
Youth Business Foundation – http://www.cybf.ca
The
Canadian Chamber of Commerce – http://www.chamber.ca
The
Conference Board of Canada – http://www.conferenceboard.ca
The
Ontario Chamber of Commerce – http://www.o
Investment
Funds Institute of Canada – http://www.ific.ca
Investor
Learning Centre of Canada – http://www.investorlearning.ca
The above association references can be used for all units
in this course.
Axtell,
Roger E. Gestures: The DO’S and TABOOS of Body Language Around the
World. Toronto, Ontario: John Wiley and Sons Inc., 1998. Unit 1
Axtell,
Roger E. The DO’S and TABOOS of International Trade: A Small Business Primer.
Toronto, Ontario: John Wiley & Sons, 1994. Unit 1, Unit 2, Unit 4
Beckhard,
Richard, F. Hesselbein, and M. Goldsmith, eds. The Organization of the
Future. San Francisco, California: Jossey-Bass Publishers, 1997. Unit 1,
Unit 2, Unit 3, Unit 5
Brand,
Margaret and Ann Sparks. Su
Bazerman,
M. Judgement in Managerial Decision Making. Toronto, Ontario: John Wiley
and Sons Canada Limited, 2001. ISBN 0-471-39887 Unit 2, Unit 3, Unit 4, Unit
5
Briner,
Bob and Ray Pritchard. The Leadership Lessons of Jesus. Nashville,
Tennessee: Broadmand and Holman, 1997. ISBN 0805463569 Unit 4, Unit 5
Cook,
Curtis. Management & Organizational Behavior with PowerWeb. Toronto,
Ontario: McGraw-Hill Ryerson, 2001. ISBN 0072508337 Unit 1, Unit 3, Unit 4,
Unit 5
Covey,
Stephen R. The 7 Habits of Highly Effective People: Powerful Lessons in
Personal Change. New York, New York: Simon and Schuster, 1990. ISBN
0671708635 Unit 4, Unit 5
Covey,
Stephen R., A. R. Merrill, and R. R. Merrill. First Things First. New
York, New York: Simon and Schuster, 1994. ISBN 0684802031 Unit 1, Unit 2,
Unit 4, Unit 5
Covey,
Stephen R. Principle-Centered Leadership. New York, New York: Simon and
Shuster, 1991.
ISBN 0671792806 Unit 4
Di
Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario:
Oxford University Press, 1998. Unit 1, Unit 4, Unit 5
Doherty,
Dennis C. Making Economic Choices. Toronto, Ontario: Copp Clark Pitman,
1992.
Hartley,
R. Management Mistakes and Su
Ivancevich,
John. Organizational Behavior and Management. Toronto, Ontario:
McGraw-Hill Ryerson, 2002. ISBN 0072436387 Unit 3, Unit 4, Unit 5
Ivancevich,
John. Human Resource Management. Toronto, Ontario: McGraw-Hill Ryerson,
2001.
ISBN 0072312688 Unit 3, Unit 5
McLean,
J.W., and William Weitzel. Leadership: Magic, Myth, or Method? New York,
New York: American Management Association AMACOM, 1992. Unit 4
McShane,
Steven. Canadian Organizational Behaviour. Toronto, Ontario: McGraw-Hill
Ryerson, 2001.
ISBN 0070871809 Unit 3, Unit 4, Unit 5
Nickels,
Willian G., J. M. McHugh, S. M. McHugh, and P. D. Berman. Understanding
Canadian Business. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1997.
ISBN 0256194440.
This reference can be used for all units.
Popcorn,
Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your
Work and Your Business. New York, New York: Harper Collins, 1996. Unit
1, Unit 2, Unit 3
Popcorn,
Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and
Your Life. New York, New York: Harper Collins, 1997. Unit 1, Unit 2
Popcorn,
Faith. The Popcorn Report. New York, NY: Doubleday, 1991. Unit 1,
Unit 2, Unit 3
Ritti,
R. The Ropes to Skip and The Ropes to Know Studies in Organizational
Behaviour. Toronto, Ontario: John Wiley and Sons Canada Limited, 1997. ISBN
0471133043 Unit 3, Unit 4, Unit 5
Schermerhorn,
John R. Management – 6th Ed. New York, New York: John Wiley and
Sons, Inc., 2001. ISBN 047138755X This reference can be used for all units.
Schermerhorn,
J.R., R.J. Cattaneo, and A. Templer. Management: The Competitive Advantage.
Toronto, Ontario: John Wiley and Sons Canada Limited, 1995. ISBN 0471641103
This reference can be used for all units.
Schwind,
Herman. Canadian Human Resource Management. Toronto, Ontario:
McGraw-Hill Ryerson, 2001. ISBN 0070887357 Unit 3, Unit 4, Unit 5
Trevino,
J. Nelson Managing Business Ethics. Toronto, Ontario: John Wiley and
Sons Canada Limited, 1999. ISBN 0471246522 Unit 1, Unit 5
Wren, D. Evolution
of Management Thought. Toronto, Ontario: John Wiley and Sons Canada
Limited, 1993. ISBN 047159752X This reference can be used for all units.
All corporate web sites can be located via
www.tse.com.
The above corporation reference can
be used for all units in this course.
Human
Resources Development Canada – http://www.toronto-hrdc.sto.org/Unit 3, Unit
4,Unit 5
Industry
Canada – http://strategis.ic.gc.ca/ This reference can be used for all
units.
Revenue
Canada – http://www.rc.gc.ca Unit 1, Unit 2, Unit 3
Statistics
Canada – http://www.statcan.ca/ This reference can be used for all units.
Youth
Resource Network of Canada – http://www.youth.gc.ca/
This
reference can be used for all units.
Canada
Business Services – http://www.cbsc.org/ This reference can be used for all
units.
Ontario
Ministry of Economic Development and Trade – http://www.ontario-canada.com
Business
Development Bank – http://www.bdc.ca Unit 1, Unit 2, Unit 3
Team
Canada Inc. – http://www.exportsource.gc.ca Unit 1, Unit 2
“Aftermarket
II Canadian Business Simulation”, Canadian Education Bureau, 1803 Folkway
Drive, Mississauga, Ontario, L5L 2X1, (905) 820-8369 This reference can be
used for all units.
Canadian
Business Magazine – http://www.canadianbusiness.com This reference can be used
for all units.
E-Business
Magazine – http://www.ebusiness.uk.com This reference can be used for all
units.
The
Economist – http://www.economist.com This reference can be used for all
units.
Entrepreneur
Magazine – http://www.entrepreneurmag.com This reference can be used for all
units.
Fast
Company Magazine – http://www.fastcompany.com This reference can be used for
all units.
Forbes
– http://www.forbes.com This reference can be used for all units.
Fortune
Magazine – http://www.fortune.com This reference can be used for all units.
Inc.
Magazine – http://www.inc.com This reference can be used for all units.
Maclean’s
Magazine – http://www.macleans.ca This reference can be used for all units.
Marketing
Magazine – http://www.marketingmag.ca Unit 1, Unit 3
Profit
Magazine – http://www.profitguide.com This reference can be used for all
units.
Strategy
Magazine – http://www.strategymag.com Unit 2, Unit 3
All
online newspaper websites can be located via – http://www.thepaperboy.com
The
above reference can be used for all units in this course.
Toronto Stock Exchange – http://www.tse.com
Australian Stock Exchange –
http://www.asx.com.au/
Frankfurt Stock Exchange –
http://deutsche-boerse.com/index.html
Hong Kong Exchange – http://www.sehk.com.hk/
FTSE – http://www.ftse.com/
NASDAQ – http://www.nasdaq.com/
New York Stock Exchange – http://www.nyse.com/
Tokyo Stock Exchange –
http://www.tse.or.jp/eindex.html
The above
website references can be used for all units in this course.
A&E
Television Networks, “Sam Walton.” New York: New Video Group, 1997. 50 min. Unit
3
This course may be counted as an optional credit or in additional
compulsory credit for diploma purposes.
Coded Expectations, Organizational Studies: Organizational Behaviour and Human Resources, Grade 12, University/College Preparation, BOH4M
ISV.01 · evaluate the significance of new
trends in management theory;
ISV.02 · analyse how companies respond to
internal and external pressures for change;
ISV.03 · evaluate the impact on
organizations of issues related to ethics and social responsibility;
ISV.04 · analyse North American
organizational concepts from a global perspective;
ISV.05 · assess the role of a manager
within the structure of an organization and the variety of career opportunities
available.
Trends
in Management Theory
IS1.01 – analyse the importance of major
factors (e.g., social, economic, political, technological) that influence
changes in management theory;
IS1.02 – describe major management
theories and practices (e.g., scientific, administrative, behavioural) from
past decades and compare them to current management theories and practices;
IS1.03 – evaluate the importance of recent
management theories (e.g., systems theory, the organic organization concept)
that have had an impact on North American organizations;
IS1.04 – analyse management concepts found
in current business literature;
IS1.05 – demonstrate the use of proper
business vocabulary.
The
Management of Change
IS2.01 – analyse the elements that bring
about change in an organization (e.g., developments in information technology,
stages in the company life cycle, aspects of the organizational culture);
IS2.02 – analyse the reasons for various
attitudes towards change (e.g., why individuals fear change, why individuals
embrace change);
IS2.03 – analyse major challenges facing
today’s organizations (e.g., new technologies, the influence of the Internet,
globalization, employment-equity legislation) with reference to specific
organizations;
IS2.04 – evaluate various management
strategies used to implement change within an organization (e.g., participatory
management, communication, training).
Issues
of Ethics and Social Responsibility
IS3.01 – evaluate the impact on management
strategies and decision making of major ethical dilemmas (e.g., at the level of
the individual, the workplace, and the local and global community);
IS3.02 – analyse the nature and importance
of corporate social responsibility;
IS3.03 – analyse organizational codes of
ethics to identify expected behaviours for an organization (e.g., in relation
to workforce diversity, conflicts of interest, customer/supplier relationships,
confidentiality of information).
The
Global Context
IS4.01 – compare Canada’s economic and
social practices with those of its worldwide trading partners;
IS4.02 – describe the structures and
significance of multinational corporations;
IS4.03 – compare Canadian business
etiquette with that of other countries (e.g., customs or protocol related to
greetings, language translations, gift-giving, business card exchanges, gender
roles, communication).
Career
Opportunities
IS5.01 – identify and describe management roles and
the different levels of management;
IS5.02 – summarize managerial responsibilities,
activities, skills, and competencies as they apply to different levels of
management;
IS5.03 – investigate, using electronic
tools, a variety of current management opportunities and the education and
training they require.
OLV.01 · apply theories of human behaviour
to understand how individuals and groups function in the workplace;
OLV.02 · apply teamwork and group dynamics
to carry out projects and solve problems;
OLV.03 · demonstrate the use of proper
leadership techniques in a variety of situations;
OLV.04 · demonstrate the use of
appropriate communication techniques related to business management;
OLV.05 · evaluate the strategies used by
individuals and organizations to manage stress and conflict.
Human
Behaviour
OL1.01 – analyse the components of human
personality (e.g., heredity, culture, family) and their impact on human
behaviour;
OL1.02 – demonstrate an understanding of
the relationship between a person’s biases and the decisions he or she makes;
OL1.03 – explain the relationship between
three major influences on human behaviour (personality, attitudes, and
perception) and job satisfaction.
Group
Dynamics
OL2.01 – demonstrate an understanding of
the roles individuals assume within a group structure and of the stages of
group development;
OL2.02 – explain the nature and types of
groups within an organization (e.g., formal/informal, committees/departments,
electronic work groups);
OL2.03 – analyse the factors that contribute
to the su
Leadership
Techniques
OL3.01 – analyse the factors that
contribute to effective leadership (e.g., vision, power, personality traits,
behaviour);
OL3.02 – differentiate between a leader
and a manager (e.g., personality traits, behaviour, roles);
OL3.03 – compare a variety of leadership
styles (e.g., task-oriented and relationship-oriented, authoritative and
consultative, transformational);
OL3.04 – analyse the relationship between
leadership styles and the settings in which they are applied.
Communication
Techniques
OL4.01 – demonstrate an understanding of
the key elements of the communication process and the barriers to effective
communication (e.g., semantics, cultural differences);
OL4.02 – demonstrate the effective use of
business communication documents (e.g., business reports, correspondence);
OL4.03 – demonstrate appropriate
presentation techniques for both groups and individuals;
OL4.04 – demonstrate the effective use of
information technology (e.g., word processing software, e-mail,
teleconferencing, electronic research tools) to attain organizational goals.
Stress
and Conflict
OL5.01 – evaluate the impact on
performance of personal and work-related stress;
OL5.02 – demonstrate an understanding of
organizational factors that affect stress in the workplace (e.g.,
organizational conditions, negotiation and intervention techniques);
OL5.03 – evaluate individual
conflict-management styles and their impact on a situation (e.g., avoidance, a
OPV.01 · analyse the importance of proper
planning, applied creativity, and effective problem solving and decision making
in addressing an organization’s human resource issues;
OPV.02 · apply appropriate planning
theories and strategies to a variety of situations;
OPV.03 · analyse the relationship between
strategic planning and the su
The
Planning Process
OP1.01 – describe the role of the planning
process in the su
OP1.02 – demonstrate an understanding of
the relationship between planning and decision making;
OP1.03 – evaluate different
problem-solving strategies as they relate to a variety of managerial problems;
OP1.04 – analyse the importance of
individual and group creativity in problem-solving approaches.
Planning
Strategies
OP2.01 – demonstrate the use of short-term
planning tools and strategies (e.g., policies, operational plans, planning
approaches);
OP2.02 – demonstrate an understanding of
the need for long-term planning strategies (e.g., use of budgets, statistics,
simulations, forecasts);
OP2.03 – demonstrate an understanding of
the importance of leadership in the planning process (e.g., to promote
participatory planning, set benchmarks, facilitate communication).
Strategic
Planning
OP3.01 – describe the essentials of
strategic planning and strategic management;
OP3.02 – explain the relationship between
an organization’s official objectives and its operating objectives;
OP3.03 – demonstrate an understanding of
measures that contribute to su
OP3.04 – compare various strategic
planning processes that have resulted in su
HRV.01 · demonstrate an understanding of
the various organizational structures used to manage the workforce effectively;
HRV.02 · identify and describe the ways in
which organizational structures have changed to adapt to the changing nature of
work;
HRV.03 · demonstrate an understanding of
staffing issues.
Organizational
Structures
HR1.01 – demonstrate an understanding of
traditional organizational structures (e.g., functional, divisional, hybrid);
HR1.02 – assess current organizational
structures in terms of the ways in which they increase productivity and
competitive advantage;
HR1.03 – explain the managerial role in
dealing with organizational trends in the modern marketplace (e.g., trends such
as shorter chain of command, wider span of control, more delegation,
empowerment);
HR1.04 – demonstrate an understanding of
how organizational design (e.g., communication channels, team structures,
alternative work schedules) can support a positive corporate culture.
The
Changing Nature of Work
HR2.01 – assess the relationship between
the individual and an organization, considering issues such as the meaning of
work, the psychological contract, the quality of work life, and job
satisfaction;
HR2.02 – compare alternative job-design
approaches (e.g., rotation, simplification, enrichment, enlargement);
HR2.03 – compare the strengths and
weaknesses of various work settings and arrangements for individuals and groups
(e.g., job sharing, self-managed teams, work schedules, working off-site,
contract work).
Staffing
Issues
HR3.01 – identify and describe the impact and
importance of legal considerations in the staffing process, including issues
such as wages, employment equity, health and safety, and employee rights;
HR3.02 – analyse the relationship between
an organization’s objectives and the human-resource process (e.g., planning,
recruitment, selection);
HR3.03 – explain the strategies and
concepts involved in developing a quality work force (e.g., orientation,
training, career development).
MEV.01 · identify and describe the
importance of evaluation in the su
MEV.02 · analyse a variety of
performance-appraisal techniques as they apply to a variety of situations;
MEV.03 · compare a variety of theories
about how to motivate individuals and teams in a productive work environment.
Evaluation
of Individual and Team Performance
ME1.01 – demonstrate an understanding of
how evaluation techniques relate to the managerial processes of leading,
planning, and organizing;
ME1.02 – identify the factors affecting
individual and group performance (e.g., individual needs, organizational
support, motivation);
ME1.03 – explain the strategies used by
managers to control human resources (e.g., types of controls, objectives of
controls).
Performance
Appraisal
ME2.01 – explain the nature and importance of
performance appraisal within an organization;
ME2.02 – compare major performance-appraisal methods
and techniques (e.g., scales, comparisons);
ME2.03 – demonstrate an understanding of compensation
systems, benefit systems, and discipline systems and their relationship to
high-performance activities and increased job satisfaction.
Motivation
Theories and Strategies
ME3.01 – explain the relationships between
motivation, rewards, and job performance;
ME3.02 – demonstrate an understanding of
individual needs as identified by various theories of motivation (e.g., the
theories of Maslow, Herzberg, Alderfer);
ME3.03 – evaluate various theories of
motivation in terms of their views on productivity and performance;
ME3.04 – analyse the various motivational
strategies used by particular organizations.
Ontario Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the Eucharist
to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and compassionate
society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.
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