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Course
Profile
Organizational Studies: Organizational Behaviour and Human Resources
(BOH4M), Grade 12, University/College Preparation, Public
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 will 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 will also investigate the
management of a diverse workforce within an organization and the importance of
strategic planning.
Organizational
Studies: Organizational Behaviour and Human Resources is a course designed to
meet the needs of students entering university or college programs in business
or behavioural sciences. The content of this course is extremely useful for any
key player in an organizational environment.
It
is advisable for teachers to identify and gain the participation of local
businesses wherever possible. Teachers are encouraged to develop an in-class
display of community businesses and to highlight existing partnerships. In
addition, teachers might a
Periodic
a
|
Unit 1 |
Introduction
to Management Theory |
13
hours |
|
Unit 2 |
Planning |
21
hours |
|
Unit 3 |
Organizing |
20
hours |
|
* Unit
4 |
Leading |
30
hours |
|
Unit 5 |
Controlling |
7 hours |
|
Unit 6 |
Issues
Facing Managers in the New Century |
19
hours |
* This
unit is fully developed in this Public Course Profile.
Note: Unit 3, Organizing is developed in
the Catholic Course Profile.
Time:
13 hours
Unit
Description
Students
identify and describe management roles, and summarize managerial
responsibilities, competencies, and skills. Major management theories are
described, analysed, and evaluated. Dealing with problem-solving strategies
ends this unit.
In
Cluster 1.1 groups of five or six students solve a problem. The groups
have a half hour to introduce themselves (this is the first day of class) and
develop a solution. The scenario is: you are the manager of a Research
Institution designing privacy software for lending and credit card transactions
and one set of master keys went missing. It will cost $5000 to re-key the
affected parts of the institute. Your budget is already spent for the year,
with no a
Cluster
1.2 focuses on management
theory, the historical management perspectives, current management practices,
changes in management theory, and proper business vocabulary. Suggested
approaches are: teacher-led notes; a lesson on Theory X, Theory Y; or a jigsaw
with each group researching eras e.g., classical, behavioural, quantitative,
modern or major management theories, e.g., theories of Maslow, McGregor,
Hawthorne. Students discuss the Key Question: What is the best thing a manager
can do to ensure high productivity for his or her organization? Position A:
Frederick Taylor offers the best insight into the question. His advice would be
to… Position B: Max Weber’s ideal bureaucracy is the best answer to this
question. His advice would be… Position C: Henri Fayol is the best source of
insight into this question. His advice would be to… Position D: the
Cluster
1.3 focuses on
problem-solving strategies. Ranking games such as Wilderness Survival, Lost at
Sea, Alone on a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
1.1 |
ISV.05,
IS5.01, IS5.02 |
Knowledge/Understanding
Thinking/Inquiry Application |
What is
a Manager? (3
hours) |
|
1.2 |
ISV.01,
IS1.01, IS1.02, IS1.03, IS1.04, IS1.05 |
Knowledge/Understanding
Application Communication |
Management
Trends of the Last Century (4
hours) |
|
1.3 |
OLV.04,
OPV.01, OL4.03, OP1.03, OP1.04 |
Knowledge/Understanding
Thinking/Inquiry Application Communication |
The
Problem-Solving Process (6
hours) |
Time:
21 hours
Unit
Description
Students
are given the opportunity to: analyse the importance of proper planning; apply
creativity, effective problem solving, and decision making in addressing an
organization’s human resources; apply appropriate planning theories and
strategies to a variety of situations; and analyse the relationships between
strategic planning and the su
In
this introductory activity students experience the planning process within the
context of group dynamics and communication. This is done through a group
planning activity. Students are given the task of building a shelter that holds
the entire group (five or six students). The shelter will be built from a stack
of newspapers (about 30 cm high) and a roll of masking tape. Walls, desks, the
ceiling, or people cannot be used to support the shelter. Students must
complete the task in 30 minutes. The activity has two parts. In the first part;
students can plan but not touch the materials. In the second part, students can
touch the materials, but not talk. After starting to build, students cannot go
back to the planning phase. The teams are not always su
In
Cluster 2.1 students work through the planning process within the
context of group dynamics and communication techniques. The teacher explains
the common types of plans in business: strategic, operational, long range,
short range, policies, single-use plans, etc., and how they are used in a
business. The teacher brainstorms with students and makes notes on the benefits
of planning (provides focus, a clear direction, less control needed, etc.). The
teacher provides a note on the steps involved in the planning process. The
teacher applies the process to a situation and has students work through the
plan led by the teacher. For example, students are marketing directors for a
toothpaste company. The Research and Development (R&D) department has just
invented toothpaste aimed at children that can decrease cavities by 10%. The
class must develop a plan to launch this product. During the implementation,
place the emphasis on the difference between planning and decision making. In
conclusion, the teacher provides a note on how managers can make planning more
effective (participatory planning, contingency planning, benchmarking).
In
Cluster 2.2 the importance of strategic planning is stressed. The
teacher and students discuss the major elements of strategic planning. These
would include: types of strategies; mission statements; corporate culture; SWOT
(Strengths, Weaknesses, Opportunities, and Threats) analysis (analysis of the
organization)); PEST analysis (analysis of the environment using Political,
Economic, Sociocultural and Technological factors); Boston Consulting Matrix;
product life cycle; Porter’s Competitive Model, etc. The teacher introduces
each concept followed by a current business application. For example, when
teaching the SWOT analysis the teacher provides a note on the elements included
as strengths, weaknesses, opportunities, and threats. In groups, students create
a SWOT analysis of their own on an overhead and present it to the class. This
cluster could be assessed through a case study of a company going through a
major strategic planning process. The teacher could write the case and have the
students demonstrate that they can apply each of the above strategic planning
elements.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
2.1 |
OPV.01,
OPV.02, OP1.01, OP1.02, OP2.01, OP2.02, OP2.03 |
Knowledge/Understanding
Thinking/Inquiry |
The
Planning Process |
|
2.2 |
OPV.03,
OP3.01, OP3.02, OP3.03, OP3.04 |
Knowledge/Understanding
Thinking/Inquiry |
Strategic
Planning |
Time:
20 hours
Unit
Description
Students
are given the opportunity to: demonstrate an understanding of the various
organizational structures used to manage the workforce effectively; identify
and describe the ways in which organizational structures have changed to adapt
to the changing nature of work; demonstrate an understanding of staffing
issues.
The
introductory activity focuses on students creating an organizational chart from
puzzle pieces provided by the teacher. Each puzzle piece represents a position
in the company. The puzzle parts are prepared on 8½" ´ 11" pieces of paper. Each piece of paper
represents a position on the organizational chart of a manufacturing facility.
For example, Chief Executive Officer (CEO), Vice President (VP), Marketing,
Research and Development (R&D), A
Cluster
3.1 begins with
teacher-led lessons on types of organizational structures. The teacher should
also read examples from a book describing the 100 best companies to work for in
order to exemplify the different types of organizational structures in use
today (see Resources). In addition, students should be encouraged to find
current news articles relating to organizational structure and share that
information with the class. (See International Business, BBB4M Public, for an
oral presentation checklist.) A class discussion, which assesses the validity
and effectiveness of various organizational structures in use follows the
presentations. Students then obtain an organizational chart from a business or
organization. Students prepare a presentation for the class in which they
introduce the organization’s structure and explain the hierarchy of authority,
whether it is a formal or informal structure, the span of control and chain of
command. At the end of the presentation, the class should be able to identify
the strengths of this organization’s structure and areas for possible
improvement while giving a rationale for their suggestions.
Cluster 3.2 begins with a teacher-led discussion on
corporate culture. Points of emphasis should include: the relationship between
the individual and the organization (meaning of work, quality of work life, job
satisfaction, psychological aspects); alternative job-design approaches
(rotation, simplification, enrichment, enlargement); and the strengths and
weaknesses of various work settings and arrangements (job sharing, self-managed
teams, work schedules, working off-site, contract work, mechanistic and organic
structures).
Cluster 3.3 involves students conducting research on
employment issues such as wages, employment equity, health and safety, employee
rights. (See Resources, Safety.) Students report to class in the form of a
written report or presentation (see Written Report Rubric in BTX4E
Public at www.curriculum.org).
This
cluster provides an opportunity to link with the community. The teacher or
students can arrange a speaker from a local organization to speak about
training and developing staff. Students may be able to supply a network of
speakers. The teacher supplies a case study with a job description for a
vacancy as step one. In small groups or pairs, the students develop a
recruitment process. They develop ten interview questions. In step two, the
teacher supplies a profile of three highly qualified candidates for the
position, each with different strengths. (The profile need only be a paragraph
long.) The task for the students is to decide which candidate to hire. This
process might demonstrate the subjective nature of selection. Step three has
the students develop a training process plan based on the job description and
candidate qualifications.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
3.1 |
HRV.01,
HR1.01, HR1.02, HR1.03, HR1.04 |
Knowledge/Understanding
Thinking/Inquiry |
Organizational
Structures (7
hours) |
|
3.2 |
HRV.02,
HR2.01, HR2.02, HR2.03 |
Knowledge/Understanding
Thinking/Inquiry |
The
Changing Nature of Work (4
hours) |
|
3.3 |
HRV.03,
HR3.01, HR3.02, HR3.03 |
Knowledge/Understanding
Thinking/Inquiry |
Staffing
Issues (9
hours) |
Time:
30 hours
Unit
Description
This unit
provides students with opportunities to apply theories of human behaviour to
understand how individuals and groups function in the workplace. Students apply
teamwork and group dynamics to carry out projects and solve problems. Students
demonstrate the use of proper leadership techniques in a variety of situations
along with the use of appropriate communication techniques related to business
management. Finally, students evaluate the strategies used by individuals and
organizations to manage stress and conflict while comparing a variety of
theories about how to motivate individuals and teams in a productive work
environment.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
4.1 |
OLV.01,
OL1.01, OL1.02, OL1.03 |
Knowledge/Understanding
Thinking/Inquiry |
Human
Behaviour |
|
4.2 |
OLV.02,
OLV.04, OL2.01, OL2.02, OL2.03, OL4.03 |
Knowledge/Understanding
Thinking/Inquiry |
Group
Dynamics |
|
4.3 |
OLV.03,
OL3.01, OL3.02, OL3.03, OL3.04 |
Knowledge/ |
Leadership
Techniques |
|
4.4 |
OLV.4,
OL4.01, OL4.02, OL4.03, OL4.04 |
Knowledge/Understanding
Thinking/Inquiry |
Communication
Techniques |
|
4.5 |
OLV.05,
OL5.01, OL5.02, OL5.03 |
Knowledge/Understanding
Thinking/Inquiry |
Stress
and Conflict |
|
4.6 |
MEV.03,
ME3.01, ME3.02, ME3.03, ME3.04 |
Knowledge/Understanding
Thinking/Inquiry |
Motivation |
Time:
7 hours
Unit
Description
Students
demonstrate an understanding of how evaluation techniques relate to the
managerial process, identify the factors affecting individual and group
performance, and explain the strategies used by managers to manage human
resources. Students explain the nature and importance of performance appraisal,
and compare major performance appraisal methods and techniques. The teacher and
students investigate compensation, benefit and discipline systems, and the
relationship between high-performance activities and increased job
satisfaction.
Cluster
5.1 deals with a
class self-assessment, either in teams of five or six, or as a class. Students
first brainstorm and develop charts listing contributing factors under the
following headings: Satisfying Work, Equitable Rewards, Supportive Working
Conditions, Supportive Colleagues, and Supportive Supervision. Note all points.
The second step is for the students to analyse their lists two ways: The first
analysis is to realistically identify only those contributing factors that their
teacher (a manager) can implement or control; the second analysis is to
identify whether the remaining contributing factors are rooted in the student
(employee), the work (job task), the teacher (manager), or the school
(organization). Upon completion of the activity, students take notes on how
this assessment can be linked to future class planning, organizing, leading,
and controlling. This activity uses a participatory assessment technique that
is optimal for commitment in improving performance at the individual and group
level. Teacher-led notes are then provided on other assessment techniques that
may include data collection, surveys, questionnaires, interviews, or electronic
monitoring, and under what circumstances these techniques would be suitable.
Cluster
5.2 deals with
performance appraisal role plays. (See BBB4E Public for a Role-Play
Evaluation Checklist.) Before the role plays, notes are developed answering
the Why, Who, What, When, Where, and How surrounding performance appraisals.
For example, answers for Why include compensation, feedback, training,
promotion, personnel planning, retention or discharge, and research. Answers
for Who include superior, peer, self, and subordinates. After covering What is
appraised, When and Where to appraise, the major methods on How to appraise are
noted – observations, reports, meetings and interviews. The students then
develop role-play scenario scripts for a large manufacturing facility based on
their understanding of different management and leadership styles. The teacher
supplies scenario parameters and examples. Scenario 1 involves a meeting where
a manager is appraising the entire department with general feedback on
performance based on observation. Employees react with apathy.
Scenario
2 involves an interview where a manager appears impersonal and offers one-way
communication of substandard data to an employee based on a report. The
employee becomes defensive and resentful. Scenario 3 involves an interview
where a manager and an employee share information on employee performance to
date and future development. This two-way exchange leads to increased
commitment and motivation. The teacher may wish to supply additional scenarios.
Teacher-led notes are then provided on compensation, benefit, and discipline systems,
and their relationship to performance and job satisfaction. Short case studies
supplement this content. (See Resources.) Additionally, the teacher supplies
short situations: e.g., an employee fails to show up for work 2 or 3 times each
month; an employee is known to drink heavily on the weekends; a person working
in a cubicle puts up off-colour jokes; an employee habitually comes to work
poorly groomed; a production worker refuses to clean up his/her work area,
saying it is not his/her job. In a pair/share activity determine If, What, and
When.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
5.1 |
MEV.01,
ME1.01, ME1.02, ME1.03 |
Knowledge/Understanding
Thinking/Inquiry |
Individual
and Team Performance |
|
5.2 |
MEV.02,
ME2.01, ME2.02, ME2.03 |
Knowledge/Understanding
Thinking/Inquiry |
Performance
Appraisal |
Time:
19 hours
Strand(s): Issues Facing Organizations
Unit
Description
Students analyse the elements that bring about
change, the reason for various attitudes towards change, and the major
challenges facing organizations, and evaluate strategies used to implement
change. Students investigate ethical issues, social responsibility, and
organizational codes of ethics. Canada’s business etiquette and economic and
social practices are compared to those of other countries. Students complete
this unit of study by researching a career in management.
Cluster 6.1 focuses on change through a case study
approach. A company reorganized twice in the last two years. Students must act
as consultants and identify the driving forces and resisting forces. Next, they
develop strategies as a manager on how they can increase the driving forces and
reduce the resisting forces. The teacher can develop the case study, or use one
found in Resources. The teacher provides current case studies from the media to
support the theories on management. This cluster of expectations provides a
great opportunity to link with community issues.
In Cluster 6.2 stakeholder analysis is
introduced. The teacher provides students with a number of historically
significant cases. Students identify who the stakeholders are and why they are
important using a case study approach. The significant cases should work
through the continuum from illegal not ethical, illegal but ethical, legal but
not ethical, to ethical and legal, and cover proactive strategy along with obstructionist
strategy. Examples could cover sweatshops, maquiadoras, and corporate
charities. The teacher provides the students with a number of ethical dilemmas
and asks for solutions. (See Resources.) The second activity has a teacher-led
group compare two different cultures and become familiar with the concept of
economic and social practice. For example, Japan is different from Canada in
the following ways: There is a 95% conviction rate for those arrested for major
crimes. Japan has one-twentieth the crime rate of the United States. Superiors
resign if their subordinates engage in wrongdoing.
Cluster 6.3 focuses on small group research and
international business. The class is a car parts manufacturer. The teacher
assigns each group a foreign country to sell their product to major
international automakers. The group is required to research the country (Japan,
Germany, South Korea, Italy, Sweden, Britain) and develop a presentation on the
county’s business etiquette and practices. (See International Business, BBB4M
Public, for an oral presentation checklist.)
In
Cluster 6.4 students investigate and respond to an electronic management
job posting. The students write a cover letter identifying management skills
possessed by the student.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
6.1 |
ISV.02,
IS2.01, IS2.03, IS2.04 |
Knowledge/Understanding
Thinking/Inquiry |
The
Management of Change |
|
6.2 |
ISV.03,
IS3.01, IS3.02, IS3.03 |
Knowledge/Understanding
Thinking/Inquiry |
Issues
of Ethics and Social Responsibility |
|
6.3 |
ISV.04,
IS4.01, IS4.02, IS4.03 |
Knowledge/Understanding
Thinking/Inquiry Application Communication |
Management
in a Global Context |
|
6.4 |
ISV.05,
IS5.03 |
Knowledge/Understanding
Thinking/Inquiry |
A
Career in Management |
There
is a balance of traditional modelling of skills and knowledge, together with a
blend of small group and individual practice and individual exploration in this
Course Profile.
The
Pedagogy Resources section and the Ontario Curriculum Unit Planner provide
detailed explanations of teaching/learning and assessment strategies.
Teachers
should employ assessment strategies frequently and throughout the course in
order to communicate the expectations of the course to students, to make
appropriate adjustments to teaching and learning strategies as required, and to
a
The
teacher can evaluate a single student-generated product or process under
multiple categories: Knowledge and Skills, Thinking/Inquiry, Communication, and
Application. The teacher’s record keeping could require that four separate
marks be recorded for that assignment, one for each of the four categories it
addresses.
Assessment tools are matched with Achievement Chart
categories in the following chart.
|
Knowledge/Understanding |
Thinking/Inquiry |
Communication |
Application |
|
· Tests · Quizzes · Interviews ·
Electronic research |
· Interviews · Electronic Research Projects ·
Problem Solving Assignments |
· Portfolio · Projects · Presentations · Assignments ·
Case Study |
· Problem Solving · Group Planning · Strategic Plan · Training Process Plan · Leadership Style Survey ·
Role Play |
Some strategies, which are consistent with the assessment
techniques, are referred to in BOG4E Public, Organizational Studies Managing a
Small Business www.curriculum.org.
Assessment
Purposes
Assessment
may be diagnostic, formative, and summative. Diagnostic assessment includes
informal observation checklists, quizzes and all class questions and answers.
The following strategies and tools may be used for both formative and summative
purposes.
|
Method |
Strategy |
Tool |
|
Paper-and-Pencil |
Test -
selected response -
true/false -
constructed response |
Marking
Scheme |
|
Performance
Task |
Oral
presentation Lab
report Debate |
Rubric Checklist |
|
Personal
Communication |
Student-teacher
conference Classroom
question and answer |
Rating
Scale Anecdotal
record |
Final Course Evaluation
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
method of evaluation. It is recommended that the final evaluation include a
formal exam with a case study approach. (This suggestion is not prescriptive.)
Teachers
should address students’ Individual Educational Plans (IEPs) and consult with
the appropriate support staff. This allows teachers to effectively implement
the prescribed adaptations. The Ontario Curriculum Unit Planner K-12 provides
strategies and explanations.
Units in
this Course Profile refer to the use of specific texts, magazines, films, and videos.
Before reproducing materials for student use from books and magazines, teachers
need to ensure that their board has a Cancopy licence and that this licence
covers resources they wish to use. Before screening videos for 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 also reminded that much of the material on
the Internet is protected by copyright. The person or organization that created
the work usually owns that copyright. Reproduction of any work or a substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Bennett,
B., Carol Rolheiser-Bennett, and Laurie Stevahn. Cooperative Learning Where
Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-4444-555-6
Gibbs,
Jeanne. Tribes: A Process for Social Development and Cooperative Learning.
Santa Rosa, 1996.
ISBN 0-932762-08-5
OSSTF/FEESO.
Quality Assessment: Fitting the Pieces Together. Toronto: OSSTF
Educational Services Committee, 1999. ISBN 0-920930-47-6
Note: the writers before publication have
verified the URLs for the websites. Given the frequency with which these
designations change, teachers should always verify the websites before
assigning them for student use.
Innovation
Teaching – http://www.interserf.net/mcken/teacher.htm
Interactive Curriculum –
www.interactivecurriculum.com
This site provides a variety of activities and assessment tools.
Pedagonet –
http://www.pedagonet.com/
This site offers an innovative search engine, which facilitates the exchange of
learning resources.
School
Net – http://www.schoolnet.org
Teacher
Talk – http://www.mightymedia.com/ttalk/index.asp
CAREER
CRUISING – http://www.careercruising.com/home/index.htm/
Career
Edge – Main Index Page – http://www.careeredge.on.ca
Career
Services – Resume/Cover Letter Tips – http://careers.queensu.ca/student/res_cov.htm
CX BRIDGES CANADA –
http://cdn.cx.bridges.com
A site for general career information.
Job
Bank/Guichet employs – http://jb-ge.hrdc-drhc.gc.ca/
Human
Resources Development Canada (HRDC)
Professional
Careers - JobSearch.ca – http://jobsearch.ca/professionalcareers.html
YWCA
- One Stop Career Shop - Drop-In Centre –
http://www.onestopcareershop.bc.ca/dropin.html
One Stop Career Shop Drop-In Centre Computers | Resources | Job Boards
|Employment Counsellors | Workshops Your Link to Employment and the Community
Canadian
site for o
Live Safe! Work Smart! Health and Safety Resources for Ontario Secondary
School Teachers. Queen’s Printer for Ontario, 2000. ISBN 0-7794-0226-X. Ministry
of Labour Publications Department,
phone: 1-416-326-7731
Print
Material
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Bob and Peter Veruki. Hiring Top Performers. Holbrook, Massachusetts:
Adams Media
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Adams,
Bob, et al. Managing People. Holbrook, Massachusetts: Adams Media Corp.,
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Allen,
Roger E. Winnie-the-Pooh on Management. Toronto: Penguin Books, 1994.
ISBN 0-525-93898-2
Allen,
Roger E. and Stephen Allen. Winnie-the-Pooh on Problem Solving. Toronto:
Penguin Book, 1995.
ISBN 0-525-94063-1
Blanchard,
Ken, Sheldon Bowles. High Five! The Magic of Working Together. New York:
HarperCollins Publisher Incorporated, 2001. ISBN 0-688-17036-6
Ben,
David. Advantage Play: the manager’s guide to creative problem solving.
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Bendaly,
Leslie. Games Teams Play: dynamic activities for taping work team potential.
Toronto, Ontario: McGraw-Hill Ryerson Ltd., 1996.
Boone,
Louis. Quotable Business. New York: Random House, 1992. ISBN
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Jack, Mark Victor Hansen, Maida Rogerson, Martin Rutte, and Tim Clauss. Chicken
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ISBN 0-536-80495-5
Gladwell,
Malcolm. The Tipping Point. Boston: Little, Brown and Company, 2000.
ISBN 0-316-31696-2
Goodman,
Ted. The Forbes Book of Business Quotations. New York: Workman
Publishing
Company, 1997. ISBN 1-884822-62-2
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Judith R. Organizational Behavior: A Diagnostic Approach. Upper Saddle
River, New Jersey: Prentice Hall, 1996. ISBN 0-13-232562-4
Greenwald,
Gerald. Lessons from the Heart of American Business: a roadmap for managers
in the 21st century. New York, New York: Warner Books, 2001.
Gross
Stein, Janice. The Cult of Efficiency. Toronto, Ontario: House of Anansi
Press Ltd., 2001.
Hesselbein,
Frances, Marshall Goldsmith, and Richard Beckhard. The Drucker Foundation:
The Leaders of the Future. San Francisco: Jossey-Bass Publishers, 1996.
ISBN 0-7879-0180-6
Hodge,
Billy J. Organization Theory: A Strategic Approach. Upper Saddle River,
New Jersey: Prentice Hall, 1996. ISBN 0-205-15274-0
Hunter,
Douglas. Molson: the birth of a business empire. Toronto, Ontario:
Penguin Group, 2001.
Kroehnert,
Gary. 100 Training Games. McGraw-Hill Book Company, 1992. ISBN 0 07
452770 3
Levering,
Robert, Milton Moskowitz, and Michael Katz. The 100 Best Companies to Work
for in America. Don Mills: Addison-Wesley Publishing Company, 1984. ISBN:
0-201-15774-8
Lawrence,
Paul R. and Nitin Nohria. Driven: how human nature shapes our choices.
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Levesque,
Lynne C. Breakthrough Creativity: achieving top performance using the eight
creative talents. Palo Alto, California: Davies-Black Publishing, 2001.
Loeb,
Marshall and Stephen Kindel. Leadership for Dummies. Foster City,
California: IDG Books Worldwide, 1999.
Lundin,
Stephen, Harry Paul, and John Christensen. Fish. New York: Hyperion,
2000.
ISBN 0-7868-6602-0
MacDonald,
Larry. The Bombardier Story: planes, trains and snowmobiles. Toronto,
Ontario: John Wiley & Sons, 2001.
McClure,
Lynne. Anger and Conflict in the Workplace: spot the signs, avoid the trauma.
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McQuaig,
Linda. All You Can Eat: greed, lust and the new capitalism. Toronto,
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Nelson,
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ISBN 1-5605-339-X
Nelson,
Rob. 1001 Ways to Energize Employees. New York: Workman Publishing,
1997.
ISBN 0-7611-0160-8
O’Toole,
James. Leadership A to Z: a guide for the appropriately ambitious. San
Francisco, California: Jossey-Bass, 1999.
Power,
Thomas. E-Business to the Power of 12: the principles of competition.
Toronto, Ontario: Pearson Education, 2001.
Quick,
James Aaron and Cheryl Carter New. Grant Winner’s Toolkit: project
management and evaluation. Toronto, Ontario: John Wiley & Sons, 2000.
Robbins,
Stephen P. Organizational Behavior: Concepts, Controversies, and
Applications. Englewood Cliffs, New Jersey: Prentice Hall, 1993. ISBN
0-13-644683-3
Roddick,
Anita. Take it Personally. Berkley, California: Conari Press, 2001.
Rosenzweig,
Jim, Fremont Kast, and Terence Mitchell. The Frank and Ernest Manager.
Los Altos: Crisp Publications, Inc., 1991. ISBN 1-56052-077-9
Secretan,
Lance. Inspirational Leadership. Toronto: MacMillan Canada, 1999. ISBN
0-7715-7641-2
Simpson,
Jeffrey. The Friendly Dictatorship. Toronto, Ontario: McClelland &
Stewart Ltd., 2001.
Strathern,
Paul. Dr. Strangelove’s Game: a brief history of economic genius. Toronto,
Ontario: Knopf Canada, 2001.
Welch,
Jack. Jack: straight from the gut. New York, New York: Warner Business
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Yerema,
Richard. Canada’s Top 100 Employers 2001 Edition. Toronto: Mediacorp
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Print
Resources
Schermerhorn,
John R. Jr. Management, 6th ed. Toronto: John Wiley & Sons, Inc,
2001.
ISBN 0-471-38755-X
Newspapers
and Magazines (for all units)
The
National Post
Print
Resources
Lewicki,
Roy J., et al. Experiences in Management and Organizational Behaviour, 3rd
ed. Toronto: John Wiley & Sons, 1988. ISBN 0-471-83796-2
See Units
1 and 2
See
developed Unit
Print
Resources
Roger
E. Axtell. Do’s and Taboos Around the World, 2nd ed. John Wiley and
Sons, New York, 1990.
Roger
E. Axtell. Gestures: The Do’s and Taboos of Body Language Around the World.
John Wiley and sons, New York, 1991.
Schermerhorn,
John R. Jr. Management, 6th ed. Toronto: John Wiley & Sons, Inc.,
2001.
ISBN 0-471-38755-X
Videos
Michael
Moore. The Big One. Miramax, Alliance Video, 1998. 90 minutes.
The
Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
The
Ontario Curriculum, Grades 9 to 12, Choices Into Action: Guidance and Career
Education Program Policy For Ontario Elementary And Secondary Schools, 1999.
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
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.
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