MG271 Principles of Supervision

for U1T 2009

Printer Friendly

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


MG 271 Principles of Supervision


U1T 2009 DLA


Martin, Sarah E.W.


Adjunct Faculty


BS, English Literature, United States Military Academy
MPA, University of Oklahoma
MA, English Literature, National University

Office Location


Office Hours

8am-10pm Pacific Time

Daytime Phone


Other Phone



Semester Dates

1 June - 26 July 2009

Class Days


Class Time

8am-10pm Pacific Time

Credit Hours



Rue & Byars, Supervision: Key Link to Productivity, 9th edition, McGraw-Hill, 2007.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
MG271 Principles of Supervision: A study of leadership skills for persons in supervisory positions. Topics include: methods of training employees, employee rating, improving personal leadership, interpreting organization policies, and obtaining the maximum results through the efforts of others. 3:0:3

Educational Philosophy:
My educational philosophy previously involved many deep and complex thoughts and theories, but the longer I teach and the older I get, the simpler my philosophy becomes. Learning is very basic. It involves either internal or external motivation to achieve an intellectual goal that will enhance one’s quality of life, usually in more ways than initially anticipated. It thereby enhances the lives of others.

The key participants in learning are teachers and students. The teacher’s job is to be a wellspring of knowledge, from which students draw information and inspiration. While teachers must impart knowledge to students, they must help students recognize their own desire and capability to learn. In this manner, teachers are facilitators who help till the fertile ground of learning in the classroom.

Today, students have more resources than ever before to help them fulfill their educational and learning goals. As in the past, they can look to libraries and books—in the present, they now have nearly unlimited electronic resources. As students become engaged, they enter into a relationship with learning; subsequently, their relationship with themselves becomes deeper, more intimate and more fulfilling. But perhaps the greatest tool students have are teachers who have been trained to help them find and maximize their unique learning style. It seems a recent development in education that we see students as individuals, each with strengths, weaknesses and needs, each coming to the real or virtual classroom for different reasons and each making a contribution to the learning experience of the other.

The final aspect of education is its application. In theory, education is great. In practice, it is even greater. When students and teachers come together, the sum of their experience is much greater than the individual parts. Teachers become better as they work with different learners. As students leave the classroom to practice what they have learned, whether it is writing an analytical essay or case study or applying the complex thought processes involved in solving obscure mathematical formulas, they have left their mark on the classroom and the teacher.  And while students may forget the facts that they learn for exams, the process of learning and knowing themselves as learners becomes a part of their everyday lives.

My philosophy on education is simple, then. Teachers bring their knowledge and experience to share with students who seek education for a myriad of reasons. In a good educational situation, in which education is a process of drawing the best out of individuals, students and teachers alike, everyone comes out richer . . . and so does the world.

Learning Outcomes:
  Core Learning Outcomes

  1. Define the supervisory and managerial principles and functions and explain how to apply them to situational leadership.
  2. Explain the diversity in the processes and methods of critical thinking and problem-solving in supervision and recognition of standards of excellence.
  3. Discuss the history and variety of managerial principles for examining and using information, and their technological applications in contemporary supervision theory.
  4. Explain the importance of the scientific method of argument and modeling.

Core Assessment:

Students will write a case study during week 7 of an 8 week course and week 15 of a 16 week course.

Link to Class Rubric

Class Assessment:


Comprehensive Core Assessment will be conducted in the final exam and is at least 30% of the final grade.

The final is CLOSED BOOK, CLOSED NOTE and is not a take home exam.


Include number of points possible for each grading criteria as well as percentage worth.
This course consists of 255 points, to be distributed as follows:
Weekly Discussions     70   pts  (23.4%)
Lessons Learned          40  pts  (13.3%)
Quizzes                        60  pts  (20%)
Case Studies                30  pts  (10%)
FInal Exam                100  pts   (33%)
Total pts                     300 pts
Weekly Discussions and Lessons Learned will be graded based on level of thoughtful participation, quality of responses (to the original question as well as to each other).  Comments limited to "Great job!  I agree!" will not be counted as valid weekly responses to your classmates.  I will further explain response expectations in the course content.
Quizzes and the final exam will be objective in nature. Core assessment is incorporated into the final exam and comprises at least 30% of the final grade.

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.

Late Submission of Course Materials:
You are expected to submit all material on time.  Because most of the graded material is in the form of discussion, timely response allows you and your classmates to gain the most from an active and timely discussion.  Likewise, quizzes and exams will be available for a certain period of time.  If you CANNOT complete an assignment within a given time period for a valid reason (family emergency, major illness or injury, unexpected work requirement), please contact me in advance if at all possible.  I am available by cell phone or email:  360-632-7763 or  If my Park address does not work for some reason, a secondary email address is . Please communicate with me!
I will handle unavoidably late assignments on a case-by-case basis.  If you submit your assignments late  due to unexcused absence (due dates/times will be posted with assignments in the weekly lessons), you will lose 10% each day for up to three days.  You will NOT get credit for any assignment that is late due to unexcused absence after three days. 

Classroom Rules of Conduct:

Our rules are simple:
1.  Respect each other in all written communication.  No profanity.  No attacks, personal or otherwise.  Think before you hit the "send" tab on your email.  Do not send classmates or your instructor rude email communication.
2.  Be courteous to yourself, your classmates, and your instructor by submitting your complete responses in a timely manner.
3.  Be conscientious.  Get your work done on time.  Ask questions, as necessary.  And stay in touch with your classmates and instructor if you face academic obstacles or will be unable to participate in an assignment. 

Course Topic/Dates/Assignments:

Each week, we will participate in discussions that cover chapters from our textbook.  There will be weekly discussions and lessons learned as well as quizzes, and a final exam.  Specific due dates will be covered in each lesson.  However, in general, all assignments must be submitted no later than 11:59pm Central Time on the date they are due. 
You will enter your initial respons to the weekly Discussion no later than Wednesday of each week and respond to at least two classmates with a complete and thoughtful response no later than Friday of each week.  You will complete your Lessons Learned response no later than Sunday of each week. 
Quizzes and the final exam must be completed within the windows they are open (also announced in each lesson). 
Readings will be as follows, and discussions and quizzes will cover these readings:
Week 1 - Chapters 1-3
Week 2 - Chapter 4-6
Week 3 - Chapters 7-8
Week 4 - Chapters 9-10
Week 5 - Chapters 11-13
Week 6 - Chapters 14-16
Week 7 - Chapters 18-20
WEek 8 - Review and Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Case analysis represents a solution that fully develops all aspects of situational leadership. Case analysis represents a solution that only develops three aspects of situational leadership. Case analysis represents a solution that only develops two aspects of situational leadership. Case analysis represents a solution develops less than two aspects of situational leadership. 
Case analysis represents a solution(s) that fully develops all four learning outcomes. Case analysis represents a solution(s) that only develops three learning outcomes. Case analysis represents a solution(s) that only develops two learning outcomes. Case analysis represents a solution(s) that develops less than two learning outcomes. 
Fully develops solutions to all five of the problems presented in the case. Fully develops solutions to al least four of the problems presented in the case. Fully develops solutions to at least three of the problems presented in the case. Fails to develop solutions to less than three of the problems presented in the case. 
Case analysis represents acceptable solutions that could be used in an actual organization. With some modifications the case analysis represents acceptable solutions that could be used in an actual organization. With substantial modifications the case analysis represents acceptable solutions that could be used in an actual organization. Case analysis represents unacceptable solutions. 
Content of Communication                                                                                                                                                                                                                                   
Correctly uses all of the discipline specific terminology. Incorrectly uses no more than two items of the discipline specific terminology. Incorrectly uses more than two items of the discipline specific terminology. Incorrectly uses more than four items of the discipline specific terminology. 
Technical Skill in Communicating                                                                                                                                                                                                                           
No errors in writing conventions, One to three errors in writing conventions, Four to six errors in writing conventions, Seven or more errors in writing conventions, 
First Literacy                                                                                                                                                                                                                                             
Case study uses five or more examples of interdisciplinary and multicultural awareness in the solution. Case study uses three or four examples of interdisciplinary and multicultural awareness in the solution. Case study uses one or two examples of interdisciplinary and multicultural awareness in the solution. Case study does not use any examples of interdisciplinary and multicultural awareness in the solution. 


This material is protected by copyright and can not be reused without author permission.

Last Updated:5/20/2009 12:46:57 AM