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MG 271 Principles of Supervision
D'Ostroph, Steven M.


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.

Course

MG 271 Principles of Supervision

Semester

S1T 2011 DL

Faculty

D'Ostroph, Steven M.

Title

Senior Instructor / Course Developer

Degrees/Certificates

Masters of Science Quality Systems Management
Project Management Professional

Office Location

Online

Office Hours

Monday through Saturday 9 am to 9 pm Eastern time

Daytime Phone

706.610.1943

Other Phone

706.536.1077

E-Mail

steven.dostroph@park.edu

smdostroph@mchsi.com

Semester Dates

01/10/11 - 03/06/11

Class Days

Monday through Sunday

Class Time

TBA

Credit Hours

3


Textbook:

Required Text:
 
Supervision: Key Link to Productivity, 10e

Author:

Leslie W. Rue, Georgia State University
Lloyd L. Byars, Georgia Institute of Technology

ISBN: 0-07-338137-3

Order Texts at: http://direct.mbsbooks.com/park.htm

  

Software Requirements:  486 processor or greater, 56K dial-up modem or greater, Windows based operation system with MS Word or compatible software.

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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 helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org 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:
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.

Educational Philosophy:

Welcome to Principles of Supervision (MG-271), on line!  My instructional goals / Educational Philosophies for this course are to provide the student with an understanding of the principles of supervision with major emphasis on applying those principles in case studies analysis and "real world" situations. The facilitator strongly believes in the Adrogodical Learning Method, thus I will engage you using mulitiple dimensions of experience based knowledge.  With emphasis on Bloom's fourth level of cognitive learning "Analysis", I will use this level of analysis to demonstrate and link the two world of conceptional learning and real world application.  I will consider myself successful if the learner can demonstrate the transfer of conceptual knowledge to real world application.

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:

 Weekly:

 

A. Weekly Readings

B. Discussion Assignment: Discussion statements are taken from the readings in the text for each week; various questions will be posted in the Discussion Statement Thread in the Conference Area for the student's comments; each student will be asked to make an original posting to a Discussion Statement.  These postings should be a complete comprehensive analysis of the topic.  Comprehensive analysis is defined as a review of relevant literature, a synthesis of those ideas into something new.  The posting must be documents with proper citations and be 350 – 400 words in length. Please review carefully the grading policy / expectations for a substantive posting in the Grading Policy Section of this syllabus.

C. Peer Review: Reply to the posting of at least two other learners.  These replies should offer an alternative point of view, provide critical analysis, or ask thought provoking comments that elicit further discussion.  The goals of the peer review process are to generate discussion to achieve a deeper understanding of a topic, and for students to practice their ability to make a critical assessment, support their arguments while maintaining a professional demeanor. 

E.  Self-Check:  You will take weekly self-checking quizes that will ensure that you have mastered the learning objectives for the week.  These self-check exercises may be taken as many times as required to ensure mastery.  The self checks do not count toward your final formative grade, but only prepare you for the weekly quiz.

F.  Quizzes:  You will take weekly chapter quizzes.  These quizzes will count toward your final formative assessment.  Each quiz is worth 10pts.  You will have one hour to complete the quiz.  Ensure that you save your answers often.

 G. Lessons Learned: Weekly throughout the course, I will ask for the Lessons Learned.  Write two or three well-developed paragraphs documenting issues or concerns you experienced or addressed during the period requested.  This is where you will demonstrate your ability to take the concepts and theories of this course and transfer that knowledge into your current work place.  Share with your peers how you plan to transfer the conceptual knowledge into real world application.

Course Examinations:

A. Comprehensive Case Study: During Week Seven of this course, you will complete a comprehensive case study. After you read the case, you will be required to answer a series of questions that test your mastery of key concepts of Supervision. I will send you the Case study via email during week six.

B. Final Examination: During week Eight of this Course, you will take a 50 question (multiple choice, fill-in the blank, and true/false) examination. This is a closed book examination. Your study guide and weekly self checks & quizzes will be your guide to zero you in on learning objectives for the exam .  Be sure to print them each week. You will not receive any additional study material.

Grading:

 Course Grading Scale

 Grading Scale

A =

 90- 100% (or 297 points or higher)

B =

 80-89% (or 264 to 296 points)

C = 

 70-79% (or 231 to 263 points)

D =

 60-69% (or 198 to 230 points)

F =

 < 60% (197 or fewer points)

          Assignments - Specific weekly assignments are posted at the bottom of the syllabus.

 

 

Assignment

Points/% of Grade

Due Date

Class Participation-

Discussion Questions

 Peer Review

21%

Weeks 1-7

Lesson Learned

3%

Week 1-7

Weekly Quizzes

21%

Weeks 1-7

Case Study

25%

Weeks 7

Final Exam Examination

30%

Week 8

Total

100%



                               


Discussion Statements - 10 points per week, 70 points total.                          

Lessons Learned - 1 points Week (1-7), 5 point week eight;   12 points total.                               

Weekly Quizzes – 10 pts each week; 70 pts total.

Case Study – 85 points

Final Examination - 100 points

                                Total = 330 points

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 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.

Late Submission of Course Materials:

GRADING CRITERIA FOR WEEKLY ASSIGNMENTS:
Postings in each category (Discussion Question, Peer Reviews, Lessons Learned, and Special Threads) are worth from 0 to 10 points each per week.

The following is a point-by-point breakdown on what you have to do to earn the points. The criteria are the same for all categories of assignments.

0 = Do nothing, no posting made for the assignment.  Please note: two weeks without any contact from you may result in your being assigned a letter grade of "F" and being dropped from the course.

1 = Late posting, minimal comments, i.e. "I agree."

2 = Late posting, minimal comments, i.e. "I think this is an important topic that we should all be concerned with." Just a generic sentence that does not provide "meat and potatoes.  Or, Kris, I agree with what you said."

3 = Late posting, one or two sentences directed to the topic; very little of your own viewpoints.

4 = Late posting, one or two paragraphs relating to the topic with your own viewpoints.

5 = Late posting, three or more well written, well thought out paragraphs with two or more sentences in each paragraph.  Introduction of own viewpoints and new information beyond other persons' comments or quoted directly from the text.  Grammar and spell check conducted.

 

ON-Time Postings:

6 = On-time posting, minimal comments, i.e. "I agree" or "Interesting comments on the topic."

7 = On-time posting, minimal comments, i.e. "I think this is an important topic that we should all be concerned with.”  Just a generic sentence that does not provide "meat and potatoes”.

8 = On-time posting, one short paragraph (2 or 3 sentences) directed to the topic; very little of your own viewpoints.

9 = On-time posting, one or two paragraphs relating to the topic with your own viewpoints.  Grammar and spell check conducted.

10 = On-time posting, three or more well written, well thought out paragraphs with two or more sentences in each paragraph.  Introduction of own viewpoints and new information beyond other persons' comments or quotes directly from the text.  Cited references and Website links included in the posting.  Grammar and spell check conducted.

11 = WOW!!! This grade is very rare during a term, but I have been known to give it. Postings that earn 11 points are awe inspiring, very well thought out, and often become my examples of "this is how a posting should be done."
 
Duplicated Posting: In order to cover the breadth of the topics for each week we need to answer and discuss each of the chapter discussion questions.  Therefore, on Monday of each new week, learners will enter the courese room and declare their DQ topic for that week.  This is a first come, first serve event. Therefore, once a DQ has been declared, that DQ is closed until all DQ questions have been assigned. To do this, simply enter the course room, go to the discussion thread. Post a message that states "Chapter 1 - DQ2 - What are three general levels of management?".  You may then go and formulate your answer.  It is encouraged to have your post submitted by Wednesday of each week...this will allow disussion and alternative perspectives.  Note...to post your final answer, simply go back to your orignal posting, select edit, and add your answer. Please do not open a new posting to provide your answer.
 
Posting a duplicate discussion question before all other questions have been answered will result in a 50% reduction in the overall value of the posting.
 
Submission of Late Work:  A late posting is any posting not made by Sunday at midnight.  I will accept late work for one week after the due date.  For example, all weekly postings MUST be made by midnight (Eastern Time) each Sunday. If a posting is made BEFORE midnight the following Sunday it will be considered "Late”, otherwise acceptable.  I will make exceptions to this rule on a case-by-case basis if I am notified of difficulties (i.e., work requirements, personal hardships, etc.) before hand.  I do not accept any work after the one week late period
 
Grading of assignments:  I will begin grading assignments once they are submitted in the Ecollege system.  Once your assignment has been graded, you will not be permitted to submit a newer version for additional points.

Classroom Rules of Conduct:

Ground Rules for On-line Participation

  1. Students MUST use PIRATE MAIL for private messages, including personal notes to the instructor.  You may post general information and questions for all of the class, and instructor to see in the threaded discussion in my office.  The Class discussion threads are for posting weekly assignments.

As with all computer programs, Pirate mail does go offline.  Therefore, If you do not get a response from me within two days to an e-mail then re send it to my home e-mail address: smdostroph@mchsi.com  Work Email: dostrophs@gomtstraining.com or call me at 706.610-1943  between the hours or 0900 -2100.  (Note: I am on Eastern Time).

  1. Students are expected to complete at least 6 hours per week in discussion threads, or other appropriate online activities, including sending/receiving e-mail and navigating and conducting research over the World Wide Web.
  2. Students are expected to participate in discussions.  Failure to be significantly involved will reduce your points earned and subsequently your grade.

TWO SUCCESSIVE WEEKS WITHOUT ANY CONTACT FROM YOU will result in you being dropped from this course with a grade of "F" (Park University Policy).  If you are having difficulties e-mail me in advance...We will work something out!

  1. Conventions of Online Etiquette: which includes courtesy to all users, must be observed at all times. It must be remembered that Principles of Supervision has some controversial topics and as a result will elicit responses from students that may differ considerably from your own. Remember that each student (and the instructor) is entitled to his or her viewpoint.
  2. Students may request advice with course-related problems through Ecollege Help Desk at helpdesk@parkonline.org .  If you have difficulties with your pirate mail, OPEN, or any other non-course related material, you may seek assistance through the Park University help desk at helpdesk@park.edu .  You may also find this link and Phone numbers in my virtual office.  However, it is the student's responsibility to maintain participation without regard to circumstances or conditions.  If you have technical trouble call me immediately for instruction on participation.
  3. All students will be required to participate in the following weekly online experiences:

Course Topic/Dates/Assignments:

 

Course Assignment / schedule

Week 1 (10 Jan - 16 Jan) : Foundations of Supervision

  • Readings:
    • Read Chapters 1 through 3.
  • Class Activities: Introduction to online computer discussion learning. Introduction and discussion of syllabus/assignment schedule. Course overview.
  • Weekly Discussion Statements: Respond to the posted discussion question within the discussion thread and reply to at least two of your peer's postings.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.  
  • Quiz:  After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.

Week 2 (17 Jan - 23 Jan) : Contemporary Issues

  • Readings:
    • Read Chapters 4, 5, and 6.
  • Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
  • Quiz:  After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

Week 3 (24 Jan - 30 Jan): Planning and Organizing Skills

 Readings: 

 Chapters 7 & 8.

  • Weekly Discussion Statements.Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
  • Quiz:After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

Week 4 (31 Jan - 6 Feb ): Planning and Organizing Skills Continued

Readings: 

Chapters 9, and 10.

  • Weekly Discussion Statements.Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
  • Quiz:After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life. 

 


      Week 5 (7 Feb -  13 Feb): Staffing Skills

      • Chapter 11, 12, and 13.
      • Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings. .
      • Quiz: After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz. You will have one hour to complete this quiz.
      • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

       


      Week 6 (14 Feb - 20 Feb): Leading

      • Readings:
        • Chapters 14 & 15.
      • Weekly Discussion Statements. Respond to at least one statement from the chapter threads and reply to at least two of your peer's postings. We will look at directives in both clarity and distribution; work groups and teams; morale; and diversity.
      • Weekly Quiz:  After completing the self-checking quiz, take your weekly quiz.  This quiz is linked to the learning objectives of this weeks reading.
      • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

      Week 7 (21 Feb - 27 Feb ): Controlling Skills

      • Readings:
        • Chapter 18, 19, and 20.
      • Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
      • Case Study: Respond to questions provided that demonstrates your mastery of course learning objectives in the appropriate drop box.  
      • Quiz: After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz. You will have one hour to complete this quiz.
      • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

       


      Week 8 (28 Feb - 6 Mar): Course Completion

      • Readings:
        • Students are encouraged to browse web sites and references to enhance your knowledge of supervision.
      • Class Activities: You will be taking your proctored final exam this week. Once you have scheduled the exam, post a message in my office that informs me of the date and time.
      • Cumulative Lessons Learned: Make a final Lessons Learned entry discussing what you feel are the most valuable lessons that you learned throughout the course. Replies to other students' postings are not required, but I encourage you to read them as they may be very insightful.
      • Complete the final examination with your proctor. I must have the test in my hands by close of business on Friday of week eight. Unless you have circumstances that have been prearranged with me, I will not accept tests after that time.
      • Complete and submit the online Student Opinion Survey for the Course.



      For comments or more information, please e-mail me at steven.dostroph@pirate.park.edu 


      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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

      Plagiarism:
      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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

      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 2010-2011 Undergraduate Catalog Page 95-96

      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: http://www.park.edu/disability .



      Rubric

      CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
      Evaluation                                                                                                                                                                                                                                                 
      Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
      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. 
      Synthesis                                                                                                                                                                                                                                                  
      Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
      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. 
      Analysis                                                                                                                                                                                                                                                   
      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. 
      Application                                                                                                                                                                                                                                                
      Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
      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                                                                                                                                                                                                                                   
      Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
      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                                                                                                                                                                                                                           
      Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
      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                                                                                                                                                                                                                                             
      Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
      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. 

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      Last Updated:12/20/2010 12:58:35 PM