About the course
This course focuses on the development of leadership skills used in managing a successful business. Students will analyze the role of a leader in business, with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility are also emphasized.
Business Leadership: Management Fundamentals
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
BOH4M
Manisha Sharma (manisha@mylearningoasis.com)
Course Type
University/College
Grade Level
Grade 12
Course Development Date
June 10th, 2021
Course Outline
Foundations of Management
In this unit students will be introduced to various management theories such as, but not limited to, pre-scientific management theories, classical theories, behavioral theory, modern management theory, and scientific management theory. They examine in each of these theories, the roles, responsibilities, skills, competencies, and general activities of the individuals in the hierarchy, where there is a hierarchy. Students will evaluate the use and effectiveness of technology in management (emails, powerpoint, word processing, project management softwares etc.) and how to enhance the existing positives. Students will explore the advantages of collaborative techniques to problem- solve, and present findings.
Expected Hours of Instructions: 21 hours
Leading
In this unit students will examine and analyze how a person’s personality, attitude, professionalism, absenteeism, productivity, and overall persona is affected by job satisfaction. They look at how job satisfaction affects someone’s behavior in the light of racism, prejudice, homophobia, and other biases and the effect all of the above have on workplace behavior. Students will explore the different personality traits and their effects on job satisfaction tied to various styles of management. They will examine the role that management, leadership styles, and ‘“teamness'' play in shaping a workers attitude and wellbeing, both physically and metnally. They will examine and analyse factors that impact the stages of group development and how they contribute to the success of a team. Students will examine how personality traits can be evaluated, including personality traits assessment instruments. They will evaluate the effectiveness of these tools.
Expected Hours of Instructions: 23 hours
Management Challenges
Students will examine how communication can be counterproductive and even detrimental to the well being of individuals and the organization at large when certain considerations are ignored or not understood enough. These may include, but not limited to, cultural differences, race, religion, political leanings, perceptions, overstepping an immediate superior, inappropriate communication channels, misunderstandings, unclear communication. Students will explore ways to effectuate meaningful and professional communications, including active listening, constructive feedback and the use of communication tools and understand their limitations (they do not have a tone). They will look at how personal perception can influence the message they “receive” and the message they “send” and thereby influence their decision. This process will be largely metacognitive. Students will explore different conflict-management techniques such as avoidance, accommodation, collaboration, compromise, and even acceptance, and the impact each will have on a situation at hand. They will explore motivational strategies and their effectiveness.
Expected Hours of Instructions: 23 hours
Planning and Controlling
In this unit students will examine the power of planning and its impact on an organization. They will explore flexibility, management, time management, coordination, execution, troubleshooting, and execution. They will examine the different techniques that may be employed in the problem-solving process. Students will also examine ways to avoid or address management planning challenges. They will examine the different levels of strategic planning for instance, corporate, business, and functional, in an organization. Students will analyze the relationship between the levels of corporate culture (both core and observable) and make connections between them and strategic planning. Students will evaluate the control process and make connections with the managerial process, such as leading, planning, and organizing. They will examine the role that self-discipline and personal goal (internal control measures) setting can play and their impact on the organization. They will also look at the impact that external control measures (compensation, progressive discipline) can also have on the organization.They will examine the three types of control systems used by organizations (feedforward, concurrent, feedback).
Expected Hours of Instructions: 23 hours
Organizing
In this unit students will examine the traditional organizational structures for weaknesses and strengths and compare them with each other. They will evaluate best practices for individual and group settings. They will then look at appraisal systems and compare and contrast them. This unit culminates with the students developing an appraisal system for a fictitious company.
Expected Hours of Instructions:18 hours
Final Exam
This may be a proctored exam worth 30% of your final grade or a major project that involves the development, marketing, management, and evaluation of a company and its employees. All elements discussed in the course must be included. More marks will be granted for a real life product.
Expected Hours of Instructions: 2 hours
Total 110 hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Foundations of Management
A1 assess the role of management within an organization;
A2. demonstrate the use of appropriate communication techniques related to business management;
A3. evaluate the impact of issues related to ethics and social responsibility on the management of organizations.
B. Leading
B1. apply an understanding of human behaviour to explain how individuals and groups function in the workplace;
B2. demonstrate an understanding of group dynamics;
B3. demonstrate an understanding of proper leadership techniques in a variety of situations.
C. Management Challenges
C1. demonstrate an understanding of the communication process within the workplace;
C2. evaluate the strategies used by individuals and organizations to manage stress and conflict;
C3. compare theories of how to motivate individuals and teams in a productive work environment.
D. Planning and Controlling
D1. analyse the importance of planning to the success of an organization;
D2. demonstrate an understanding of appropriate planning tools and techniques in a variety of situations;
D3. analyse the relationship between strategic planning and the success
of an organization;
D4. analyse how companies respond to internal and external pressures
for change;
D5. assess the importance of control in management.
E. Organizing
E1. demonstrate an understanding of the various organizational structures used to manage the workforce effectively;
E2. assess the ways in which organizational structures have changed to adapt to the changing nature of work;
E3. evaluate the role of human resources within an organization.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Business Studies, 2006; (Pg 21-22)Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited.
These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution.
This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments.
However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations.
At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades.
While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%
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