This is a sample syllabus. Current students should consult the syllabus that was handed out in your class.

HUMAN RELATIONS AT WORK—CG 203

Instructor, Office Hours and Location, and Phone Number:

Tuesday 2-3 p.m., (Additional hours for instructor posted on office door.)

Lane Community College es un plantel con ambiente de respeto. . .

Attendance points are earned by being in class, paying attention, and participating in small group sessions.  You earn one point for each full 10 minutes you attend. If you arrive by 10 AM and stay until class is over, you earn 8 points (80 minutes).  If you arrive at or after 10:01 AM, you earn 7 points, if you arrive at or after 10:11 AM, you earn 6 points etc.  Sign in each day for  points.

Due Dates (Tuesdays) for Quizzes and Integration Papers

* Chapter 1: you can skip: “Mental Ability”, “Components of Traditional Intelligence”, “Practical Intelligence”, “Multiple Intelligences”  p. 10-14 (top of page)

** Chapter 2: you can skip: “Engage in Metacommunications, Recognize Gender Differences in Communication Styles”, p 42-44

Quizzes will begin promptly at 10:05 and will conclude when most students who began at 10:05 are finished.  There will be 8 multiple-choice questions.

No make up quizzes will be given except when prior arrangements are made due to special circumstances.  All students can miss, or score zero points, on one quiz and still earn all 300 points, since there are 308 possible points and grading based on 300 maximum points.

To prepare for the quiz, you may outline or summarize the chapter. and you may refer to this summary during the quiz  Use (a maximum of three) 3X5 index card (both sides). Or, use one computer printed page. If you use a printed page, please print an additional copy and submit it to the instructor before the quiz.

Integration Papers provide the opportunity to explore how you can integrate what you are learning in this class into your life.  Paper #1 should cover the assigned reading from the first four chapters and Paper #2 should focus on the assigned reading from the second four chapters (2nd half of the term).  For each paper, describe how you can apply the material covered in this class to your daily life.  You may:

• Write about your own work life (or, if you are not currently working, your interactions with family , friends, neighbors, classmates and the like) or
• Make up a story about how two people who work together (“Jim” and “Julie”) use this information and these tools in their job setting.

In your paper, bold or underline the tools and ideas from the book that are being used.  For maximum points, integrate as much as possible into your paper.  An example of what an integration paper might look like is attached to this syllabus.  You may submit a draft of your paper #1 and it will be returned with comments before the actual paper is due.  See “Optional Draft of Integration paper” due date above.  Integration papers should be 3-5 pages (preferably typed). Please just staple the pages together and do not include plastic sleeves, binders, envelopes etc.

Integration papers are worth maximum 28 points if turned in at the beginning of class on due date.  After that deadline, they are worth a maximum of 23 points if turned in one class period late by the beginning of class.  After that deadline, they are worth a maximum of 18 points if turned in two class periods late by the beginning of class.  After that deadline, they are worth a maximum of 13 points if turned in three class periods late etc. Integration Paper #2 will not be accepted more than one week after the “due date”.

 Your Team Project provides an additional opportunity to use what you are learning in this class.  Additional information about the Team Project is attached to this syllabus.

Course Objectives:

Upon successfully completing this course, students will be able to:

1. Identify their individual work style (i.e., where they like to focus their attention, the way they like to take in information and the way they like to make decisions), and the strengths and weak-nesses of that style.  Describe the strengths of other work styles and how to work cooperatively with workers with different styles. (Chapter 1)

2. Describe and utilize appropriate communication skills including non-verbal communication and active listening.  Describe barriers to communication and how to overcome them (Ch 2)  Recognize, describe, and demonstrate Assertive behavior and describe how it differs from Passive and Aggressive behavior. Demonstrate how to send a “whole message” (Appendix 1)

3. Describe the characteristics of an effective work team, the typical stages of team development, and how to be a capable team member. (Ch 3)

4. Understand the issues involved in working with people from different cultural backgrounds and how to work effectively in a diverse workplace. (Ch 4)

5. Describe and demonstrate the rules of “principled negotiation” and conflict resolution.  Understand what sexual harassment is, how to prevent it, and how to deal with it if it occurs. (Ch 5)

6. Describe and demonstrate customer satisfaction skills for “internal” and “external” customers. (Ch 6)

7. Identify character traits associated with being an ethical person and use a systematic method for making ethical decisions and behaving ethically. (Ch 7)

8. Describe and give examples of how to effectively manage workplace stress and anger. (Ch 8, Appendix 2 and 3)

Classroom Behavior Guidelines:

One person talks at a time

To avoid the disruption or obstruction of teaching and learning in CG203, it is expected that students will not carry on conversations with one another while class is in a session as a large group.  If you have a question or comment, please get the Instructors attention and speak to the whole class.  Feel free to talk with fellow class members during small group discussions and before class begins.

When we are meeting as a large group, please turn you chair if necessary so that you are facing the front of the classroom.

The above guideline is supported by the LCC Student Code of Conduct, Article III (“Proscribed Conduct”), items 2 & 6.

Confidentiality

It is expected that students will not repeat personal information about other students outside of class.  For example, if a student makes a statement or asks a question in class that suggests that a co-worker of theirs have a substance abuse problem, please do not identify that person by name outside of class.

Pagers and cell phones off

During class, please turn off pagers and cell phones unless you are expecting an emergency call.  In this case, please inform your instructor that this is the situation before class begins and be prepared to leave the room if you must take a call.

Mutual Respect

All students with an interest in Human Relations at Work are welcome to enroll in this course.  I expect that our classroom environment will be characterized by Mutual Respect.

Weather Closure:  If the college is closed due to bad weather, attendance points will be pro-rated at the end of the term for closure days (if you have been attending regularly, you will earn the full 8 points for a closure day).

Lane Community College promotes equal education opportunities for students with disabilities.  If

you have a disability and need assistance, please notify your instructor and make an appointment immediately with Disability Services ( Building #1, Room 218 or call 463-5150).

Sample Integration Paper

Here is a sample of what part of your Integration Paper (#1) might look like.

Include as much information (from reading and class) as possible and show how the information and tools could be used in real life. Remember to bold or underline the tools and ideas from the book that are being used.  Be creative!

Jim and Julie work together at a Print Shop. The shop opens at 9AM and closes at 5PM.

Jim has taken the MBTI and knows his type is INFP. Julie took the MBTI in a class at LCC and knows her type is ESTJ. They have discussed some of their differences and both have a sincere desire to get along and work cooperatively with one another.

The last couple of days Jim has arrived late for work…at 9:10 yesterday and 9:15 today. Since Julie is ST type, she is very aware that they are supposed to be there at 9AM and that Jim has been late by 10 and 15 minutes. She knows that Jim, as an NF type might not be as detail oriented as she is but his lateness has been bothering her so she decides to talk to Jim about it.

 She feels that using the verbal channel or “medium” will be most effective. She thinks that writing to Jim in this situation would be too formal.  She know that noise can interfere with communication so she chooses a time to talk when they are both in the back room and things are relatively quiet. She figures that a social distance of about 6 feet is appropriate for this conversation. She feels that if she was only 3-4 feet away in his personal space he might feel intimidated but if she was way across the room, the public distance would make the conversation seem awkward and she would have to use a loud voice quality which doesn’t seem appropriate for the situation.

Julie presents her concerns to Jim. Jim knows he has a tendency to spar and rehearse.

instead of listen so he makes an effort to actively listen to what Julie is saying to him. He summarizes what he has heard:  “It sounds like you’re concerned that I’ve come in late the last couple of days and you’re wondering if this is a pattern and if you’re going to have to cover for me every morning for the rest of our lives.”  (It sounds like Jim slipped into a bit of sarcastic sparring after all.) Julie says “’Yes, I am concerned but no, I’m not worried this will last forever. I’d really like to have a productive talk with you about this”. Jim responds: “Yeah, you’re right, I realize you weren’t talking about the rest of our lives…but you know, Americans tend to have a very urgent time orientation and in many parts of the world, coming to work 10 minutes late would be no big deal”. Julie summarizes “It sounds like you’re saying we ought to have a more casual time orientation here at the shop.” “Yeah” says Jim. Julie asks: Would that same orientation apply to getting paid each week? Would it be OK with you if our checks weren’t ready on Friday afternoon and we had to wait until Monday to get paid?” Jim said “No way! I’m enough of a materialist to want to be paid on time each week. OK, I get your point…this is a business we’re working for here and it’s important to be on time…I’ll be here at 9 tomorrow…and thanks for talking to me about it”.

The next morning…...

Human Relations at Work

Guidelines for Team Presentation:

Due:  May 25, 2004

Your team presentation should take about 10 minutes and should include some kind of demonstration (see below).

Suggested format:

1. Introduction of your topic

2. Demonstration, role-play or skit that illustrates what you want us to learn about your topic.

3. Discussion of the demonstration and how this information can be applied in the work world.

4.  Summary

#2 (Demonstration) can involve a video that you’ve made, instead of a “live” presentation

It is also suggested that you include visual aids (there is an overhead projector available). Be creative!

If your presentation includes an “activity” for the class to perform, please limit this activity to 1-2 minutes.

On the day of your presentation, please give your Instructor a (single page) paper that includes:

The name of your topic

List of group members

A brief outline of your presentation (half page maximum)

A list of the sources (at least 2) you used in preparing your presentation. Use the LCC library for at least one of  your sources.

(You will find it helpful to read the assigned material on your topic before you begin planning your presentation. For example, if your topic is “Teamwork Skills”, read Chapter 4. Developing Teamwork Skills now.)

After your presentation, you will meet with your group to self-evaluate your presentation.

Discuss: Should all group members receive the same amount of points?

You instructor will then meet briefly with each group to discuss the points you have earned for this project.

As you are meeting with you team and preparing your presentation, remember to pay attention to the process you are going through. Use the tools you’ve been learning in the class as you interact with your team members.