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Organizational Behavior, Syllabus Fall 2011, MGT 311, The Catholic University of America

July 6, 2011 | By | No Comments

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Organizational Behavior, MGT 311, Syllabus Fall 2011, The Catholic University of America

Following and linked are the two books for MGT 311 Organizational Behavior for the Fall 2011.

1) A Primer on Organizational Behavior, 7th Edition

James L. Bowditch (Boston College), Anthony F. Buono (Bentley College)

November 2007, ©2008

http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP000080.html

2) Classics of Organizational Behavior Fourth Edition

Walter E. Natemeyer and Paul Hersey

http://www.waveland.com/Titles/Natemeyer-Hersey.htm

MGT 311-01

(3070)

Aug 29, 2011-

Dec 17, 2011

Mo 1:10PM – 3:40PM

McMahon 201

Organizational Behavior (Lecture)

Chapter 1. Management And Organizational Behavior.

Learning About Organizational Behavior.

Ethics and Organizational Behavior.

A Historical Framework for the Study of Management and OB.

Early Management.

Classical Management.

Neoclassical Management and Organization Theory.

Modern Management and Organization Theory.

Societal Change and Organizational Behavior.

OB and Advanced Information and Manufacturing Technologies.

The Quality Movement.

Discontent, Cynicism, and Fear in the Workplace.

Sociodemographic Diversity in the Workplace.

Fads and Foibles in Management.

Conclusion.

Notes.

Chapter 2. Perception, Attitudes, And Individual Differences.

Basic Internal Perceptual Organizing Patterns.

Gestalt Psychology.

External Factors in Perception.

Social and Interpersonal Perception.

Schemas and Scripts.

Perceptual Distortion.

Attribution Theory.

Perception and Individual Differences.

Personality.

Self-Concept.

Perception, Individual Differences, and Decision Making.

Attitudes and Attitude Formation.

Attitude Formation.

Attitude Change.

Emotional Intelligence.

Conclusion: The Social Context of Judgment and Choice.

Notes.

Chapter 3. Motivation.

Managerial Assumptions about Human Nature.

Static-Content Theories of Motivation.

Maslow’s Hierarchy of Needs.

Alderfer’s ERG Theory.

McClelland’s Theory of Socially Acquired Needs.

Needs and Goal Orientation.

Herzberg’s Motivator-Hygiene Theory.

Managerial Application: Work Design and Job Enrichment.

Process Theories of Motivation.

Expectancy Theory.

Path-Goal Theory of Motivation.

Goal-Setting Theory.

Managerial Application: Management by Objectives.

Environmentally Based Theories of Motivation.

Operant Conditioning and Reinforcement Theory.

Managerial Application: Organizational Behavior Modification.

Punishment and Discipline.

Social Comparison Theory.

Intrinsic and Extrinsic Rewards and Motivation.

Managerial Application: Gainsharing.

Motivation and the Psychological Contract.

Organizational Commitment and the Psychological Contract.

Choosing an Appropriate Motivational Model.

Contrasting Motivation and Learning.

Conclusion.

Notes.

Chapter 4. Communication.

The Communication Process.

Interpersonal Communication.

Communication Modes.

Barriers to Effective Communication.

Improving Interpersonal Communication.

Organizational Communication.

Knowledge Management.

Communication Networks

Organizational Symbols and Rituals.

In-House Publications.

Communication Roles.

Media Richness and Communication Effectiveness.

Envisioning and Communicating Organizational Change.

Ethics in Organizational Communication.

Conclusion.

Notes.

Chapter 5. Group Dynamics.

Types of Groups.

Primary and Secondary Groups.

Formal and Informal Groups.

Heterogeneous and Homogeneous Groups.

Interacting and Nominal Groups.

Permanent and Temporary Groups.

Basic Attributes of Groups.

Individual and Group Status.

Roles.

Norms.

Cohesiveness.

Group (Organizational) Commitment.

Groupthink.

Choice-Shift (Risky-Shift) Phenomenon.

Social Loafing.

Group Process and Development.

Group Development.

Group and Organizational Socialization.

Observation of Group Process.

Conclusion.

Notes.

Chapter 6. Work Teams And Intergroup Relations: Managing Collaboration And Conflict.

Work Teams.

Managing Teams.

Teams and Social Identity Theory.

Trust Building and Teamwork.

Teams in Action.

Virtual Teams.

Team Conflict.

Intergroup Relations.

Group Interdependence.

Intergroup Conflict.

Conclusion: Implications for Managers.

Notes.

Chapter 7. Leadership, Power, And The Manager.

Leadership and Power.

Power and Authority.

Types of Power.

The Need for Power in Managerial Performance.

Theories of Leadership.

Trait Theory.

Behavioral and Functional Theories.

Contingency Theories.

Attribution Theory.

Leader-Member Relations.

Leadership and Management.

Mintzberg’s Managerial Role Set.

The Role of the General Manager.

Implications for Management and Leadership.

Substitutes for Leadership as Supervision.

Transformational Leadership and Organizational Change.

Gender, Power, and Leadership.

Leadership: A Synthesis.

Notes..

Chapter 8. Macro-Organizational Behavior: The Organization’s Environment.

Organizational Environment.

Defining Organizational Environment.

Environmental Change and Uncertainty.

Organization-Environment Relations.

Controlling the Environment.

The International Environment.

Globalization and Organizational Behavior.

Transferability of Management Practices.

Societal Culture and Management.

Conclusion.

Notes.

Chapter 9. Organization Structure And Design.

Organizational Structure.

Complexity.

Formalization.

Centralization.

Key Organization Structure Challenges.

Determinants of Structure.

Organization Design.

Simple Structure.

The Functional Organization.

The Divisionalized Form.

Adhocracy.

Market-Based, Network Organizational Forms.

Conclusion.

Notes.

Chapter 10. Organizational Culture And Effectiveness.

Organizational Culture.

Uniqueness of Organizational Cultures.

Objective and Subjective Organizational Culture.

Organizational Subcultures.

Summary.

Diagnosing Organizational Culture.

Culture Change in Organizations.

Culture as Sustained Competitive Advantage.

Ethical Considerations and Organizational Culture.

Organizational Climate.

Organizational Effectiveness.

One-Dimensional Views of Effectiveness.

Competing Values and Organizational Effectiveness.

Conclusion.

Notes.

Chapter 11. Organization Development And Change.

Organization Development.

Laboratory Training.

Survey Research and Feedback.

Sociotechnical Systems.

The Nature of Organization Development.

Intervention Strategies and Change.

Managing Organizational Change.

Changemakers.

Approaches to Organizational Change.

Enabling Large-Scale Organizational Change.

Interventions and Organizational Politics.

Resistance, Support, and Coping with Change.

Organizational Downsizing, Retrenchment, and Resizing.

Conclusion.

http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP000080.html

Section I: ORIGINS OF ORGANIZATIONAL BEHAVIOR

1. The Principles of Scientific Management (Frederick Winslow Taylor)

2. The Giving of Orders (Mark Parker Follett)

3. The Hawthorne Experiments (Fritz J. Roethlisberger)

4. Overcoming Resistance to Change (Lester Coch and John R. P. French, Jr.)

5. The Human Side of Enterprise (Douglas M. McGregor)

Section II: MOTIVATION AND PERFORMANCE

1. A Theory of Human Motivation (Abraham H. Maslow)

2. Achievement Motivation (David C. McClelland)

3. One More Time: How Do You Motivate Employees? (Frederick Herzberg)

4. Existence, Relatedness, and Growth Model (Clayton P. Alderfer)

5. Expectancy Theory (John P. Campbell, Marvin D. Dunnette, Edward E. Lawler, III, and Karl E. Weick Jr.)

6. On the Folly of Rewarding A, While Hoping for B (Steven Kerr)

7. Goal Setting–A Motivational Technique That Works (Gary P. Latham and Edwin A. Locke)

Section III: INTERPERSONAL AND GROUP BEHAVIOR

1. Cosmopolitans and Locals (Alvin W. Gouldner)

2. Assets and Liabilities in Group Decision Making (Norman R. F. Maier)

3. Origins of Group Dynamics (Dorwin Cartwright and Alvin Zander)

4. Group and Intergroup Relationships (Edgar H. Schein)

5. Groupthink (Irving L. Janis)

6. Transactional Analysis (Muriel James and Dorothy Jongeward)

7. The Johari Window (Jay Hall)

8. The Abilene Paradox: The Management of Agreement (Jerry B. Harvey)

9. Stages of Group Development (Bruce W. Tuckman and Mary Ann C. Jensen)

10. Self-Directed Work Teams (Ralph Stayer)

Section IV: LEADERSHIP

1. The Managerial Grid (Robert Blake and Jane Mouton)

2. How to Choose a Leadership Pattern (Robert Tannenbaum and Warren H. Schmidt)

3. Leadership Decision Making (Victor H. Vroom and Arthur G. Jago)

4. One Minute Management (Kenneth H. Blanchard)

5. Fundamental Leadership Practices (James M. Kouzes and Barry Z. Posner)

6. Management and Leadership (John P. Kotter)

7. Servant Leadership (Robert K. Greenleaf)

8. Situational Leadership (Paul Hersey)

9. Crucibles of Leadership (Warren G. Bennis and Robert J. Thomas)

Section V: POWER AND INFLUENCE

1. Is It Better to Be Loved of Feared? (Niccolo Machiavelli)

2. The Bases of Social Power (John R. P. French, Jr. and Bertram Raven)

3. Position Power and Personal Power (Amitai Etzioni)

4. Who Gets Power–and How They Hold on to It (Gerald R. Salancik and Jeffrey Pfeffer)

5. The Power of Leadership (James MacGregor Burns)

6. Situational Leadership and Power (Paul Hersey and Walter E. Natemeyer)

Section V: ORGANIZATIONS, WORK PROCESSES, AND PEOPLE

1. Bureaucracy (Max Weber)

2. The Individual and the Organization (Chris Argyris)

3. Mechanistic and Organic Systems (Tom Burns and G. M. Stalker)

4. Management Systems 1-4 (Rensis Likert)

5. Management by Objectives (George S. Odiorne)

6. Differentiation and Integration (Paul R. Lawrence and Jay W. Lorsch)

7. What’s Missing in MBO? (Paul Hersey and Kenneth H. Blanchard)

8. Reengineering Work Processes (Michael Hammer and James Champy)

Section VII: INCREASING LEADERSHIP AND ORGANIZATIONAL EFFECTIVENESS

1. Skills of an Effective Administrator (Robert L. Katz)

2. Leadership Effectiveness Can Be Learned (Peter F. Drucker)

3. Organization Development (Wendell French)

4. In Search of Excellence (Thomas J. Peters and Robert H. Waterman)

5. The Learning Organization (Peter M. Senge)

6. Competing for the Future (Gary Hamel and C. K. Prahalad)

7. Emotional Intelligence (Daniel Goleman)

8. The Level 5 Leader (Jim Collins)

9. Feedforward (Marshall Goldsmith)

BUSiness 100 Quiz, Chapters 12 to 15

March 19, 2011 | By | No Comments

Define, explain, expand,

1. Marketing

2. Name one of the functions of marketing

3. CRM

4. Lifetime value of a customer

5. Marketing mix

6. Market segment

7. What kind of income is of interest to marketers

8. Line extension

9. Brand

10. ROI

11. Market Share

12. Retailer

13. Wholesaler

14. Broker

15. Promotion Mix (Four Parts)

16. Product Placement

17. MAP

###

Thank you (foot)notes,

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack and Charmaine also blog at Reasoned Audacity and at Management Training of DC, LLC.

Scholarship Opportunity for Northern Virginia Community College Students

March 7, 2011 | By | No Comments

The Virginia Space Grant Consortium (VSGC) has done over 1,000 scholarships totaling $4.6M to date. Each year it awards 90-100 scholarships. For more information please see the website at www.vsgc.odu.edu

CC Flyer 3.0-1.pdf

The Virginia Space Grant Consortium (VSGC) is a coalition of five Virginia colleges and universities, NASA, state educational agencies, Virginia’s Center for Innovative Technology, and other institutions representing diverse aerospace education and research.

The VSGC acts as an umbrella organization, coordinating and developing aerospace-related and high technology educational and research efforts throughout the Commonwealth and connecting Virginia’s effort to a national community of shared aerospace interests.

Catholic University of America, Management: Theory and Practice, MGT 323, Exam Review, Chapters 1-7

February 22, 2011 | By | No Comments

The Alert Student will understand the vocabulary of management using the text book and the in-class materials.

The exam might include, but will not be limited to, these topics.

The exam will be timed at 35 minutes.

Knowledge Management

Four components-functions of management

Managers need three broad skills

Of those three skills, what does s/he need most; and need least?

Social Capital

List inputs into an organization and outputs

Management in a sentence

Management in a word

Who determines company success?

The purpose of business is to create a _____________ and make a ______________.

Benchmarking

Critical vs Core

What is Nordstrom’s one rule for employees?

What is the difference between a “life lie” and a “business lie”?

ethics

goals

SWOT

vertical integration

There are two major business strategies to compete in a particular industry

What is a monkey and why is this important?

groupthink

one rule for brainstorming

Entrepreneurs are motivated solely by money, discuss

What is the most important part of a business plan?

Where does the entrepreneur usually get start-up capital?

What is a business incubator?

IPO

Advisory Board

Organization Chart

Authority

Span of Control

Line vs Staff departments and where should you work.

Departmentalization

Matrix vs Unity of command

ISO 9000

JIT

HRM

What is the number one reason employees get fired?

360-degree appraisal

women earn 76% of men. Is this fair?

Chapter 9, Attracting and Retaining the Best Employees; and Chapter 10, Motivating & Satisfying Employees & Teams; BUSiness 100 Quiz, Northern Virginia Community College

February 21, 2011 | By | No Comments

BUSiness 100 Quiz, Chapter 9 Attracting and Retaining the Best Employees, and Chapter 10, Motivating and Satisfying Employees and Teams

Define and explain following words and phrases:

Define HRM

What is SKA?

Internal vs External Recruiting

Can a resume get you a job?

Define “Orientation”

Commission

Name one piece of major legislation affecting HRM

Chapter 10 Motivating and Satisfying Employees and Teams

Define Motivation

Morale

Piece-Rate system

What was the conclusion of the Hawthorne Studies?

What is at the bottom or base of Maslow’s Hierarchy of Needs

Theory X vs Theory Y

Equity Theory

Goal-setting theory

Define “Team”

Best size for a team is _____ to _____ members

BUSiness 100 Quiz Chapter 9 Attracting and Retaining the Best Employees.doc

Manliness, by Harvey C. Mansfield Selected Quotes

August 7, 2010 | By | No Comments

Mansfield- Harvey-harvard_aei.jpgManliness, by Harvey C. Mansfield, from Harvard was published by Yale University Press in 2006.

Harvey C. Mansfield, Ph.D.

Professor Mansfield is best known for awarding two grades at Harvard: The gentleman’s ‘A’ and the actual unrecorded grade earned by the student, which was sometimes, [gasp!] a ‘C.’ I didn’t know his middle initial was really ‘C.’ I thought students called him Harvey ‘C’ Mansfield as an digg on his giving out so many sub-A grades…

Mansfield begins, “Thumos is a quality of spiritness…than induces humans, and especially manly men, to risk their lives to save lives.” p. xi.

“I do not make it my business to lament the decline of the gentleman in our day…If you want to know what a gentleman is, look up Squire Allworthy in Fielding’s Tom Jones.” p. xii.

Mansfield reminds of real gender differences, “that spitting [is done] by male athletes on television (not done by female athletes)…” p. xii.

“The gentleman, as opposed to a cad or a lout, does not take advantage of those weaker than himself, especially women.” p. 5.

“Although he is expected to take the initiative–since in the relations of men and women someone at some point always has to make the risky first move–he allows time for choice or second thoughts by the woman and does not proceed if he is not wanted.” p. 5.

“We now believe it is safer to rely on the law rather than an ideal.” p. 5.

“Betty Friedan, the founder of American feminism, wrote of “the problem that has no name,” by which she meant the boredom of the suburban housewife…But…we have lost the name we used to have for what mainly resists gender neutrality, which is manliness.” p. 9.

“Jane Mansbridge’s classic study, Why We Lost the ERA (1986), concludes that a constitutional amendment was perhaps unnecessary, that its aims could be accomplished through legislative and judicial interpretation–and this seems to have been correct.” p. 10.

“Women on their own are not ruthless enough.” p. 12.

“As the Moor Boadbil was being expelled from Alhambra in Spain, he turned around to gaze at it and heaved one last sigh, whereupon his mother said, “You do well to weep as a woman over what you could not defend as a man.” p. 12.

“Manliness is…Two things,

The confidence of manly men and

Their ability to command.

The confidence of a manly man gives him independence of others. p. 16.

“John Wayne is still every American’s idea of manliness.” p. 17.

“We are attracted to the manly man because he imparts some of his confidence to everyone else.” p. 18.

“The Greek word for manliness, andreia, is also the word the Greeks used for courage, the virtue concerned with controlling fear.” p.18.

“Another view of manliness, more negative than it appears, can be found in Shakespeare’s Julius Caesar, at the end, in Mark Antony’s tribute to Brutus. The speech ends, “His life was gentle, and the elements so mix’d in him that Nature might stand up and say to all the world, ‘This was a man.’”” p. 19.

“A manliness, too, that seeks glory in risk and cannot abide the rational life of peace and security” p. 21.

Mansfield quotes a woman, “The problem is that men need to feel important.” “Exactly!” says Mansfield. p. 21.

“The definition of manliness–confidence in the face of risk…” p. 23

“Men seek risk, women security…” p. 23

“Men are still more promiscuous than women, despite what the gender-neutral society says. “I don’t pay them to come over…I pay them to leave,” said the actor regarding the prostitutes he patronizes. p. 28.

Can women ever really act like men? “I can see how a dominating person could make use of the ability to seem caring, but how could a caring person be dominating without ceasing to be caring?” p. 31.

“What does John Wayne or Theodore Roosevelt show us about manliness in its completeness? A manly man is nothing if not an individual, one who sets himself apart, who is concerned with the honor rather than survival of his individual being. Or, better to say, he finds his survival only in his honor.” p. 37.

Is testosterone chemical poisoning?

That male’s willful will, too, is not just a concept, an airy, bodiless wish with nothing behind it. It has been found to have a chemical basis in the hormonal differences between men and women: me have much more testosterone. The political scientist Andrew Sullivan, who suffers from a condition requiring him to inject himself with testosterone, has written a graphic account of the leap in vigorous spiritedness that results. While it lasts he becomes a living, strutting stereotype.

“Other animal species seek to survive; humans want to survive with honor.” p. 60.

Assertiveness training for women, “aims to teach them to make their own case, a habit one takes for granted in men,”

If that’s so, it’s no wonder that men have dominated business and politics. With or without training in moderation, men were just doing what comes naturally. But if women don’t take steps to reduce their assertiveness deficit, will they succeed as well as men in the formally manly occupations? Perhaps their true policy is to assert themselves as women and not try to become artificial men, but that policy requires a certain distance from manly assertiveness. p. 68.

“Dr. Samuel Johnson…thought it ridiculous for a woman to assert herself [from Boswell’s Life of Johnson] “Sir, a woman’s preaching is like a dog’s walking on his hind legs. It is not done well; but you are surprised to find it done at all.” p. 69.

“But “formidable women,” as we call them, do exist. Expelled members of Margaret Thatcher’s cabinet might think they had met one of them.” p. 69.

“To get to that seat [of authority] you have to compete, and in a competition there are losers–usually more of them than winners. To assert yourself you must take the risk of losing.” p. 69.

“Today’s women want power, but they are not so eager to accept the risk that goes with seeking power. p. 69.

Today’s woman thinks she can have wisdom and power together: wisdom without modesty, power without risk.” p. 70.

“Facing risk is a feature of manliness that goes with holding power. More than most women, indeed, more than most men, the manly man accepts–nay, welcomes–a risky situation. He is not looking for the life of Riley.” p. 70.

“Each woman wants security, but one finds it in her husband, the other in the government. p. 78.

“The most dramatic statement of manliness would be the one where the man is the source of all meaning, where nothing else has meaning unless the man supplies it. That is the condition of nihilism–a state in which nothing in itself has meaning; meaning has to be furnished by a human being, the sole source of meaning.” p. 82. The Alert Reader is reminded that this is the center of the abortion debate: the unborn child has a ‘right to life’ — not protected in the Founding Documents — but granted at the discretion of the mother.

“Darwin was not a nihilist, but he prepared his generation and later generations for nihilism.”

His theory of evolution not only denied the eternity of the species but also undermined all eternities, all permanence of meaning. And looming behind Darwin was the greater figure of Nietzsche. Nietzsche declared, and spread the news like a counter apostle, “God is dead.” By this he meant all ideals, everything transcendent or spiritual, as well as God in any religion. p. 83.

“Poets do not believe in, or do not offer for belief, an order in the world, a cosmos.” p. 85.

“Since the gods are capricious and human excellence is not rewarded, each of us is thrown back on himself.” p. 85

“Teddy Roosevelt …was not a disciple of William James… [who might be the] “educated men of weak fibre” whom Roosevelt was pleased to excoriate.” p. 91.

“Girls do not need to make an effort to become women. Boys need to wrench themselves from their friends and their gangs, perhaps in a formal rite. The Jewish boy in his Bar Mitzvah says “now I am a man.” p. 92.

Teddy Roosevelt, “invented the phrase “lunatic fringe…”” p 94.

“Manliness wants risk, not comfort and convenience.” p. 94.

Teddy Roosevelt also coined “weasel words.” p. 95.

“The American founders made an executive power strong enough to stand up to popular opinion and to withstand the temptation to seek popularity, but progressives like Roosevelt and Woodrow Wilson made the president into a “leader” — that is, on occasion a follower– of public opinion. p.97.

“In real life today manly knowledge enables a man, not to be Tarzan, but to act effectively in an emergency and to fix things and solve problems without professional help.” p. 102.

Mansfield quotes Nietzsche, “The true man wants two things, danger and play. For that reason he wants woman, as the most dangerous plaything.” p. 116.

“When you first hear of Darwin’s theory you might wonder about the moral consequences:

will this mean that human beings, since they are no better than brute, will be encouraged to forget morality and behave like brutes? The answer is worse than you suppose. It is that human beings may think it their moral duty to behave like brutes. Nietzsche foresaw this very when he said, “Man would rather will nothingness than not will.” That is, of course, a statement about human nature and its perverseness. It implies that the low and the high are permanent elements in man and that if the low does not serve the high, the high will serve the low. p. 121.

“In the 1970′s manly nihilism came to American women…Is had come indirectly through Simone de Beuvoir…What interested these women in Nietzsche was the nihilism he proclaimed as fact–God is dead–and the possibility of creating a new order in its place.” p. 122.

“Nihilism…the disappearance of nature…” p. 122.

“What was womanly in the woman’s movement? It was in the manner of this accomplishment…done by “raising consciousness,” a new method of political promotion borrowed from business psychology…Working through language, they just asked men and other women why it is natural to use “he” instead of “she” to refer, for example, to a doctor…This was enough; no heavy argumentation was required.” p. 123.

“In order to be free of men, these women wanted to change morality and deny nature. No longer were women destined through reproduction and child rearing to serve the common good and the future of the species. Women could be as irresponsible as men and leave those vital matters to someone else.” p. 123.

Mansfield quotes American Elizabeth Cady Stanton, “nature has made the mother the guardian of the child.” p. 125.

“Beauvoir is much more radical; she shares the desire but as far as possible rejects all compromise…Her book ends with a quotation from Karl Marx affirming the brotherhood of men and women in the new realm of liberty in the communist utopia.” p. 132.

“Beauvoir argues that women should not esteem motherhood as much as they have…greater sexual liberty…[is] a good thing, and that abortions should not be reluctantly or regretted.” p. 132.

Mansfield quotes Beauvoir, “One is not born, but becomes, a woman.” p. 133.

“The strangest feature of [Beauvoir's] The Second Sex is its almost complete failure to discuss women’s jobs and its almost total preoccupation with another way of escaping the family–sex.” p. 135.

“Marx admitted [sex roles] would have to go.” p. 137

“Neither Marx nor Nietzsche had any use for morality, especially sexual morality…” p. 138.

“However diverse, all feminism today is looking for ways to keep women independent of men.” p. 140.

“Germaine Greer [The Female Eunuch] sprinkles her text with highlighted quotations from Mary Wollstonecraft, whom she admires, but none of them have to do with the chastity Wollstonecraft so insisted on.” p. 141.

“[Shulamith] Firestone [The Dialectic of Sex], a deep thinker, quotes Beauvoir in order to argue that women’s reproductive biology, and not the social construction of patriarchy, is the cause of women’s oppression.” p. 142.

“Becoming manlike is a strange way of proving you are independent of men (ladylike would seem to be a better way). p. 145.

“This is why I have called feminism “nihilism.” It says that being a woman is nothing definite and that the duty of women is to advance that nothingness as a cause.” p. 147.

Consciousness is a word used by Marx.” p. 150.

“The mightiest woman of our time, Margaret Thatcher, is no model for feminists, partly because of her conservative opinions, of course, but also because her renowned insensitivity makes them uneasy. Feminists prefer to seek out and confer recognition on unnoticed women from the past; they favor obscure authors rather than great names like Jane Austen and Edith Wharton…” p. 152.

Friedan’s [The Feminine Mystique] starts with the “problem with no name.” But it turns out to have a name, boredom.” p. 152.

“Friedan does not dwell on sex. She wants to answer the voice within women that says, “I want something more than my husband and my children and my home.” This “something more” proves to be a job, or rather, “creative work of her own.” Creative work enables a woman to sense her freedom or her, says Friedan…” p. 153.

“Men who want to play with their lives as if they were supermen…have always had to face women as their critics. The trouble with feminist women is that they don’t have wives to teach them sense.” p. 154.

“Naomi Wolf…The Beauty Myth (1991)…developed Friedan’s notion of the feminine mystique. Beauty is a myth foisted on women by men.” p. 154.

“Is it nonsense to think that turmoil in one’s sex life is independence?” p. 156.

Mansfield indirectly references the “heart of stone” that abortion brings to women,

“Control over one’s body” is a phrase often used to claim the right of abortion, an act that frees a woman from the troubles of giving birth and child rearing but does not save her from regret or from the risk of becoming callous if she should get in the habit of preferring her convenience to other, more valuable things. Autonomy sounds good when it is claimed for the sake of nobility, much less so when it is for convenience. To insist on keeping the right of abortion absolutely intact, with no concessions to reasonable doubt, betrays the presence of moralism in those rail against that fault when they confront the other side of the debate. p. 156.

“[Feminism] wants transcendence for the sake of independence, and the trouble is that the two are inconsistent. Independence means that you are satisfied with yourself; transcendence means that you are not…And the gender-neutral society does not know whether to ignore the sexual difference (independence) or abolish it (transcendence). p . 161.

“Americans were ready to give justice for women–the liberal of equality–and did not much care that the advocates for women spoke more of power than justice, more of sex than career, more of autonomy than happiness.” p. 164.

“In liberalism there are love of liberty and desire for security. The two are linked because they are necessary for each other. Nobody wants liberty without security, which is chaos (“the war of all against all,” said Thomas Hobbes), and nobody wants security without liberty, which is slavery.” p. 165.

“Desire for security…might prompt you to settle for slavery as better than death; it is therefore always calculated in terms of self-interest, and it is risk-averse.” p. 166.

“The gender-neutral society is not friendly toward risky activity, even on behalf of liberty, that might give advantage to manly men as risk-takers and thus upset the balance of the sexes…” p. 166

“Thomas Hobbes (1588-1679) was a kind of liberal, though we would not recognize him as such today because he was opposed to self-government and favored monarchy.” p. 166

“Hobbes has the mentality of a lawyer or an insurance agent, always focused on the unlikely and the unexpected.” p. 169.

“Hobbes deserves the mantle no one has yet awarded him of having created the sensitive male. For the sensitive male is one who follows Hobbes’s advice to lay down his right.p. 173.

Mansfield predates but explains the brilliance and success of the conservative TEA Party movement,

Machiavelli had said that men in society are divided into two “humors,” a princely one that craves domination and a popular one that does not wish to be commanded. [John] Locke selects the popular one that does not wish to be commanded. Locke selects the popular humor to characterize the behavior of a free people. He wants government to be sustained not by the virtues it promotes (as did Plato and Aristotle), nor by principles of subjection (as Hobbes), but by hostility to government. Government is to be obeyed in a spirit of unfriendly regard, the very spirit that makes government difficult to sustain…[W]hy not appeal to a healthy dislike of dominion in order to counter the desire on the part of “princes” to dominate? p.177.

“In the Two Treatises of Government (1690), still the greatest philosophical statement of the liberalism by which we live, Locke lays down constitutional forms…[where] “Slavery is so vile and miserable an Estate of Man, and so directly opposite to the generous Temper and Courage of our Nation; that ’tis hardly to be conceived, that an Englishman, much less a Gentleman, should plead for’t.” p. 178.

“Yet when morality comes to be realized, nature returns to accompany, and nag at, a priori rationality…Women, Kant says, are unfit for citizenship, having be implanted by nature with fearfulness designed to keep the womb safe, so that they need the protection of males. This does not mean women must be submissive, only that they must be modest. With their modesty women can manage the excessive, idealized desire of males in order to govern them.” p. 182.

“The only true humanity, according to Beauvoir, so far exclusively male, is to transcend the given or the natural or the “immanent” in a manner I have called nihilist because it accepts no guide but will to power. In the feminist society there are no social roles. Roles would be replaced by individual identities…that…would pass over to the…temporary desires…” p.192.

“A woman’s “docility” is not meekness but actually her means of conquest. It is actually women’s weakness that compels them to establish an indirect rule of manipulation over men. When women try to resemble men, they will be mastered by men.” p. 195.

Feminists who follow French revolutionary Rousseau, “are caught in suspense between their desire not be women, a sex they consider subordinate, and their desire to promote the advantage of women so as to stop being subordinate.” p. 198.

“A definition of manliness as confidence and competence in the face of risk.” p. 216.

“Machiavelli remarks that “very rarely do men know how to be altogether wicked or altogether good.”” p. 225.

“The manly or courageous person…takes responsibility in a risky situation.” p. 226.

“A word of warning, too, should be delivered to the feminists who are too busy with their own careers to have time to criticize manly men and want to give over that task to psychologists with their “anger management.” The many irresponsible thinkers of modern times are divided, roughly, into those who expect too much reform and those who have given up on reform.” p. 226.

“The…test of art [fo balancing conflicting expectations] is producing results.” p. 226.

Professor Mansfield describes, “three ways of transcending sex differences: repressing the difference between male and female…ignoring the difference…and respecting difference.” p. 228.

“Respecting [sex differences] is most in accord with our nature, but then we have seen that nature does not prescribe exactly how she is to be respected.” p. 228.

Mansfield doesn’t really want to give out “pointers on how to live,” but gives us hints anyway, fortunately, “I could tell young women not to disparage motherhood in the hearing of a man they want to attract. If you do, you will make a man think his mother is being disparaged and he will compare you to her–just what you want to avoid.” p. 229.

“I could tell young men that women want to be taken seriously almost as much as they want to be loved. To take women seriously you must first take yourself seriously and after that ask them what they think…” p. 229

Manliness is not a self-help book, Mansfield writes, “My book is for thinkers…to get us to address the problem of manliness.” p. 229

“The actions of the Islamic fascists are proof enough that despite our civilization there remain barbaric cutthroats waiting to assault us…we need not just to imagine the moral equivalent of war but to wage a real war. Here is a useful employment for manliness.” p 230.

“The first modern thinker, Machiavelli, began from the observation that the world in his time suffered from “ambitious idleness.” p. 230.

Mansfield defines the politically liberal mindset, “[Machiavelli] saw correctly that anyone who wants to do good will end up yearning for much more good than is possible in this world [as compared to the next world in eternity].” p. 230.

“Machiavelli tried to simplify manliness so as to make it more effective. Manliness henceforth would be occupied with making humans more powerful rather than making them better. Machiavelli called this “prudence,” but I have to say it was not wisdom. Wisdom lies in recognizing our need for perfection as much as for power.” p. 231.

“Thus we have replaced the manly man with the bourgeois, a character who has several faces, none of them manly. One…professional..[is] gender neutrality. A professional is formed by uniform education and judged by objective criteria, not tested by manly deeds.” p. 232.

“One professional can be substituted for another, and a woman can take the place of a man…Professionals treat each other with “professional courtesy” but never chivalry.” p. 232.

“Politicians who do what they think right are manly; those who do what you think right are unmanly.” P. 233.

“Edmund Burke laments over the imprisonment of Marie Antoinette during the French Revolution, that no one was man enough to avenge her: “But the age of chivalry is gone. That the age of sophisters, economists and calculators has succeeded; and the glory of Europe is extinguished forever.”” p. 233.

“Manliness must prove itself and do so before an audience. It seeks to be theatrical, welcomes drama, and wants your attention. Rational control prefers routine and doesn’t like getting excited…Manliness favors war, likes risk, and admires heroes…(no one needs or responds to an incentive to be manly)…Manliness likes to show off and wants to be appreciated…It is generous but judgmental.” p. 234.

“Affirmative action is manly if you do it for yourself, otherwise not. Commerce is unmanly, yet there is manliness in the spirit of commercial enterprise, so that Tocqueville can say that “Americans put a sort of heroism into there manner of doing commerce.” The Yankee clipper ships he was speaking of in 1835 went to China and back in order to sell a pound of tea for one penny less than the competition–heroes and mercenaries at the same time.” p. 234.

“The popularity of sports testify to the inevitability of manliness…” p. 234.

Mansfield’s favor word is “assert.” p. 234.

“Manliness is never selfless…” p. 235.

“Tocqueville feared the gradual construction of a new democratic despotism, an “immense tutelary power” over people that “would take away from them entirely the trouble of thinking and the pain of living.”” p. 235.

“Can it be an accident that the first atheist regimes in human history were the first totalitarian regimes?” p. 237.

“So if you were to ask Tocqueville…to what he attributes the prosperity and force of the American people, he would answer that “it is the superiority of its women.” p. 237.

“The gender-neutral society… was accomplished by feminism…What should we think of feminism? Feminism is the culmination of rational control by abolishing the sex differences, facilitating the management of human beings by removing the grand source of irrational insistence, manliness. Women are of course liberated but so are men. Women lose their hindrances, men their inhibitions…” p. 238.

Mansfield quotes Plato’s Laws, “The Athenian Stranger makes a passing reference to “bitter, women’s raging” that differs from men’s anger in its implied recognition of vulnerability.” p. 240.

Professor Mansfield discusses feminism,

Women are misled by feminism into mistaking themselves. They are told they have no weaknesses because they have no essence, no definition; hence they have no limitations. Women can do anything, young women are foolishly assured. They are also told to see their strength as weakness. To be prudent, cautious, modest, persuasive, undemanding, unselfish is unworthy of…what? An assertive male? An autonomous entity? Feminism has no understanding of womanhood; it leaves women without a guide and even tries to convince them that they need no guide.” p. 240 emphasis added.

What womanhood should be in our society I leave to a new feminism less fascinated with manliness than the feminism we have had. The radical feminism I have discussed is not what most women believe or practice, but it is the only feminism there is. Another better feminism might begin from the idea that women, as many of them say, “want it all.” They want a career and they want to be women too. They don’t want to be defined, and they do. The challenge to a new feminism is to make sense of those two desires and unite them.” p. 241

Professor Mansfield closes, “To protect women’s careers we need a gender-neutral state…

but the gender-neutral society gives no respect to the liberal distinction between state and society or between public and private…It makes women think that they are unfaithful to the cause of women if they do not behave like men...Women should be free to enter on careers but no compelled–yet they should also be expected to be women. And men should be expected, not merely free, to be manly. A free society cannot survive if we are so free that nothing is expected of us. emphasis added p. 244

***

Notes

“For women holding office, the gender gap in political opinion in much wider than in the electorate. Successful ambition in women makes them more womanish in the sense of representing women’s views.” p. 254.

Mansfield cites Democracy in America, “Tocqueville’s American woman is both knowing and modest, however; “she has pure morals rather than a chaste mind.” p. 259.

“Charlotte Gilman’s Herland, which is a community held together by a religion of motherhood. To a male visitor, a woman of Herland asks with honor: “Destroy the unborn–!’ she said in a hard whisper. ‘Do men do that in your country?” Gilman, Herland, 66, 69-70.” p. 259.

“Beauvoir’s chapter “The Mother” begins with nine pages on abortion (Second Sex, 484-93); later she says provocatively, “When woman suffocates in a dull gynaeceum–brothel or middle-class home” (603); and the reader comes upon nothing about women’s responsibility for morality but rather finds remarks like this: “marriage is directly correlated with prostitution” (555).” p. 260.

“In Donald Symon’s words: “Among all peoples, copulation is considered to be essentially a service or favor that women render to men, and not vice versa.” This is the last of the seven sex differences that he finds in all societies. Evolution of Human Sexuality, 27-28.” p. 261.

“Greer, Female Eunuch, 156-57; Greer in her saucy way hopes that in the future “children might grow up without the burden of gratitude for the gift of life which they never asked for.” In her own case, she says that as children, “we could see that our mothers blackmailed us with self-sacrifice” (249, 157). But don’t we owe gratitude for gifts we don’t ask for? For the gift of life that makes it possible to ask for things?” p. 261.

“In cases of sexual encounter women are liable (1) to become pregnant, (2) to suffer more from sexually transmitted disease, and (3) to feel more emotional hurt afterwards.” p. 262.

“All men by nature desire to know” is the opening sentence of Aristotle’s Metaphysics.” p. 263.

###

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack and Charmaine also blog at Reasoned Audacity and at Management Training of DC, LLC.

Thank you (foot)notes,

See Margaret Sanger

BUS 111 – Principles of Supervision I, Syllabus

July 28, 2010 | By | No Comments

jack_yoest_pub_shot_2007.jpgBusiness 111 Principles of Supervision I, syllabus

Description

BUS 111 – Principles of Supervision I

John Wesley Yoest, Jr. (Jack)

Adjunct Professor of Management Science, Technology and Business

Principles of Supervision 1 (Lecture)

Mondays and Wednesdays

11:30 am to 12:45 pm

August 23 to December 13, 2010

Classroom location to be announced

Main Campus:

Northern Virginia Community College

3001 North Beauregard Street

Alexandria, VA 22311

NVCC phone: 703 845-6200

Fax: 703-845-6009

replacewithjackemail

or,

JYoest@NVCC.edu

Cell: 202.215.2434

Education:

M.B.A., George Mason University

B.S., Old Dominion University

Graduate Course Work, Oxford University

1) Principles of Supervision 1:

Prerequisites: Each student must be able to:

1) Read and write English fluently. A satisfactory placement score for ENG 111 is strongly recommended, and

2) Have the desire to understand the work of the first line supervisor.

Course Objectives:

Teaches the fundamentals of supervision, including the primary responsibilities of the supervisor. Introduces factors relating to the work of supervisor and subordinates. Covers aspects of leadership, job management, work improvement, training and orientation, performance evaluation, and effective employee/ supervisor relationships.

When you do well in this course, you will be able to:

1. Understand the operating roles of the supervisor.

2. Formulate objectives, make action plans, and assign tasks.

3. Understand motivation and effective leadership.

4. Set standards and evaluate performance.

5. Recognize the need for training and organize on-the-job training as appropriate.

6. Understand techniques for communicating, managing conflict, and administering discipline.

This course teaches the principles, skills, and techniques necessary to manage resources at the operational or front-line level. This course is introductory in that it assumes no previous managerial knowledge or experience.

Text: Supervision; Concepts & Skill-Building, 7th edition; Samuel C. Certo; McGraw-Hill Irwin, 2010.

2) Academic Requirements:

Homework: There will be reading assignments from the text for every class.

Find a friend: Exchange contact information with at least three class members to keep current on any missed classes. This is a course requirement for points. Your Business Professor is not the student’s first point of contact for gathering routine information.

Establish a domain & social media name. The student will reserve and claim a URL address, for example: www.yoest.com. This is a course requirement for points toward final grade.

Quizzes: Expect a short quiz in the first ten minutes of every class period. Questions may be very short answer, or fill-in-the-blank.

Class Participation: The Student is expected to volunteer and help move the class discussions.

Supervision in Current Events: To be presented in person and turned in on paper. Details below.

Examinations: There will be a Mid-Term and Final Exam; multiple choice and short answer. The Final Exam will be given on 13 December, the last day of class. The Final will be comprehensive.

3) Attendance:

Regular attendance of this course is expected. Failure to do so could have an adverse effect on the student’s course grade. Any class material and assignments missed are the student’s responsibility. Success will depend upon showing up.

Attendance will be taken at each class. Attendance at scheduled tests and presentations is mandatory. No make-ups will be given — there are no exceptions from Your Business Professor.

If a student misses the first two weeks of class s/he will be dropped from the class.

Canceled Classes: If class is canceled for any reason, the student is still responsible for the material due. Any quiz on that material might be given at the next class, in addition to the regularly scheduled quiz.

Supervision Current Events Presentations will not be accepted late and must be delivered in person.

Special Needs and Accommodations–Please address with the instructor any special problems or needs at the beginning of the semester/session. If the student is seeking accommodations based on disability, then s/he should provide a disability data sheet, which can be obtained from the Counselor for Special Needs.

In the event of an emergency cancellation of class, please check Blackboard for further instructions.

Excessive absences, as defined in the college catalog, could result in the student receiving the grade ‘F’ for the course.

The Successful Student will devote two hours of class preparation for each hour of class room instruction.

The student will be asked to grade the effectiveness of each test.

Withdrawals: Any student can withdraw from this course without academic penalty under certain conditions. Initiation of the withdrawal is the student’s responsibility and the grade of ‘W’ will be awarded.

Last day to drop with tuition refund or change to audit (Census Date) is ______________.

The last day for withdrawal, without academic penalty, for this semester/session is _______________.

Beyond this date dropping a course or failure to attend will result in the grade of ‘F’ except under mitigating circumstances. Documentation of these circumstances is required AND a grade of ‘W’ implies that the student was making satisfactory progress (passing) in the course at the time of the withdrawal.

Campus classes are closed by division, day or evening. Sometimes day classes will meet and evening classes will be canceled or vice versa. The evening division starts with 4:30 p.m. classes.

4) Testing and Grading:

Normally this instructor will assign only the grades of A, B, C, D, or F. Special grades such as W, I, and R will be assigned only in those circumstances prescribed in the college catalog.

The grade of X (audit) must be initiated by the student and will be assigned only when the student has attended class regularly. Failure to do so will result in the instructor issuing the grade of ‘F’.

Course Grading System:

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = 0-59

Grade Point Allocation:

Exams: Two each, 15 points each; 30 points total

Quizzes: Fifteen (15) @ 2 points each; 30 points total

Supervision Current Events Presentation: 20 points

Class Participation 10

Text Book: 1 points

Exchange contact info: 1

Claim Domain Name: 1

Claim Facebook/Twitter Name: 1

Extra Credit as assigned: 6

Total = 100 points/percent

Class Participation: This will be a subjective measure at the discretion of the instructor. Even with the grade structure following, making your voice heard and preparedness are important – they could make the difference in a borderline grade. The only way to begin to earn Class Participation points is to show up.

Supervision Current Event:

Each student will be required to give a brief five minute oral presentation on a supervision related current-event newspaper article. This current-event/internet assignment will be turned in with student notes.

This presentation should be organized:

1) Provide the source of the article.

2) Deliver a brief overview of the topic, and, most important,

3) Your opinion/reaction to the article.

At the beginning of the presentation you will turn in a print-out of the article, being sure to include the newspaper source, date, and website.

Supervision Current Event grading scale:

2 — Choice of article

4 — Follow Directions

4 — Organization

4 — Overview/Reaction/Opinion

4 — Presentation

2 — Turn In

=

20 Total Points

Cheating. The following will be considered cheating in this course:

1. The giving or receiving of aid on any graded assignments or test without specific permission of this instructor.

2. The use of any material on a graded assignment or test other than those authorized by this instructor.

3. Talking or discussion of any kind during a graded test without specific permission of this instructor.

5) Notes and suggestions and hints:

Check the course catalog first for questions.

Be sure to log onto Blackboard to follow assignments and current grade.

Expect to be asked to contribute to each class session.

Do not text-message during class.

When Your Business Professor says “Tomorrow” he means the next class meeting – not the next day.

It is normal and customary to wait for any late Professor for 20 minutes.

Draft Your Own Reference Letter.

Additional information and public speaking helps.

Job Search Tips

Refer your friends to take this business class.

Attention to Detail: No points or credit will be awarded for any project that does not have the student’s name on the work.

BUS 111 Semester Outline; There will be thirty (30) class sessions over sixteen (16) weeks.

COURSE OUTLINE

August 23

Introduction and Expectations

August 25

Ch. 1 What is a Supervisor?

August 30

Ch. 2 Ensuring High Quality

Sept 1

Ch. 3 Groups

September 6

No Class Labor Day

September 8

Ch. 4 Ethics

Ch. 5 Managing Diversity

September 13

Ch. 6 Goals

September 15

Ch. 7 Organizing

September 20

Ch. 8 Leadership

September 22

Ch. 9 Problem Solving

September 27

Exam Review

September 29

Mid-Term Exam____________________________________

October 4

Ch. 10 Communication

October 6

Ch. 10 Con’t

October 11

No Class

October 13

Ch. 11 Motivating

October 18

Ch. 11 Con’t

October 20

Ch. 12 Problem Employees

October 25

Ch. 12 Con’t

October 27

Supervision Current Event DUE; Presentation

November 1

Presentations Con’t

November 3

Ch. 13 Managing Time

November 8

Ch. 13 Con’t

November 10

Ch. 14 Leadership

November 15

Ch. 14 Con’t

November 17

Ch. 15 Selecting Employees

November 22

Ch. 15 Con’t

November 24

No Class

November 29

Management Training class suggested reading:

Do You Have An Incompetent Manager? From The Washington Post

December 1

Ch. 16 Appraising Performance

December 6

Ch. 16 Con’t

December 8

Exam review

December 13

Final Exam ______________________________________

If the student would like his/her graded final exam returned, please submit a stamped-self-addressed-envelope to Your Business Professor before the examination on December 13.

***

Jack Yoest

John Wesley (Jack) Yoest Jr., is a senior business mentor in high-technology, medicine, non-profit and new media consulting. His expertise is in management training and development, operations, sales, and marketing. He has worked with clients in across the USA, India and East Asia.

Mr. Yoest is an adjunct professor of management in the Science, Technology and Business Division of the Northern Virginia Community College. He is also the president of Management Training of DC, LLC.

He has been published by Scripps-Howard, National Review Online, The Business Monthly, The Women’s Quarterly and other outlets. He was a columnist for Small Business Trends, and was a finalist in the annual 2006 Weblog Awards in the Best Business Blog category for Reasoned Audacity which covers the intersection of business, culture and politics. The blog has grown to receive over a million unique visitors in five years.

Mr. Yoest served as a gubernatorial appointee in the Commonwealth of Virginia. During his tenure in state government, he acted as the Chief Technology Officer for the Secretary of Health and Human Resources where he was responsible for the successful Year 2000 (Y2K) conversion for the 16,000-employee unit. He also served as the Assistant Secretary for Health and Human Resources, acting as the Chief Operating Officer of the $5 billion budget.

Prior to this post, Mr. Yoest managed entrepreneurial, start-up ventures, which included medical device companies, high technology, software manufacturers, and business consulting companies. His experience includes managing the transfer of patented biotechnology from the National Institutes of Health to his client, which enabled the company to raise $25 million in venture capital funding.

He served as Vice President of Certified Marketing Services International, an ISO 9000 business-consulting firm, where he assisted international companies in human resource certification.

And he also served as President of Computer Applications Development and Integration (CADI), the premier provider of software solutions for the criminal justice market. During his tenure, Mr. Yoest negotiated a strategic partnership with Behring Diagnostics, a $300 million division of Hoechst Celanese, the company’s largest contract.

Mr. Yoest served as a manager with Menlo Care, a medical device manufacturer. While at Menlo, Mr. Yoest was a part of the team that moved sales from zero to over $12 million that resulted in a buy-out by a medical division of Johnson & Johnson.

Mr. Yoest is a former Captain in the United States Army having served in Combat Arms. He earned an MBA from George Mason University and completed graduate work in the International Operations Management Program at Oxford University.

He has been active on a number of Boards and competes in 26.2-mile marathon runs.

Mr. Yoest and his wife, Charmaine Yoest, Ph.D., who is president and CEO of a public interest law firm, live in the Washington, DC area with their five children.

***

Be sure to grade Your Business Professor at www.RateMyProfessors.com Key word search ‘Yoest.’

Consider these other exciting Business Division courses:

ACC 211 Accounting

BUS 165 Small Business Management

AST 107 Editing and Proofreading

BUS 200 Principles of Management

AST 236 Software Applications or IST 117

BUS 241-1 Business Law I and II

BUS 280 International Business

BUS 100 Introduction to Business

FIN 215 Financial Management

BUS 125 Applied Business Math

ITE 115 Intro to Computer Applications and Concepts

Last day to drop with tuition refund or change to audit (Census Date): September 9, 2010.

Last day to withdraw without grade penalty: November 1, 2010.

Also linked on Management Training of DC, LLC.

See Real Management Training.

###

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack and Charmaine also blog at Reasoned Audacity and at Management Training of DC, LLC.

Thank you (foot)notes,

This introductory management course is offered through the Northern Virginia Community College