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Writing in Labor and Employment Relations
The Future of Work: Challenges, Opportunities, Impact & Sustainability
Course Syllabus - WINTER 2018

Instructor: Shawn Randy Fisher
Email: sf623@scarletmail.rutgers.edu
Course: 37:575:300 Day/Time: Sundays, 9 am - 12 noon
Duration: 13 weeks over 14 weeks; NO CLASS SPRING BREAK Week (MARCH)

Dates: JAN 9, 16, 23, 30; Oct. 7, 14, 21, 28; Nov. 4, 11, 18; Dec 2, 9
Location: Labor Education Center, (LEC 133), Cook Campus
Canvas LMS: https://rutgers.instructure.com/courses/17772
Office Hours: By Appointment - Phone / Skype / Online


Contents

Course Description

Writing in Labor and Employment Relations offers students a unique opportunity to practice writing for a business or professional audience as they develop, research, and revise an independent project. The purpose of the class is to prepare students to think as managers capable of putting information to practical use. All students are welcome and a wide range of proposals (with a connection to labor and employment relations) are possible for the class. Proposals must provide an academically- researched rationale for a (fundable) project designed to address a specific problem. In the course of the term, students complete assignments intended to help them develop and expand their projects.

Students begin by:

  • Working on the resume and cover letter - as professional documents and as examples of presenting information to a specific audience.

Then:

  • Each student chooses a topic / project of interest - usually proposing a topic from business, labor, sports management, education, government, or entrepreneurial initiatives. (Labor Topics can be found in Rutgers SMLR E-List Archives (search by month)
    • The topic is analyzed through the lens of the 6Ps - Patron; Population; Problem; Paradigm (Models of Success); Plan; & Price
  • Each student develops a Final Paper (various parts / sections)
    • These sections undergo several revisions and continuous and iterative improvement during the course - resulting in a strongly-argued, viable and professional Final Paper (or Project Proposal)


Learning Outcomes

The course learning outcomes are:

  1. To communicate complex ideas effectively, in standard written English, to a general audience.
  2. To evaluate and critically assess sources and use the conventions of attribution and citation correctly.
  3. To analyze and synthesize information and ideas from multiple sources to generate new insights.
  4. To respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision.
  5. Communicate effectively in modes appropriate to a discipline or area of inquiry.



Learning Outcomes

The course learning outcomes are:

  1. To communicate complex ideas effectively, in standard written English, to a general audience.
  2. To evaluate and critically assess sources and use the conventions of attribution and citation correctly.
  3. To analyze and synthesize information and ideas from multiple sources to generate new insights.
  4. To respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision.
  5. Communicate effectively in modes appropriate to a discipline or area of inquiry.

Required Texts

Alred, Brusaw, and Oliu, The Business Writer’s Companion, 8th edition (2017), Bedford/St. Martin’s (rental only)

(Comment.gif: Each of these texts is available in online formats)

Articles & Resources


Instructor Bio

Shawn "Randy" Fisher is a communications and digital marketing specialist with an interest in helping people write well, ace their interviews and get ahead in their careers. (http://www.digiwisecareerservices.com). He has taught in three departments at Rutgers University and has consulted with organizations in the private and public sectors and nonprofits, 501c3s and social entrepreneurs. He began his career as a journalist in Canada with the Globe and Mail, Financial Post and CBC Radio. He is also an executive mentor with the Global Good Fund in Washington, DC. When he's not working or preparing for class, he enjoys taking his doggie - a lab-pointer-mix "Maggie" to Colonial Park. His LinkedIn Profile - https://www.linkedin.com/in/randyfisher/


Teaching Approach

  • I believe that when learners are motivated, they are more likely to learn. I consider you to be adults - LEARNING IS YOUR RESPONSIBILITY.
  • I prefer short lectures, and actively facilitated, guided and experiential discussions and 2-way, interactive activities.
    • ACTIVE AND SUBSTANTIVE PARTICIPATION IS ESSENTIAL.
  • Students EARN good grades by doing the work and learning required. (I do notice improvement throughout the term.)
  • I am aware that juggling school, work, family, friends and relationships is stressful. Organizational skills and time management are as important, as ensuring that students adjust their expectations of themselves and their performance - and take time to adapt - to new situations, contexts, systems and processes. It will come, over time.
  • I try to use visuals (i.e.., images, videos) when / wherever possible.
  • As an Adult Learner, DO NOT WAIT until you receive a "C", "D", or even an "F" on a paper, and go into high-stress, panic-mode. And yes, we certainly don't want you to fail the course. Reach out to me when you need assistance.


Course Requirements

Computers, Tablets, Phones & Electronic Devices Not Permitted In Class - 1st Class is an Exception

  • (Comment.gif: ALL ELECTRONIC DEVICES - i.e., LAPTOPS, NOTEBOOKS, TABLETS, PHONE AND ANY OTHER ELECTRONIC DEVICES ARE NOT PERMITTED IN CLASS UNLESS AUTHORIZED BY INSTRUCTOR. IN THIS CLASS, THE LID MUST BE CLOSED / DEVICE TURNED OFF. )
  • Phones are to be turned off for the duration of the class.
  • Texting is not permitted.
  • Bring a Pen / Pencil and Paper to Class to take notes.

Attendance

  • Prompt attendance is required and expected for every class. We meet one (1) day a week; a second (2nd) absence may result in failure of the course.
  • Absences affect the learning experience for you and your colleagues. If you are 10 MINUTES LATE = 1/2 ABSENCE; 20 MINUTES LATE = 1 ABSENCE. This is STRICTLY ENFORCED.
  • STUDENTS ARE RESPONSIBLE for the information presented in class, regardless of the reason for your absence. THE INSTRUCTOR WILL NOT REVIEW THE CLASS WITH YOU - YOU WILL NEED TO GET INFORMATION FROM ONE OF YOUR CLASSMATES; REVIEW THE SYLLABUS; AND CANVAS LMS.
  • Absence is NOT an excuse for late or missing work — if you know you are going to be absent, YOU MUST SUBMIT ALL WORK BY THE DUE DATE / TIME. If you are going to be absent, it is your responsibility to let me know via email, and the reason why. For legitimate reasons, (i.e., religious holiday, medical appointment, condition), report it at: https://sims.rutgers.edu/ssra/}}

Assignments & Deadlines

  • All assignments must be submitted ONLINE to Canvas. NO HARD / PRINT COPIES accepted.
  • All assignments are DUE THE NIGHT OF THE DAY WE MEET IN CLASS, the latest by 11:59 PM.
  • Late papers (i.e., timestamped or received 12:00 PM) will be subject to the Late Assignment Policy
  • All required assignments must be submitted to pass the course.

Special Needs / Disability & Accommodations

If you are a qualified student with special needs / disability seeking accommodations for your learning activities under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services. (https://ods.rutgers.edu/). No accommodations will be granted without documentation from the Office of Disability Services. Should you require my assistance in facilitating the process, I will be happy to do so. Just let me know.

Students are not to bring family members or pets for day care or babysitting.

Below is the full contact information for the office of disability services:

  • Lucy Stone Hall, Livingston Campus, 54 Joyce Kilmer Avenue, Suite A145, Piscataway, NJ 08854-8045.
  • E-mail Address: dsoffice@rci.rutgers.edu
  • Phone: (848) 445-6800 • Fax: (732) 445-3388
  • https://ods.rutgers.edu

Communications & Notifications

Canvas will be frequently used as a means of communication. Every student is responsible for any information conveyed via Canvas. Be sure that you are able to receive announcements through this platform. Check your email inbox to ensure you are receiving emails.

Readings

The majority of class time is for experiential learning and peer review. The Instructor DOES NOT REVIEW PRIOR CLASSES. Instructor may/may not cover the assigned articles, texts and resources. It is up to students to stay up-to-date - you can see which content is required by reviewing the Syllabus and the Course on the Canvas Learning Management System.

Homework

Homework is required in this course. Plan your time and activities to meet the requirements and deadlines specified in the course. Get to know your classmates and exchange contact information. If you miss (part of) a class, you can catch up.

Tutoring Assistance

Tutoring assistance for this course is free and available at Rutgers Writing Centers. The Douglass Writing Center, specializes in providing tutoring for Business and Technical Writing (our course is adapted from it), on a first-come, first-served basis. It is an EXCELLENT service. You will be matched to a tutor for a 5-week period, according to your availability. Enrolment opens in mid-September (go to the http://www.dwc.rutgers.edu). Tutoring begins in September Visit: www.dwc.rutgers.edu. The Douglas Writing Center supervisor is Jacqueline Loeb, 848-932-8042.

Classroom behavior

It is the University policy that free discussion, inquiry, and expression are encouraged in class. However, classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Student Conduct (http://studentconduct.rutgers.edu/) for administrative or disciplinary review as per the Code of Student Conduct which may be found at https://slwordpress.rutgers.edu/studentconduct/wp-content/uploads/sites/46/2017/05/UCSC2016.pdf


Final Grades (breakdown)

Final grades will be based on the following:

  1. Attendance & Participation - 10%
  2. White Paper w/Annotated Bibliography - 35%
    1. Draft 1 - 20%
    2. Revision to Paradigm Section - NO GRADE
    3. Draft 2 - (Revision to WP & AB) = 15%
  3. Initial Sales Letter - 25%
  4. Oral or Online Presentation - 15%
  5. Final Paper ("Project Proposal"). Also includes Discussion Post (Course Learnings & Takeaways) - 30%

Grading Criteria (Equivalency)

  • A 93-100
  • B+ 87-89
  • B 83-86
  • C+ 77-79
  • C 73-76
  • D+ 67-60
  • D 63-66
  • F less than 60

IMPORTANT NOTES

  • All Assignments MUST be submitted to pass course
  • Final Paper MUST receive a passing grade to pass the course

(Comment.gif: Assignments are graded A-F (A, B+, B, C+, C, F))


Grading Criteria

All instructors of Writing for Business and Professions grade work according to the same standards. Please see Grading Criteria for Proposal Writing Classes for more information.


Grading Criteria for Writing Courses

The Grading Criteria for Writing Courses is adapted from 355:303 Writing for Business and Professions, and is intended to promote fair and uniform standards for evaluating papers and for determining final grades. These standards are important not only so that students in one section of the course can expect to be evaluated by the same criteria as students in another section, but so that instructors can know that they are evaluating students by the same criteria used by their colleagues.

Determining Grades for the Resume and Cover Letter

(Comment.gif: For the Fall 2018 semester, the Resume and Cover Letter Assignment is NOT SUBMITTED OR GRADED - it is used for Practice and Preparation for future assignments)

Since students are always in the process of revising the resume, instructors should direct their comments toward revision. Initial emphasis, especially in comments, should be placed on issues of audience. Problems of error and imperfect proofreading should be emphasized in the grade. However, comments should be directed toward identifying specific patterns of error.

  • Students must attach the job advertisement, since without it peers and instructors cannot judge audience expectations.
  • The resume should be ordered in a way that best responds to the potential employer's needs
  • The cover letter should offer significant details distinguishing the candidate and highlighting aspects of the resume in a way that clearly responds to those needs.
  • Instructors should try to require a high level of detail in the cover letter, since most students will write letters that are too short or that lack detail. Each document should be one full page in length.

The resume and cover letter assignment ought to have absolutely no errors of syntax, grammar, consistency, or tense. Errors in consistency (in spacing, parallel form, layout, capitalization, etc.) are especially prevalent. General sloppiness or failure to adhere to generally accepted principles (such as using active verbs) should also be considered.

Determining Grades for the White Paper

A Range

A range papers have a strong understanding of audience, purpose, and the means of persuasion at hand. They should offer a clearly defined problem, where the student uses strong research and presents it with confidence. There should be very few errors in writing.

B Range

B range papers have a clear understanding of audience and purpose. They describe a problem that is justified by research. They are generally well presented and relatively error-free.

C Range

C range papers not only address a reader's concerns but begin to use or reference research to justify an approach to those concerns. Often, they are making the appropriate gestures without reaching full potential. Also, they may try to define a problem, but the research is not yet fully sufficient or well enough deployed to make a solid case. A student may rely too heavily on summary of sources and research findings, rather than having the source material directed toward a specific goal. Sometimes a C range paper relies too heavily on pathos (emotional appeal) rather than logos (appeal to logic), which is usually a sign of insufficient research.

Non-passing Work

Nonpassing work on the White Paper generally exhibits some of the following problems:

  • Fails to fulfill the basic requirements of the assignment (e.g.: minimal or missing Works Cited, no in-text citations).
  • Develops a very personal argument without sufficient reference to others (so that it should really be a letter to the editor rather than a white paper).
  • Fails to use or cite research, or uses inappropriate research.
  • Presents an overly broad, or unfocused, or inappropriately large topic.
  • Follows a "report of information" format, without a clear objective or application structuring the paper.
  • Fails to address a specific audience.

Determining Grades for the Midterm Paper / Initial Sales Letter

A Range

A range papers have a strong understanding of audience, purpose, and the means of persuasion at hand.

  • They should offer a clear paradigm, where the student uses strong research and presents it with confidence.
  • There should be very few errors in writing.

B Range

B range papers have a clear understanding of audience and purpose.

  • They describe a problem and offer a solution that is justified by research.
  • They should also begin to set forth (or at least suggest or point toward) a consensus view (or paradigm) that will justify the project objective.
  • They are generally well presented and relatively error-free.

C Range

C range papers not only address a reader's concerns but begin to use or reference research to justify an approach to those concerns.

  • Often, they are making the appropriate gestures without reaching full potential.
  • They may try to define a problem and offer a somewhat justified solution, but the research is not yet fully sufficient or well enough deployed to make a solid case.
  • The research does not yet begin to gel into a paradigm, and sometimes the paper still exhibits some residue of the "report" format.
  • Alternatively, a student may rely too heavily on summary of sources and research findings, rather than having the source material directed toward a specific goal. Sometimes a C range paper relies too heavily on pathos rather than logos, which is usually a sign of insufficient research.

F range

Reasons why a midterm letter might receive a grade of F include:

  • Fails to fulfill the basic requirements of the assignment (e.g.: minimal or missing bibliography, no in-text citations).
  • Develops a very personal argument without sufficient reference to others (so that it should really be a letter to the editor rather than a project proposal).
  • Fails to use or cite research, or uses inappropriate research.
  • Focuses on the methods (how) while ignoring the researched justification (why).
  • Presents an overly broad, or unfocused, or inappropriately large topic.
  • Follows a "report of information" format, without a clear objective or application structuring the paper.
  • Fails to address a specific audience.
  • Exhibits a high level of error which interferes significantly with meaning.

Determining Grades for the Oral Presentation / Online Presentation

The oral presentation / Online Presentation is both an "oral draft" of the final paper and an exercise in public speaking. Therefore, there is a need to balance the sometimes competing issues of content (including research, organization, and visual aids) with recognition of the form or style (including delivery, eye contact, and polish).

One should focus most, though, on how well the presentation gives evidence that the student is prepared to write the final paper for the class, and our comments should focus most on how the student can revise the project for the final paper.

A - B range

The strongest presentations (A and B range) feature clear organization, convincing logic, excellent references to evidence, clear and useful visual aids, and a confident delivery style.

C range

Weak (or C range) presentations tend to have scant evidence, few or indecipherable visual aids, poor organization, or an especially problem-ridden delivery.

Determining Grades for the Final Paper

A Range

An A paper has all of the qualities of a B paper, and distinguishes itself in at least some of the following ways:

  • Sets an especially challenging or original task that the student fulfills.
  • Demonstrates excellent or innovative research, which is well ordered and cited.
  • Organizes the research into a clearly and carefully delineated paradigm.
  • Uses graphics that are highly effective at conveying information.
  • Has almost completely error-free writing.
  • Has a degree of stylistic polish that exceeds the commonplace (though this alone does not make an A paper, it is often a contributing factor).
  • Exhibits a remarkably attractive appearance and visually appealing design.
  • The best A range projects are those in which the writer does more than merely import an existing paradigm into a new situation. There should be some attempt to modify the model and make it case-specific, expanding the paradigm.

B Range

A paper in the B range generally does most of the following to some extent:

  • Clearly describes or quantifies the problem or need to be addressed.
  • Has a sense of the paradigm or theoretical frame used to define the project.
  • Engages (and does not ignore) the difficulties suggested by the research or the plan.
  • Uses source materials well and places them in a logical relation to other sources and the thesis.
  • Responds to the needs or concerns of the likely audience (or funding source).
  • Strives to persuade the reader.
  • Seems feasible as a real world project.
  • Uses visual aids that are well explained and integrated into the proposal.
  • Guides the reader through the argument (using good transitions, sign posts, forecasting, etc.).
  • Has mostly error-free writing.
  • Often, a B range paper has a strong literature review but a weak plan, or alternately, an imaginative and well developed plan of action that is insufficiently supported by research.

C Range

Papers usually fall into the C range if they have some of the following characteristics:

  • The level of research, organization, and logic are sufficient to demonstrate a basic competency.
  • The paper puts information in action and is not merely a report or summary.
  • The argument shows signs of promise even if it is not fully unified or fully developed.
  • The research, while sufficient to pass, does not seem to fulfill all of the needs of the student's argument. Perhaps certain essential facts are missing from an otherwise acceptable paper.
  • The writer ignores important difficulties or avoids dealing with salient issues.
  • The writer has not fully engaged with or considered the audience's concerns about this project.
  • The solution does not follow logically from the problem.
  • The paradigm does not mesh with the practice, or is not clearly delineated.
  • Generally, a paper that is competent but fails to organize the research into a paradigm will receive a C+ grade.
  • The visual aids are especially weak or carelessly prepared.
  • The level of error is high or shows signs of general and repeated carelessness.

F Range

Reasons why a final proposal might receive a grade of F include:

  • The paper is plagiarized, in whole or in part. (Instructors must bring all plagiarism issues immediately to a Writing Program director.)
  • The paper does not meet the basic requirements of the assignment (e.g.: no visual aids or no bibliography, missing crucial sections).
  • The writer does not use sufficient or appropriate documentation (i.e.: very few, very old or completely inappropriate sources) or does not support points with references.
  • The paper is written in the form of a report, and fails to focus information toward action.
  • The paper depends largely on undirected summary.
  • The level of basic organization interferes dramatically with the paper's meaning. For example, the paragraphs do not follow logically or there is no apparent organizational structure.
  • Problems of sentence-level error (especially grammar and syntax) are so severe that they interfere with the paper's meaning and appear to be both serious and irremediable without another semester of work.
    • Examples of serious error include sentence fragments, subject-verb agreement errors, or an over-reliance on simple sentences without transitions between them. Less severe (and passable) problems include spelling errors, misused apostrophes, and bad proofreading.
  • The writer does not project a basic competence in writing.


Assignment Due Dates

  1. Cover letter / resume - Sunday, September 30 @ 11:59 PM
  2. White Paper w/Annotated Bibliography - Sunday, October 14 @ 11:59 PM
  3. Initial Sales Letter - Sunday, October 28 @ 11:59 pm
  4. Oral Presentations - Begins Sunday, November 4 (sign-up opportunities available)
  5. Final Paper ("Project Proposal) - Sunday, December 9 @ 11:59 PM


Not Graded OR Pass / Fail

  • Cover Letter
  • Resume
  • Mini-Bio

Graded

  • LinkedIn Profile - 10% (Comment.gif: Submitted as a MS Word document)
  • Op Ed Pitch Letter - 20%
  • Team Presentation - 10%
  • Design Strategy & Solution (Team Assignment) - 30%
  • Discussions & Online Participation - 20%
  • Self-Reflection on Your Learning + Evidence + The Future of Work - 10% (no final blog post) - (Comment.gif: Submitted as a MS Word document)


Weekly Agenda

(Comment.gif: Subject to change and revision as term progresses. Students will be notified of changes in class or by Canvas)

Week 1: Course Intro / Review Syllabus - The Changing Nature of Work in the 21st Century

Week 1 Readings & Multimedia

Read

Watch / Listen

TED Talks about the Changing Nature of Work

  1. Andrew McAfee: What will future jobs look like? TED 2013 (14:21) - https://www.ted.com/talks/andrew_mcafee_what_will_future_jobs_look_like
  2. Erik Brynjolfsson: The key to growth? Race with the machines TED 2013 (11:53) - https://www.ted.com/talks/erik_brynjolfsson_the_key_to_growth_race_em_with_em_the_machines
  3. Wingham Rowan: A new kind of job market TED Salon 2012 (12:13) - https://www.ted.com/talks/wingham_rowan_a_new_kind_of_job_market

Week 1 Discussion

Week 1 Homework - Article / Video, etc.

  • See Readings & Multimedia for Week 2

Week 1 - Helpful Learning Resources / Tips

Week 1 Activities (in-class)

Week 2: 21st Century Risks, Challenges & Opportunities

Week 2 Readings & Multimedia

Read

Watch / Listen

  • Podcast - Universal Basic Income, Waking Up with Sam Harris, Episode #130. Sam Harris interviews Andrew Yang - 2020 Presidential candidate and entrepreneur - https://wakingup.libsyn.com/130-universal-basic-income. (Sam Harris is a neuroscientist, philosopher, and best-selling author Sam Harris as he explores important and controversial questions about the human mind, society, and current events. - (Comment.gif: Start at 4:00 minutes)
  1. Rainer Strack: The Workforce Crisis of 2030 — and how to start solving it now (12:47) - https://www.ted.com/talks/rainer_strack_the_surprising_workforce_crisis_of_2030_and_how_to_start_solving_it_now
  2. Anthony Goldbloom: The jobs we’ll lose to machines — and the ones we won’t TED 2016 (4:36) - https://www.ted.com/talks/anthony_goldbloom_the_jobs_we_ll_lose_to_machines_and_the_ones_we_won_t
  3. Bernie Sanders Explains Unions to Young People, YouTube, (9:10)

Week 2 Discussion

Week 2 Homework - Article / Video, etc.

  • See Readings & Multimedia for Week 3

Week 2 Assignments

  • NONE

Week 2 - Helpful Learning Resources / Tips

Week 2 Activities (in-class)

Introductions & Course Improvements

  • Welcome to new people - introduce yourself; (New students - meet Instructor after class)
  • Mini-Introductions I - (30-45 secs)
  • Ground rules for working together - no criticism, judgment, supportive environment
  • Course tweaks, adjustments, modifications + improvements (experimentation)

Rutgers Library / Resources

Week 3: Cover Letter, Resume & Research

Week 3 Readings & Multimedia

Read

  • Alred, Chapter 9, Job Search and Applications - Application Cover Letters, pp. 260-272.
  • Alred, Chapter 9, Job Search and Applications - Resumes, pp. 282-300.

Watch / Listen

Week 3 Discussion

Week 3 Homework - Article / Video, etc.

  • See Readings & Multimedia for Week 4

Week 3 Assignments

  • Complete DRAFT Cover Letter & Resume - for Peer Review.

Week 3 - Helpful Learning Resources / Tips

Week 3 Activities (in-class)

  • What did I learn from last week? Outstanding Questions?
  • Scholarly / Library Research - http://libraries.rutgers.edu (Part of the Academic Community --> Extend the Research); See Video
  • Cover Letter & Resume PPT
    • Peer Review Workshop - DRAFT Cover Letter / Resume (Magrino, p. 133)
Research: Rutgers Library Guides

Week 4: Grammar, Evidence & Clarity; Images & Storytelling

Week 4 Readings & Multimedia

Read

Grammar, Evidence & Clarity

  • Alred, Brusaw, and Oliu. The Business Writer’s Companion, 8th edition (2017), Bedford/St. Martin’s, Chapter 5, Job Search and Applications - Research - pp. 167-173

Images & Storytelling

Watch / Listen

Week 4 Discussion

Week 4 Homework - Article / Video, etc.

  • Alred, "Outlining" and "Paragraphs", pp. 23-29
  • Alred, Chapter 10 - Style and Clarity
    • "'Business Writing to Loaded Arguments"', pp. 306-319;
    • Tone to You"', pp. 328-334.
  • Alred, Chapter 11 - Grammar
    • "Dangling Modifiers, p. 349
    • "Person", p. 360
    • "Sentence Construction to Sentence Fragments", pp. 370-377
    • "Tense, Verbs and Active Voice", pp. 377-385
  • Alred, Chapter 12 - Punctuation and Mechanics, pp. 388-423

Week 4 Assignments

Week 4 - Helpful Learning Resources / Tips

  • Focus on Grammar, Active Tense & Specificity. Connection / Alignment between Resume, Cover Letter & Job Description
  1. Remove Redundant Phrases (I am "currently employed")
  2. Active vs. Passive Tense
  3. Run-On Sentences
  4. Wordiness

Week 4 Activities (in-class) - NEW

Week 5: Inspiration - The Future of Work, Trigger Events & Design Thinking

Week 5 Readings & Multimedia

Read

Watch / Listen

Week 5 Discussion

Week 5 Assignments

  • Complete FINAL Mini-Bio
  • Complete FINAL LinkedIn Profile

Week 5 Homework - Article / Video, etc.

Week 5 - Helpful Learning Resources / Tips

Week 5 Activities (in-class)

  • Discussion: Introduction to Human-Centered Design
  • Examples: Product Design; Service & Process Design
    • Case Study: MSKCC Exam Room of the Future, University of Toronto Rotman School of Management (MBA class, 2018)
  • Activity: Mini-Design Challenge to Design a Better Workplace
  • Introduce - The $100K Design Challenge (Simulation) - You ARE the Funder

Week 6: Empathy & User-Centered Design - Design Brief

Week 6 Readings & Multimedia

Read

Watch / Listen

Week 6 Discussion

Week 6 Assignments

  • TBD

Week 6 Homework - Article / Video, etc.

Week 6 - Helpful Learning Resources / Tips

  • Empathy II - Organization Development Perspective (see Week 10) - Start Where the Other Person is At + Sensitivity + Alignment with Personal Perspective / Experience + Career Goals (Partnering)

Week 6 Activities (in-class)

  • Empathy I
  • Design Brief / Innovation Intent Framework begins...

1. Students first identify all possible 'labor problem /need / opportunities.

  • Write down one need/problem/issue per post-it. Generate 3-5 per student
  • Post-its and black sharpies used.

2. In Table Teams, have each student take turns sharing their 'need / problem / opportunity' spaces

  • Post it on a wall so that all team members can see them.

3. Table Teams discuss additional problem/need spaces

  • Table Teams group these generated problems / need spaces into key themes.
  • Table Teams should pick one or two themes to get started.

4. Using the Innovation Intent framework, Table Teams answer the following questions (which will generate a whole bunch of assumptions).

Innovation Intent Framework

  1. What problem are you really trying to solve?
  2. For whom?
  3. Why does it matter to them?
  4. How have others failed?
  5. How and why will ours succeed?
  • How are people valued + compensated / remunerated?
  • What roles and expectations are expected to change?
  • How will this be addressed? (i.e., tools, training, policies, communication, behavior change, etc.)
  • What mechanisms are available for accountability, compliance, reporting + enforcement?
  • How can this redesign continue to mitigate risk, pursue opportunities, ensure value for money and continuous improvement?

Using this Framework, participants will decide the 'population' to study for example:

  • interview
  • observe
  • read about online or in library databases
  • industry reports

Week 7: Design Brief / Innovation Intent + Diverse Contexts

Week 7 Readings & Multimedia

Read

The Emergence of the Gig Economy & Temporary Work; Role of Automation

Watch / Listen

Week 7 Discussion

Week 7 Assignments

  • TBD

Week 7 Homework - Article / Video, etc.

Week 7 - Helpful Learning Resources / Tips

  • TBD

Week 7 Activities (in-class)

  • Guest Lecture? Dr. Angele Beausoleil, University of Toronto Rotman MBA

Innovation Intent Framework

  1. What problem are you really trying to solve?
  2. For whom?
  3. Why does it matter to them?
  4. How have others failed?
  5. How and why will ours succeed?
  • How are people valued + compensated / remunerated?
  • What roles and expectations are expected to change?
  • How will this be addressed? (i.e., tools, training, policies, communication, behavior change, etc.)
  • What mechanisms are available for accountability, compliance, reporting + enforcement?
  • How can this redesign continue to mitigate risk, pursue opportunities, ensure value for money and continuous improvement?

Using this Framework, participants will decide the 'population' to study for example:

  • interview
  • observe
  • read about online or in library databases
  • industry reports

Week 8: Ideation & Needs Discovery - Personas & User Journey

Week 8 Readings & Multimedia

Read

  • d.school - Empathy map, p. 15
  • d.school - Journey map, p. 16

Watch / Listen

Week 8 Discussion

Week 8 Homework - Article / Video, etc.

Week 8 Assignments

Week 8 - Helpful Learning Resources / Tips

Week 8 Activities (in-class)

  • Discussion: Share Stories and Learnings from User Research (including User Journey)
  • Cluster Insights into Themes
  • Create Insights Statements
  • Create ‘How Might We’ Questions

Week 9: Prototyping, Iterations & Testing + Listening for Resistance to Change

Week 9 Readings & Multimedia

Read

Summary: Amazon, the country’s second-largest employer, has so far remained immune to any attempts by U.S. workers to form a union. With rumblings of employee organization at Whole Foods —which Amazon bought for $13.7 billion last year—a 45-minute union-busting training video produced by the company was sent to Team Leaders of the grocery chain last week, according to sources with knowledge of the store’s activities. Recordings of that video, obtained by Gizmodo, provide valuable insight into the company’s thinking and tactics.

Watch / Listen

Week 9 Discussion

Week 9 Assignments

Week 9 Homework - Article / Video, etc.

Week 9 - Helpful Learning Resources / Tips

Week 9 Activities (in-class)

  • Brainstorm
  • Select Your Best Ideas
  • Gut Check
  • Create a Storyboard
  • Discussion: Determine What to Prototype
  • Start Prototyping
  • Test Your Prototype and Get Feedback

Week 10: Implementation - Pitch for Change + Action Plan

Week 10 Readings & Multimedia

Read

Watch / Listen

Week 10 Discussion

Week 10 Assignments

Week 10 Homework - Article / Video, etc.

  • Complete Team Presentations

Week 10 - Helpful Learning Resources / Tips

  • communications, coordination, culture
  • budget
  • skills required, training, policies
  • interdependencies
  • unanticipated consequences - internal / external

Week 10 Activities (in-class)

Week 11: Team Presentations & Action Learning

Week 11 Readings & Multimedia

Read

Watch / Listen

Week 11 Discussion

Week 11 Assignments

  • Begin Team Presentations

Week 11 Homework - Article / Video, etc.

Week 11 - Helpful Learning Resources / Tips

Week 11 Activities (in-class)

  • Team Presentations continue
  • Complete DRAFT of Final Paper

Week 12: Final Paper (Review); Team Presentations

Week 12 Readings & Multimedia

Read

Watch / Listen

Week 12 Discussion


Week 12 Assignments

  • Complete FINAL Paper

Week 12 Homework - Article / Video, etc.

Week 12 - Helpful Learning Resources / Tips

Week 12 Activities (in-class)

  • Course Evaluation

Week 13: Final Paper & Course Evaluation

Week 13 Readings & Multimedia

Read

Watch / Listen

Week 13 Discussion

Week 13 Assignments

  • Complete FINAL Paper - FINAL DRAFT (5-7 pages; 500 words per page) - (single-spaced. Cited Works double spaced - Chicago).

Week 13 Homework - Article / Video, etc.

  • incorporate Visual Storytelling / Image

Week 13 - Helpful Learning Resources / Tips

  • Perform a full review and copy edit of your Final Paper. Excellent grammar makes a big difference to the success of your proposal and your grade.

Week 13 Activities (in-class)

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