BUS4004 Supervisory Management

BUS4004 Supervisory Management
PREREQUISITES:
COURSE DESCRIPTION:
Supervision differs from management, which may be several levels of organization removed
from the day-to-day task being done. Supervision is the one-on-one interaction between the
supervisor who is directing the activity and the one who is responsible for doing the activity.
Supervision is the art of getting things done by working with and through people at the level of
specific tasks. This course provides knowledge on supervisory managerial skills, leadership
qualities, communication, employee motivation, recruitment, and employee performance
maximization.
NUMBER OF ACTIVITIES: 11
LEARNING OUTCOMES:
1.0 - Identify and describe managerial functions and relationships.
2.0 - Explain the relationship between management philosophy, strategy, and newer forms of
organizations.
3.0 - Articulate the leadership skills necessary for successful for supervision management.
4.0 - Evaluate the effect of diverse cultural influences on team performance and leadership
strategy.
5.0 - Identify and judge major coaching functions and conflict management styles used by
supervisors.
6.0 - Create a presentation detailing possible stress coping strategies.
7.0 - Appraise an organization and create an action plan for improving areas judged as needing
improvement.
8.0 - Evaluate the characteristics needed to be a successful supervisor.
9.0 - Analyze the issues of labor unions, employee performance, and performance appraisals.
COURSE CONCEPTS:
1. Supervision management skill sets
2. Leadership skills for supervision management
3. Communication, motivation, and leadership
4. Employee motivation
5. Selection, training, appraising, and disciplining of employees
6. Labor Relations
7. Selecting, Appraising and Disciplining Employees
PRIMARY RESOURCES:
These resources are required to complete the course.
Please make sure that you purchase the primary textbook(s) that match the syllabus you are
issued. Please let your assigned Mentor know through the NCU messaging system what
text(s) you have purchased. NCU cannot be responsible for Learner purchase of books that do
not match assigned syllabi.
Book
Mosley, D. C., Megginson, L. C., & Pietri, P. H. (2008) Supervisory management: The art of
inspiring, empowering, and developing people. Mason, Ohio: Thomson South-Western.
ISBN: 9780324421439
You may purchase books at EdMap.
ADDITIONAL RESOURCES:
These resources must be used to complete the assignments.
File
Mapping Resources
Mapping Resource.pdf
File
Heart of a Leader
HeartOfALeader.ppt
Website
MindMeister http://www.mindmeister.com
File
Leadership Made Simple
http://www.ncu.edu/public_images/CourseContent/bus4004/Leadership_Made_Simple.ppt
MENTOR RESOURCES
There are no Mentor Resources for this course.
SUPPLEMENTAL REFERENCES & READINGS:
These resources are not required, but may provide assistance in completing your work for this
course. Please copy and paste any web links listed below into your browser to view the websites.
Bittel, L.R. (1964). Management by Exception. McGraw-Hill Book Co. (This is a classic on the
subject.)
Blake, Robert R. and Jane S. Mouton. Productivity: The Human Side. New York: AMACOM
George, Claud S. (2000). Supervision in Action: The Art of Managing Others (4th ed.). Prentice
Hall.
Kinlaw Dennis C. Coaching Skills Inventory. San Diego: Pfeifer Co.
Parker, Glenn, M. Team Players and Team Work. San Jose: Bass Publishers.
Rosenbloom, D.H., and Jay M. Shafritz. Essentials of Labor Relations. Reston: Reston
Publishing Co.
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SUBMITTAL TURN-AROUND SCHEDULE:
Course Length Time Allotted for Mentors
to Return Assignments
4 weeks 2 calendar days
3 calendar days
8 weeks
5 calendar days
12 weeks
Note: Courses in dissertation sequence excluding CMP courses range from 5-14 calendar days;
see syllabus for details.
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RECOMMENDED SCHEDULE FOR COURSE COMPLETION: Following directions in
the syllabus, provides the best avenue for success. Read directions very carefully and follow all
suggestions and requirements. Learners may submit assignments early, but may not submit the
next assignment until they have received a grade on the previous one. Assignments must not be
submitted together. Submitting assignments in the order assigned will insure that you are
progressing according to academic standards and following the design of the course.
GRADING SCALE: If a letter grade is awarded for an NCU course, the following chart shows
the percentages of points awarded to the letter grade for Undergraduate and Graduate grades.
Undergraduate
Graduate Scoring
Scoring
Letter Grade
Numerical Points Letter Grade Numerical Points
A
100-94 A 100-94
A-
93-90 A- 93-90
B+
89-87 B+ 89-87
B
86-83 B 86-83
B-
82-80 B- 82-80
C+
79-77 C+ 79-77
C
76-73 C 76-73
F
72-70 C- 72-0
69-67 D+
If a course is graded using the Satisfactory/Unsatisfactory method, specific instructions will be

given in the syllabus indicating how S/U grades are assigned.
NCU Grading Rubric
Grading based on 100 Total Points per Course is determined using the percentages
listed in the following rubric. This percentage is determined by dividing the total number
of points possible for an activity by the actual points earned, with the resulting
percentage determining the letter grade for the activity or course according to the NCU
Grading Rubric. 70% of each grade represents Learner’s content understanding, and
30% of each grade represents Learner’s ability to convey such understanding in
academic format
70% of grade 30% of grade

- Content - Presentation
Discussion Activities Coursework Activities Style and Conventions

Includes evaluation of Focus, Includes evaluation of Focus, Includes evaluation of Style and
Development, and Organization – Development, and Organization – See Conventions – See NCU Writing
See NCU Writing Terms* for more NCU Writing Terms* for more Terms* for more information
information information.
Learner demonstrates a well- Learner demonstrates a well- Learner demonstrates exemplary
developed focus, thorough points of developed focus, thorough points of accomplishment of task.
development, and a logical pattern of development, and a logical pattern or
organization of ideas and concepts. organization of discussion ideas and • Consistently appropriate and
The original posting covers the topic concepts required in assigned activity. precise language for the
thoroughly, demonstrates substantial assignment
reflection and/or self assessment, • Substantially achieved stated • Consistently clear divisions
Excellent exhibits a broad integration of learning outcome(s) between the writer’s voice and
readings, and reveals conceptual • Substantially integrated key the sources used to support
knowledge and skills. concepts and terms from course claims
100%- materials • Consistent and clear use of
94% • Substantially evaluated, standard American English in
concluded, and applied concepts grammar and punctuation
learned-demonstrated learning • Consistent use of APA formatting
through use of examples and/or
illustrations
• Supported insights and
assertions through research and
use of additional outside
academic resources
Learner demonstrates a clear focus, Learner demonstrates a clear focus, Learner demonstrates above average
substantive points of development, substantive points of development, accomplishment of the task.
and a logical pattern of organization and a logical pattern of organization
of discussion ideas and concepts. The of ideas and concepts required in • Appropriate and precise
original posting covers the topic in assigned activity. language with occasional lapses
some detail, demonstrates reflection • Mostly clear divisions between
and/or self assessment, exhibits • Above-average achievement of the writer’s voice and the sources
integration of readings, and reveals stated learning outcome(s) used to support claims
Above Average adequate conceptual knowledge. • Above-average integration of key • Somewhat consistent use of
concepts and terms from course standard American English in
93%-87% materials grammar and punctuation
• Above-average evaluation, • Somewhat consistent use of APA
conclusion, and application of formatting
concepts learned-demonstrated
learning through use of examples
and/or illustrations
• Above-average support of
insights and assertions through
research and use of outside
academic resources
Learner demonstrates noticeable Learner demonstrates a noticeable Learner demonstrates adequate
focus, adequate points of focus, adequate points of accomplishment of task.
development, and a noticeable development, and a noticeable
pattern of organization of discussion pattern of organization of ideas and • Somewhat precise language
ideas and concepts. The original concepts required in assigned activity. • Irregular divisions between the
posting partially covers the topic, writer’s voice and the sources
Adequate
demonstrates some reflection and/or • Adequately achieved learning used to support claims
self-assessment, exhibits a sporadic outcomes • Lapses in use of standard
86%-80% integration of readings, and reveals • Partially integrated key concepts American English in grammar
incomplete conceptual knowledge and terms from course materials and punctuation
and skills. • Analyzed and applied concepts • Lapses in use of APA formatting
learned-limited use of examples
and illustrations
• Limited use of outside references
or use of non-academic resources
Learner demonstrates some focus, Learner demonstrates some focus, Learner demonstrates incomplete
Needs
irregular points of development, and irregular points of development, and attempt to address the task.
Improvement lapses in the pattern of organization lapses in the pattern of organization
of discussion ideas and concepts. The of ideas and concepts required in • Frequent lapses in concrete
original posting is unrelated to the assigned activity. language,
assigned topic, demonstrates little to • Consistent irregularity in
no reflection or self-assessment, • Minimal to no learning outcomes divisions between the writer’s
exhibits little to no integration of achieved voice and the sources used to
readings, and reveals deficient • Key concepts and terms from support claims
conceptual knowledge and skills. course materials lacking or • Consistent lapses in use of
79%-70% omitted standard American English in
• Does not describe and/or grammar and punctuation
summarize course materials • Consistent lapses in use of APA
• No references or inclusion of formatting
additional outside academic
sources
Learner demonstrates no clear focus, Learner demonstrates no clear focus, Learner demonstrates incomplete
no clear development, and no clear no clear development, and no clear attempt to address the task.
organizational pattern of discussion organizational pattern of ideas and
ideas and concepts. Learner fails to concepts required in assigned activity. • Consistent lapses in concrete
Not acceptable post or original posting demonstrates Learner fails to submit or submission language; regular use of slang,
no reflection or self-assessment, did fails to demonstrate learning etc.
not exhibit integration of reading, is outcome(s). • Little to no division between the
69% or deficient in conceptual knowledge writer’s voice and the sources
below and/or skills. used to support claims
• Failure to use standard
American English in grammar
and punctuation
• Failure to use APA formatting
Exceptions to the Rubric

Activities that do not require a written response
will be evaluated without use of the rubric. Certain
courses/activities do not warrant a written product.
Examples include math courses involving solving
equations or courses that contain multiple choice
exams. In these cases, the writing portion of the
rubric does not apply. Scoring for these courses
will be based on how many items were answered
correctly out of the total number of items possible.
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COURSE SPECIFIC INFORMATION:
INSTRUCTIONS FOR RESPONDING TO ACTIVITIES:
For syllabi with an Effective/Approved Date of 1/1/2007 or later, the following

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Overview
Section 1: Supervisory Functions and Relationships
Activity 1: Paper 1 - Supervisory Functions 9 Points
Activity 2: Paper 2 – Managerial Philosophy 9 Points
Section 2: Leadership Styles and Functions
Activity 3: Discussion - Communication Channel 5 Points
Activity 4: Paper 3 - Leadership Style and Culture 9 Points
Section 3: Facilitating, Coaching, and Managing Stress
Activity 5: Paper 4 - Facilitating and Coaching 9 Points
Activity 6: Coping with Success Presentation 9 Points
Section 4: Control Systems
Activity 7: Paper 5 - Fast-Food Restaurant Review 9 Points
Activity 8: Paper 6 – Supervisor Interview 12 Points
Activity 9: Brainstorm Diagram - Performance Appraisal 9 Points
Section 5: Signature Assignment and Reflective Summary
Activity 10: Signature Assignment 15 Points
Activity 11: Reflective Essay 5 Points
Section 1: Supervisory Functions and Relationships
Supervisors are by definition the first responders to executing company goals and objectives.
They do this by leading a group of team members that provide the execution of specific goals
developed by the team, built upon consensus, influenced by the supervisor and developed by
unique leadership styles. Supervisory challenges include motivation, organization, support and
direction for each team member, along with a fair amount of persuasion, patient understanding,
empathy, and a sense of fairness. Supervisors oversee their team and help orchestrate top
performance with precision and performance.
Course Resources
The Resources area for this course contains a variety of reference materials that may help you to
complete the course Activities. It is suggested that you become familiar with these resources
before you begin the Activities.
NCU Library
References used for research need to be peer reviewed/scholarly journals which can be found by
searching the NCU Library databases. These journals typically have the following
characteristics:
- Articles are reviewed by a panel of experts before they are accepted for publication
- Articles are written by a scholar or specialist in the field
- Articles report on original research or experimentation
- Are often published by professional associations
- Utilize terminology associated with the discipline
NCU Writing Center

NCU values your progress and success as a scholarly writer. Please access the NCU Writing
Center from your Learner home page to see a wide variety of writing tips and examples to help
you as you compose written submissions for this and other NCU courses.
-Coursework;  -Discussion
Required Reading:
Supervisory management: Chapters 1, 2, 3, 4, 5
www.MindMeister.com
Activity 1: Paper 1 - Supervisory Functions 9 Points
Supervisory Functions
Research and create a basic brainstorm diagram or a mind map (see www.MindMeister.com) that
addresses the aspects of each of the five supervisory functions, the three types of relationships
and illustrate the managerial decision making the supervisor must perform. Please review
Mapping Resource in your syllabus resources and support your diagram or map documentation
from the text and other resource materials following APA style and format guidelines.
1. Describe each of the five functions every manager must perform.
2. What are the three types of supervisory relationships? Explain each type. Include examples of
each type.
3. How is decision making involved in performing the five management functions? Explain and
include examples in your response.
Answer the questions in a 1000-1800 word paper including the mind map diagrams. Your writing
should demonstrate thoughtful consideration of the ideas and concepts that are presented in the
course and provide new thoughts and insights relating directly to this topic. Responses should
reflect scholarly-level writing standards and have no spelling, grammar, or syntax errors.
Submit your paper in the Course Work area of the Activity screen.
Learning Outcomes: (1)

Activity Outcomes
• Identify and describe managerial functions and relationships.
Activity 2: Paper 2 – Managerial Philosophy 9 Points
Managerial Philosophy
In a 1000-1800 word paper discuss the relationship between management philosophy, strategy,
and newer forms of organization. If you were the owner/manager of ten convenience stores in the
same city, what type of structure would you use? If you were the owner/manager of ten CPA
offices in various cities, what type of structure would your use?
Why do some supervisors fail to delegate effectively? If this situation were a common problem
in an organization, what could be done to increase supervisors’ skills in delegating effectively?
Your writing should demonstrate thoughtful consideration of the ideas and concepts that are
presented in the course and provide new thoughts and insights relating directly to this topic.
Responses should reflect scholarly-level writing standards and have no spelling, grammar, or
syntax errors.
Learning Outcomes: (1, 2)

Activity Outcomes
• Explain the relationship between management philosophy, strategy, and newer forms
of organizations.
Section 2: Leadership Styles and Functions
The role of a leader is to influence consensus amongst associates and inspire loyalty and trust in
pursuit of mutual goals and company objectives. There are many types of leaders that use
different styles to motivate team members. The qualities of leadership effectuate functions such
as communication, organization, harmonious inter-associate behavior, and coordinated
performance. Leader’s posses inherit abilities to build good teams by setting the example and
offering creative solutions to daily work challenges. Leadership promotes best practice in all
team endeavors.
Required Reading:
Supervisory management: Chapters 6, 7, 8, 9
Heart of a Leader
Activity 3: Discussion - Communication Channel 5
Points
Communication Channel
Review the slides in the syllabus resources Heart Of A Leader Slides and Leadership Binder and
write a brief opinion on what constitutes a great leader.
Your posting should be approximately 100-250 words, demonstrate critical thinking, and exhibit
your grasp of course concepts. Post your discussion text in the Discussion area of the Activity
screen.

Activity Outcomes
• Articulate the leadership skills necessary for successful for supervision management.
Activity 4: Paper 3 - Leadership Style and Culture 9
Points
Leadership Style and Culture
What should supervisory leaders try to do to accommodate different cultural influences within a
team or groups of associates? Does ethnic background play any part in creating high
performance teams? Can individual nationalistic imperatives influence team performance? Does
religion or various moral or ethical beliefs change how a leader should react or respond to
various constituent responsibilities, goals, and individual performance appraisals? Your essay
should address the scope of leadership styles and the influences of culture, ethnicity, religion,
ethics, nationalism, language, or diversity and offer research and opinions on what are the best
leadership practices to be successful as a real leader.
Your responses should be 1000-1800 words in length and supported by documentation from text
and other resource materials following APA style and format guidelines. Your writing should
demonstrate thoughtful consideration of the ideas and concepts that are presented in the course
and provide new thoughts and insights relating directly to this topic. Responses should reflect
scholarly-level writing standards and have no spelling, grammar, or syntax errors.
Learning Outcomes: (1, 3, 4)

Activity Outcomes
• Evaluate the effect of diverse cultural influences on team performance and leadership
strategy.
Section 3: Facilitating, Coaching, and Managing Stress
Leaders welcome change and the challenges to adapt their associates to the new influences of
exceeding various work related obstacles. Flexibility and creative adaption are what makes
leaders stand out and exceed goals to perform better than expected. Military leadership relies
upon ingenuity and creates new purposes in building team performance as does the qualities
needed for business. Good leaders work with daily challenges to overcome any immediate
threats and help design a work around and organized responses to change.
Leaders look for ways to integrate and facilitate easier team accomplishments by trying to find
best solutions and processes to employ fewer resources to maximize gains. Finding the best
balance, leaders identify what individual attributes are needed to build a stronger overall effort
by coaching individual performances needed to make the team excel further in group
performance goals and company objectives. Cultivating unique skills to contribute to the overall
team effort and individually identifying those specific skills needed to win higher performance is
what leaders do best.
Required Reading:
Supervisory management: Chapters 10, 11, 12
Heart Of A Leader
Leadership Binder
Activity 5: Paper 4 - Facilitating and Coaching 9 Points
Facilitating and Coaching
Research and provide a substantive response to all of the following questions. You may choose to
use a cause effect diagram to illustrate each topic or a flow diagram to display a procedure or
process (see Mapping Resource in syllabus).
Your responses should include 200 – 300 words in length for each question and supported by
documentation from text and other resource materials following APA style and format guidelines.
1. Describe the actions you, as a supervisor, can initiate before, during, and after a meeting to
make it effective. Consider creating a mind map (see www.MindMeister.com).
2. Identify the four major coaching functions, describe each and explain which one you feel is
most difficult and why it is the most difficult. Include examples of each of the four major
coaching functions.
3. Identify five conflict management styles and describe when each one would be appropriate.
syntax errors.
Learning Outcomes: (1, 5)

Activity Outcomes
• Identify and judge major coaching functions and conflict management styles used by
supervisors.
Activity 6: Coping with Success Presentation 9 Points
Coping with Success
As a supervisor you lead by example. You are to create a PowerPoint presentation based on an
action plan you develop for coping with success. Begin by developing a list of the things that are
causing you stress in your life at the present time. Determine which factors are causing positive
stress and which are potentially negative and harmful. Develop an action plan that will enable
you to cope with the negative factors more effectively. This action plan is about 5-10 slides.
Include the list, factors of both positive and negative stress, what, when, where, and how to solve
the problem.
The required length for this assignment is 10-15 slides (with a separate reference slide). Your
presentation MUST include notes that contain 150-200 words per slide (this is your script). Be
sure to include citations for quotations and paraphrases with references in APA format and style.
Save the file as a PPT file with the correct course code information in the name. Upload the
completed assignment in the Course work area of the Activity.
Please take a closer look at the Heart Of A Leader Slides and Leadership Binder resources for
ideas.

Activity Outcomes
• Create a presentation detailing possible stress coping strategies.
Section 4: Control Systems
Leaders rely on a series of controls to balance production, provide consistency, measure
performance, and take corrective actions. Controls provide a list of various quality (subjective
and objective) standards to use in assessing how well the team is working on collective efforts.
Control systems enable supervisors a quick assessment of where the bottlenecks and deficiencies
are in their team initiatives in order to correct and modify. Controls provide easy checks for the
team to measure results and modify both direction and progress of given tasks.
Required Reading:
Supervisory management: Chapters 13, 14
Activity 7: Paper 5 - Fast-Food Restaurant Review 9
Points
Restaurant Review
Observation: Read Skill Builder 14-2, Quality Survey, found near the end of Chapter 14 in the
text. Visit a fast-food restaurant, and order a meal. Assume you are the store manager and want to
improve the areas that you found weak. Outline the corrective actions that you would take. If all
areas are excellent, then go to another restaurant. Your findings and plan for corrective actions
should be 1000-1800 word report. During your visit, perform a quality analysis of the store,
including but not limited to the following listed items:
• External store appearance, including landscaping, cleanliness, and upkeep of outer
building and parking lot
• Drive-thru, including ease, speed, and accuracy
• Cleanliness of inner store, including tables, chairs, counters, floors, trash containers,
and restrooms
• Employee factors, including appearance, friendliness, and efficiency
• Service factors, including speed, politeness, and accuracy
• Food quality, including taste, freshness, temperature, and portion size
syntax errors.

Activity Outcomes
• Appraise an organization and create an action plan for improving areas judged as
needing improvement.
Activity 8: Paper 6 – Supervisor Interview 12 Points
Supervisor Interview
Interview a supervisor and provide a 1000-1800 word essay of what you were able to determine
of the various characteristics needed to be a great supervisor. Do you think that supervisors are
an important job function and why are their jobs needed to create good team balance?
What is your major role as a supervisor?

2. How many employees do you supervise and what are their job titles?
3. Describe your leadership style and how do you apply it in different situations.
4. What strategies and techniques do you use to foster communication, increase motivation, and
manage change?
5. What are some of the strengths in creating team building and what are some of the
opportunities for improvement in creating effective teams?
6. What are your techniques for facilitating effective meetings?
7. What are some of the coaching skills you use to increase performance of those you supervise?
8. How do you handle conflict with those you supervise and among those you supervise?
9. How do you cope with time management concerns and work-related stress?
10. What are some time management skills you use to accomplish the organization’s and your
objectives?
11. What are some of the steps you use in the control process of quality within your range of
responsibilities?
12. As a supervisor, what is your responsibility for selecting, appraising, and disciplining
employees?
13. How do you view performance appraisal?
14. Describe key steps in the disciplinary due process that you are responsible to use.
15. What do you find to be the most rewarding aspects of being a supervisor?
syntax errors.
Learning Outcomes: (1, 3, 5, 8)

Activity Outcomes
supervisors.
• Evaluate the characteristics needed to be a successful supervisor.
Activity 9: Brainstorm Diagram - Performance
Appraisal 9 Points
Performance Appraisal
Research and create a basic brainstorm diagram or a mind map (see www.MindMeister.com) that
addresses the aspects of a performance appraisal. Your response for each question should be 200
– 300 words in length and supported by documentation from text and other resource materials
following APA style and format guidelines.
1. What is a performance appraisal, what are some of the other names for appraisals, and explain
some of the purposes of using an appraisal? Explain a 360 review appraisal (mind map).
2. Name the laws that form the legal basis for labor relations, and explain their general
provisions.
3. Why are unions failing in this country?
syntax errors.

Activity Outcomes
• Analyze the issues of labor unions, employee performance, and performance
appraisals.
Section 5: Signature Assignment and Reflective Summary
The Signature Assignment and reflective essay should show how you: (a) demonstrate mastery
of the course material, and (b) apply this knowledge to the real world.
Required Reading:
Review all chapters
Activity 10: Signature Assignment 15 Points
Case Study
Select, read and analyze one (1) comprehensive case presented in the text. Please apply all
aspects of the course concepts in the development of your case solution. Case studies are found
at the end of the chapters in the text. Thoroughly answer the questions that follow the case and
provide additional content that addresses all of the other course topics. The responses to the case
are approximately 1,200 words in length. Your solutions and recommendations must be justified
in a separate section with both an Introduction and a summary conclusion. Appropriate APA
references, citations and references are expected in each case response. Include your professional
experiences when suitable.
syntax errors.
Learning Outcomes: (1, 2, 3, 4, 5, 6, 7, 8, 9)

Activity Outcomes
of organizations.
strategy.
supervisors.

appraisals.
Activity 11: Reflective Essay 5 Points
Reflective Essay
Write a reflective essay that explains how this course has changed and
expanded your thinking in a professional and academic sense. Share the
concepts and issues that were of greatest interest to you and why. How do you
plan to apply this new knowledge in your life or profession?
Length: 350-700 words
Your essay should demonstrate your ability to think critically using the
terminology, concepts, and relationships presented in the course material, and
should be supported by documentation from the text and other resource
materials following APA style and format guidelines.
Submit the completed assignment in the Course Work area of the Activity
screen.
Learning Outcomes: (1, 2, 3, 4, 5, 6, 7, 8, 9)
Activity Outcomes
of organizations.
strategy.
supervisors.

appraisals.
Effective Date: 7/8/2009
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BUS4004 Supervisory Management

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1. Describe each of the five functions every manager must perform.

Learning Outcomes: (1)

Learning Outcomes: (1, 2)

Learning Outcomes: (3)

Learning Outcomes: (1, 3, 4)

Learning Outcomes: (1, 5)

Learning Outcomes: (6)

Learning Outcomes: (7)

What is your major role as a supervisor?

Learning Outcomes: (1, 3, 5, 8)

3. Why are unions failing in this country?

Learning Outcomes: (9)

Learning Outcomes: (1, 2, 3, 4, 5, 6, 7, 8, 9)

• Analyze the issues of labor unions, employee performance, and performance

Length: 350-700 words

• Analyze the issues of labor unions, employee performance, and performance

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