Career Preparation Innovation

Description

City Block - Accounting 102 and Philosophy 102B

As you learn the accounting process in Accounting 102, you will be discussing the ethical implications to business in Philosophy 102B. Our tests are joint tests. That is to say that the Ethics course will have questions on Accounting tests, and Accounting will have questions on Ethics tests. This is not to suggest a simple question location issue. Ethics questions will directly address the sorts of ethical issues which arise in relationship to the material that is being covered in Accounting. For example, if the Accounting instructor is addressing the issue of complete disclosure, the Ethics instructor will pose ethical circumstances related to issues of complete disclosure and ask students to give an ethical analysis of the situation and suggest ethical alternatives. Each test will be worth 200 points: 100 points for Accounting and 100 points for Philosophy.

Students will be required to engage in two separate forms of research in this course. The first form is the more traditional: library research where students will be asked to identify ethics issues in business on the local, national, and international levels. The second form of research will involve students going out into their local business community and interviewing businesspeople to inquire about ethical issues they have faced in their personal business experiences. By pursuing this latter form of inquiry, I hope students will find that ethics is far from an arcane academic field, but one which immediately and directly impacts their vocational field.

Sample Learning Activity

1. Identify the fraudulent accounting practices of this employee.
2. What would Mill, Kant, and a philosopher of your choice have to say to this employee?

Description (Course Outline)

Psychology (101) linked with Human Relations in Business (107)

Sample Learning Activities

• Compare the psychological theory of reinforcement using secondary reinforcers with the Business 107 text's specific section on "Rewarding Individual & Team Performance and Incentive Programs" (pp. 268-271). Which type of incentives listed in the Business text would work best?
• Using what you have learned about the need for stimulation by adults/peers/family for young children, compare "Sesame Street" to the "Mighty Morphin Power Rangers." What images and what inputs do these shows make on preschool children?
• You are the Vice President of Personnel for a manufacturing firm. Your company makes widgets for stereo systems. Your business is expanding and your plant is being asked to add a 3rd shift--11 p.m. to 7 a.m.--to the current two shifts. You will need to hire new employees. You cannot put all new employees on the new shift. Using the information you know about Circadian Rhythms, what kind of plan would you set up to run a three-shift employee force? Be sure to explore all the potential problems of employee performance, morale, production efficiency, and the impact of shift work on a person's health and sleep habits.
• You are the Director of Marketing for a TV advertising company. You help companies make commercials. Think of ways you could develop commercials that will focus the audience on the visual aspects of whatever product you wish to sell. Design an ad that would make use of the principle of closure, and consider applying the techniques of figure and group or similarity and proximity in the ad.

Description

A Mission Manager at Macomb Community College is expected to do the following:

• Become the college's resident expert on a particular aspect of the institution's mission: maintain familiarity with the literature, research, technology, and body of expert opinion related to that mission component.
• Represent MCC at local, state, and national events: scan and maintain database related to mission (i.e., ERIC); subscribe to selected publications; establish networks with groups and individuals within the institution, business, industry, and related organizations; maintain memberships and play an active role in professional organizations; and attend appropriate inservices/workshops/ conferences.
• Become a visible champion for advancing that particular mission focus both inside and outside of the institution: create and communicate the vision for the future of that mission element; be able to call upon a network of professional and community contacts related to that mission; and prepare position papers to support mission and disseminate to college community.
• Communicate mission vision, goals, and activities internally and externally: assume leadership role and act as agent for change both internally and externally; maintain memberships and play an active role in professional organizations; represent college to appropriate community organizations, businesses, educational institutions, and so on; take strategic risks to achieve mission goals; and publish appropriate articles related to college mission.
• Provide both strategic and operational leadership for that mission area: become conversant with internal strengths and weaknesses as well as external opportunities and threats regarding that mission; formulate, communicate, and assist in resolving key "make-or-break" issues relating to that aspect of mission.
• Become knowledgeable about other college missions and how they relate to each other: employ a holistic perspective; attend workshops and seminars related to problem solving/conflict resolution; practice conflict resolution; develop strategic alliances for collaborative function and win-win solutions; practice collaborative techniques in mission management/leadership; develop strategic plan in including appropriate assessments; present diverse scenarios for problem-solving process; and understand the political and cultural climate of the institution.
• Provide a means for assessing effectiveness in achieving that mission component: initiate action for enhancing mission effectiveness; assure consistent application of institutional policies and practices; clear assessment measurement for expected outcomes must be identified prior to taking any action; refine strategic plan based on assessment feedback on an ongoing basis; and assess results of specific professional staff development and relate to mission achievement.
• Practice and nurture strategic thinking with regard to the future of that mission element: utilize the Strategic Guidance Handbook and Model, the Program Review Recommendations, and the Framework for Fundamental Change as guides in formulating strategic and operational plans; read and review Strategic Guidance Handbook and Model, the Program Review Recommendations, and the Framework for Fundamental Change as guides in formulating strategic and operational plans; and practice a variety of strategic thinking models/processes.
• Provide face-to-face leadership in mobilizing and developing staff who are working in support of the mission component: assure a high level of staff understanding, currency, and commitment with respect to that mission; share information and educate staff as to the mission, goals, strategies, and assessment outcomes; develop/identify appropriate professional staff development activities for all employees; develop specific communication processes; develop specific mentoring activities for all staff.
• Participate in selected, broad-based institutional advancement efforts: serve on appropriate college committees; collaborate with service managers and mission managers; research and identify specific funding opportunities; collaborate on plans to acquire necessary resources; develop appropriate partnerships; be informed and supportive of all other missions through active participation--that is, mission managers' meetings, sharing resources; seek opportunities for personal growth and development; and maintain currency through workshops, inservices, literature, conferences, and so on, regarding the mission.

Description

Purpose

Responsibilities

• Under the System Fellows Program, faculty or staff are appointed for a semester, academic year, or calendar year to focus on a designated area of research and study with specific outcomes to be achieved. Fellows will be released from their regular responsibilities in order to accomplish the assigned project. The Commissioner will provide funds to enable the college to cover the necessary duties and responsibilities during the term of the Fellow.
• Project areas for the System Fellows will be the priorities established by the Board of Governors, Commissioner, and Administrative Board. Projects must have applicability to all of the institutions in the System.
• Appointments are made by Commissioner after consultation with Presidents. Appointments may not be consecutive.
• Whenever possible, no more than one System Fellow will be assigned from a campus.
• To be eligible for an appointment as a Fellow, faculty or staff must have completed two years in the System.
• Fellows must present for approval to the Commissioner, within the first 30 days of their appointment, a detailed plan of action with specific outcome objectives. The final plan of action will be published and made available for review.
• Fellows will report to the Commissioner or his or her designee for the duration of the project.
• Fellows will work with the appropriate committees and Presidential Portfolio designee whose responsibilities for oversight and implementation include the assigned project area and the ad hoc committees and initiatives already underway in the designated project areas.
• During the course of the project, Fellows will visit each institution and work with the appropriate faculty and staff necessary to achieve the outcomes established for each project.
• In addition to the released time, Fellows will be provided with funds for staff development, travel, and resources.
• System Fellows will present the results of their project at the annual Fall Symposium or other scheduled staff development program.
• The college/institute from which the System Fellow comes will continue to provide an office and the secretarial support normally made available to that person.

Career Preparation Innovation

Description

Program Objectives

• educational and skill requirements.
• the impact of technology on the changing labor market.
• educational and training programs offered in the workplace.
• effective methods and techniques used in the workplace which will assist students in their career development and job placement.
• the special career development needs of the physically challenged, minorities, and women.

Program Elements

• Educators visit a series of workplaces representing a diversity of businesses, industries, and governmental offices.
• Each workplace provides a tour and information on technology, careers, range of positions, education and skill requirements, training, products, services, processes, communications systems, history, and so on.
• During the program, each educator selects a job shadowing experience for a more in-depth view of the workplace environment.
• Participants attend a debriefing session to discuss their experiences. Instructors also share what they have learned and how they can apply that knowledge and experience to their daily curriculum and career counseling.

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STRATEGY:	Educator-in-the-Workplace
COLLEGE:	University of California at San Diego, and San Diego County School-to-Career Partnership
CONTACT:	Mary L. Walshok or Barbara Edward (619/544-2990)

Career Preparation Innovation

Educator in the Workplace sponsored by a four-year university

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Description

A four-year university convenes a two-week summer institute for community college faculty and administrators that encompasses local labor market information, job shadowing, workshop on integrating career preparation into the entire curriculum, assessment, crosscultural educational practices, and becoming a change agent, and also offers graduate credit and a small stipend.

Employer Guidelines for Teacher Job Shadow Program

What is a job shadow? A job shadow is an opportunity for educators to spend time with one or more employees at a business, nonprofit organization, or government agency to observe and experience how business and industry function.

Goals for Business: The goal of the job shadow experience is to allow business to provide input to the educational system, and to invite business to continue to work collaboratively with schools. By allowing an educator to shadow an employee in the work environment, employers will have a first-hand opportunity to identify and discuss the skills needed for the job.

Goals for Educators: The goal of the job shadow experience is to enhance the educator's teaching strategies so that their existing curriculum can be infused with work-relevant skills. As a result of the experience, educators can better communicate to their students the connection between schoolwork and their future careers.

Guidelines for Employers: Perform normal work activities and be willing to describe the skills needed for those activities; be willing to talk to the educator about your work and its significance to the organization; and allow the teacher to observe and/or participate in projects, meetings, and other work processes that may help them understand the scope or complexity of the job.

Guidelines for Educators: Call the employer to confirm appointment and job shadow schedule; observe the employer in action and ask appropriate questions; participate in selected projects if requested by the employer; and observe the level of skill proficiency, foundation skills, SCANS skills, specialized knowledge, employee interaction (both structured and informal), process for evaluating employee productivity, use of technology, types of communication, and the interdependence of departments or systems within the business.

Sample Questions for Educators To Ask at the Work Site: What personal traits do you want in someone who works with you or for you? What are the "tools of your trade"? How has technology changed your work or workplace in the last few years? What kinds of materials do you read in your job? Do you write reports, letters, or articles at work? What kind of mathematics do you use in your work? How important is listening to other people's ideas, complaints, or directions? Do you have to speak in public or at meetings? What kinds of advancement opportunities are available? Describe a problem/task you encountered and how you solved it; Do you work alone or as part of a team? Who directs your work? Do you have the chance to create or design something as part of your job? Describe a typical day at your job; Describe the types of decisions you have to make in your job; If a client or customer makes you mad, how do you handle the situation? How important is "good customer service" in your workplace?

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