C B A

COLLECTIVE BARGAINING AND ADMINISTRATION
HRIR 4480 – A01 Winter 2016 Term
Monday and Wednesday 4:00 p.m. - 5:15 p.m.
Room 104 Drake Centre
______________________________________________________________________
Instructor: Janet Eisbrenner
Office Location: 360 Drake Centre
Phone:
204-781-9884
Office Hours:
Monday 1:45-2:30 (or by appointment)
Fax:
204-474-7545
Class Room:
104 Drake Centre
Email:
[email protected]
Class Time:
Mon & Wed 16:00-17:15 p.m.
__________________________________________________________________________
I.
COURSE DESCRIPTION
This course presents a comprehensive examination of collective bargaining and administration from a
human resource and industrial relation stance. The purpose of the course is to expose students to the theory
and practice of collective bargaining in relation to the context, process and outcomes of collective
bargaining in Canada today. Topics include an overview of collective bargaining, legal frameworks that
govern collective agreements, typical collective agreement provisions, dispute resolution processes
including grievance and arbitration systems and other contemporary processes, administration of the
collective bargaining agreement and negotiation of the collective bargaining contract. The course will also
explore the dynamics of conflict, issues of concern and the administration of workplace conflict in a
collective bargaining environment. The focus is from a Canadian perspective with insight from other
national systems.
II.
TEACHING METHODS
This course is largely interactive-based and involves a combination of lecture, group discussion, exercises,
simulation drills, role plays, group negotiation simulations and class dialogue. The course is supplemented
by audio-visual materials, power points and hand-outs. Preparatory work for class such as assigned reading
and case overview is expected of each student. Informed participation will be a significant course
evaluation factor. The course is designed to encourage interdisciplinary discussions of a variety of topics
that are integral to collective bargaining and administration.
III.
1)
2)
3)
4)
COURSE OBJECTIVES
Foster an understanding of theoretical and practical aspects of collective bargaining.
Become familiar with a variety of collective bargaining and administration terms and concepts.
Enhance knowledge and skills in dealing with organizational conflict in unionized settings.
Compare and contrast industrial relation and human resource perspectives and explore harmonizing
the perspectives in relation to collective bargaining and administration.
5) Increase awareness of the legal framework imposed on collective bargaining.
6) Analyze collective bargaining processes from a traditional and non-traditional stance.
7) Prepare and participate in a variety of role-plays and exercises regarding negotiation, third-party
intervention, grievance process and collective bargaining contract negotiation.
COURSE MATERIALS
Required:
Course Pack TextAsper Business School of Business, Faculty of Management. Prepared by: Eisbrenner J.,
(2016). HRIR 4480 A01. Collective Bargaining and Administration Course Pack, Fall 2016.
6th Ed. Winnipeg: University of Manitoba Digital Copy Centre.
Relevant Websites:

Government of Manitoba. Manitoba Labour Relations Act (2015).
https://web2.gov.mb.ca/laws/statutes/ccsm/l010e.php

Manitoba Labour Relations Board. (2014). Guide to Labour Relations Code Manitoba
http://www.gov.mb.ca/labour/labbrd/pdf/lra_guide.pdf
Optional Material: (Available at U of M Libraries)
Book MaterialFisher, R. & Ury, W. (2011). Getting to yes: Negotiating agreement without giving in, New York:
Penguin Group.
Lewicki, R.J., Barry, B., Saunders, D.M., & Tasa, K. (2011), 5 Ed. Essentials of Negotiation. (Canadian
Edition). New York: McGraw-Hill Irwin.
Moore, C. (2003), 3rd Ed. The mediation process: Practical strategies for resolving conflict. San
Francisco: Jossey-Bass.
Journal Articles Cox, Douglas B. “Changing the Traditional Grievance and Arbitration Model: Alternative Dispute
Resolution Provisions in Air Force Collective Bargaining Agreements.” The Labor Lawyer. Vol. 15, No.
1 (Summer 1999), p. 69-91.
McAdam, John. (1995),"Joint action learning: A collective collaborative paradigm for the management
of change in unionized organizations", Journal of Managerial Psychology, Vol. 10 Issue 6 pp. 1995, p. 31
– 40.
2
Student progress will be assessed through the following:
ASSIGNMENTS / EXAMS
VALUES
DUE DATE
Short Essay – Journal Article Review
10%
February 8
Mid-Term
20%
February 24
Grievance Arbitration (or Mediation) Role-Play
5%
March 7
Collective Bargaining Negotiation Group Exercise
(Worth 20% total)
I.
Written Submissions:
1. Strategy Report
2. Memorandum of Settlement
5%
5%
March 14
March 30
Value =
Participation
(Meetings towards class end)
10%
March 28, 30, April 4
Final Exam
35%
Date TBA
Participation:
Class participation, Bargaining
Meetings, Peer Evaluation
10%
-
100%
-
II.
Bargaining Meetings
III.
Contract Negotiation Simulation
Presentation
Total
March 9, 16 and 21
Course Assessment Details:
1. Short Essay: Journal Article Review– Due February 8
The short essay covers a journal article from Module V course pack reading - Fowler, Tim "Does fighting
back still matter? The Canadian autoworkers, capitalist crisis and confrontation”; Mckersie & Cutcher‐
Gershenfeld “Labor–Management Relations: Understanding and Practicing Effective Negotiations”; Post,
Frederick, “Collaborative collective bargaining: Toward an ethically defensible approach to labor
negotiations”. You are to choose one of the articles and write an essay that brings forth your qualified
opinion on the article. Your views and assessments should be well-reasoned and objective. In this regard,
be sure to substantiate and validate your insights. This can be done through a combination of integrating
course material and research into your essay. Use the following prompts as a guide to your essay:
3
1) Opening Remarks (be sure to include the article and author name)
2) What is the author’s purpose; is there a specific hypothesis?
3) Theory – is there an explicit theoretical framework or important theoretical assumptions that the
4)
5)
6)
7)
author brings forth?
Concepts - What are the central concepts, major conclusions? What underlying assumptions does
the author have? Should some sections of the article be expanded, condensed or omitted?
Objectivity – I.e. has the author been objective on his or her discussion of the topic? What
evidence is provided and how adequate is it?
Article Contribution - What is the contribution of the article and how does the work fit into the
wider picture (I.e. is the objective of the author’s observations important for the field of
administration and collective bargaining; what is its significance in relation to distributive versus
integrative bargaining?; does the work advance knowledge of the subject?)
Concluding Remarks (provide a concise conclusion of your assessment)
Your essay is to be 1150-1250 words (approximately 4 pages, double spaced). Include a separate
bibliography page, APA format. Review “Additional Assessment Notes” in the course syllabus. You may
use headings to organize your work. The essay is worth 10% of your final grade.
2. Mid-Term Exam – February 24
The mid-term exam will test your knowledge of the topics covered to the exam date. Additional information
and a mid-term overview will be provided. The mid-term is worth 20% of your final grade.
3. Grievance Arbitration (or Mediation) Role Play – Presented March 7
In groups of 5-6, you are to present a grievance arbitration or grievance mediation role-play regarding a
unionized work-place conflict scenario. Teams will decide roles for team members (I.e. Narrator, union
representative, employer representative- i.e. employee’s supervisor, witnesses, and arbitrator). Depending
on the case complexity, teams will choose highlight points (snippets) of the grievance arbitration
(mediation) to simulate. You can create a fictional conflict scenario based on realistic grievance issues or
use a real-life grievance scenario. Your instructor will provide ideas to find or create conflict scenarios.
Example of resource material to obtain cases from include: books and journal articles on labour and
grievance arbitration cases; Public Service Alliance of Canada website (http://psacunion.ca); library search
of grievance arbitration cases. There is no written component to this assignment. Through guidance and
scrutiny of your instructor, much of the planning will be conducted in-class (the degree of your time and
quality participation will count towards your participation grade); prepare for some additional work
outside of class time. Presentations are approximately 7-8 minutes. Your instructor will provide
additional information in class along with uploading a written document of the added information on the
course UM Learn “News.”
You are graded as a group for this assignment. If a group member (s) is not contributing in both quality
and quantity, please note that your instructor reserves the right to mark on an individual basis. Please refer
to the course syllabus – “Additional Assessment Notes – Group Work” for specific information how to
handle team member difficulties. The assignment is worth 10% of your final grade.
4
4. Collective Bargaining Negotiation Group Exercise
Students will be assigned to either a Union or Management bargaining team (approximately 5 students per
team). Individual union and management teams will be responsible for discussing bargaining items, strategy
and goals in preparation for negotiating a renewal of the collective bargaining contract with the other side.
Research will also be an aspect of the preparation for collective bargaining. The team leaders – the leader
representing the employer side (i.e. labour (or employee relations director of the company) and the leader
representing the union side (i.e. president or area director of the union) – will be responsible to call separate
meetings to discuss and prepare for upcoming negotiations and anticipate each other’s proposals. The main
focus of discussions will be to decide upon major issues for negotiations (i.e. wages, management’s rights,
pension plans, and holidays). The goal of the project will be for the bargaining teams to meet for the
purpose of negotiating a new agreement to replace the expiring contract terms. Actual collective bargaining
negotiations will begin after the proposals are exchanged. Please refer to the topic outline for in-class
meeting times for proposals and bargaining. Plan for some meetings, preparation and research work to
occur outside of class time. A handout will be provided by your instructor outlining a case scenario. Each
team will be responsible for determining the specific roles assigned to individual team members. The group
project in total is worth 20% of your final grade. The project consists of three areas: I. Written submissions;
II. Negotiation meetings; III. Class negotiation presentation. The following provides an overview of each
of these areas but please note that your instructor will provide detailed information in a written format that
will be uploaded on the group project drop box on UM Learn:
I.
Written Submissions:
(Electronically submitted to the corresponding Group Project Drop box on UM Learn)
1. Strategy Report - Due March 14; Group Mark - 5%
i. A written paragraph or two that outlines each team member tasks and roles (i.e. position in the
company or union). (You may use point-form).
ii. Strategy Report Bargaining Forms:
a) Pre-bargaining preparation form
b) Initial Bargaining Proposal
2. Memorandum of Settlement – Due March 30; Group Mark - 5%
 This is the outcome of the collective bargaining negotiations. (Also provide a bibliography of
resource material, APA format)
II.
Team Meetings (Pre-Bargaining Preparations, Negotiation Meetings) Value = Participation

III.
Your instructor will observe the in-class meetings. There is no specific group mark assigned; my
assessment of your engagement, presence and activity in these meetings counts towards your
individual participation mark. Team meetings will take place towards class end on March 7, 9 and
16. I will make an in-class announcement along with a “News” announcement on UM Learn one
class prior regarding any added in-class meeting times. Plan for some team meeting times outside
of class.
Class Presentation: March 28, 30, April 4; Group Mark – 10%.

Each union-management team pairing is to present a collective bargaining simulation of two key
issues. Prior to the simulation, each union and management team will describe key facets of the
collective bargaining experience and an executive summary that outlines the team’s overall
strategy and goals and reasons for the choices. At the conclusion of the bargaining, the union and
management teams will explain the “Memorandum of Settlement” that resulted from the
negotiations. Presentation time allotted TBA.
5
Each union and management teams will receive a ‘group mark’ for the written assignments and
presentation. In rare circumstances, should the need arise; these marks could be individually adjusted
(lowered) if a group member does not equally contribute to the success of the group. (Refer to the course
syllabus – “Course Expectations and Class Policy” – Group Work). Characteristics of excellent written
work include use of outside source information, appropriately cited using APA format, thorough, practical
and creative strategies and goals, reasonable and suitable identification of issues, appropriate language in
the collective agreement, absence of grammatical errors and typos. For additional written work guidelines,
refer to the course syllabus – “Additional Assessment Notes.” An evaluation rubric will be uploaded in the
assignment drop box on UM Learn for the written submissions.
Peer Evaluation – Each presentation day, your instructor will assign a set of students to evaluate
presentations. Your instructor makes the final assessment of your group mark.
Team Assessment - Students will have opportunity to fill out an assessment form to evaluate your own
and your team member’s performances and participation on the project. The form is handed in to me and
is confidential.
5. Final Exam – Date TBA
This is a cumulative exam that will cover learning throughout the semester. The exam will be more heavily
weighted on material covered following the mid-term. Additional information will be provided in class.
(No special tools are required or permitted).
Your final exam is worth 35% of your final grade.
6. Participation
Class participation is determined by attendance, evidence of course material reading, attention to content
on the course UM Learn site, and active presence and participation in ALL class processes. This includes
discussions, lecture, grievance-arbitration role play assignment preparation, presence and attentiveness and
contribution to team presentations, class activities, labour arbitration cases, and bargaining exercises. Peer
evaluation of presentations and bargaining meetings also count towards your participation grade. Students
using cell phones or internet during class will be deemed absent, unless the purpose pertains to course
learning during group discussion. Active class participation will be considered an extra that can help a
borderline grade.
Your participation mark is worth 10% of your final grade.
6
ADDITIONAL ASSESSMENT NOTES:
1) Written assignments are to be handed in electronically to the course UM Learn assignment drop box
by 10:00 p.m. on the assignment due date. Include a header at the top left corner of EACH page that
includes the following information: Smith, A; HRIR 4480 W 2016; March 7; 1100 words. Submit to
the drop box with a file name that includes: your group #, course name, assignment name (i.e.
Group1HRIR4480Essay). Assignments must be double spaced and typewritten using Times New
Roman or Arial 12 font. Always keep a copy of your work.
2) There will be a 1 point deduction per late day. Assignments are not accepted after three days from the
due date. An exception to this applies only under special circumstances (i.e. medical) and through
consultation with your instructor and possibly supporting documentation from a Medical Doctor.
3) All assignments should include theory and concepts from the text, class lecture and course material.
These should be briefly explained and noted how they apply to the particular situation you are
discussing. Inclusive language and formal writing is expected. Assignments require application of
basic rules of grammar, organization, spelling and good communication in response to particular
assignment questions and expectations.
4) All material referred to in any assignment MUST be appropriately referenced. Plagiarism is a serious
academic offence. Refer to the syllabus’ departmental academic integrity page.
5) All papers for this course should follow the APA (American Psychological Association) in-text
citation/documentation format (author’s last name, year of publication and page numbers). Copies of
the Publication Manual of the APA are available in the U of M Library and bookstore. You can also
refer to the electronic hand-out in the course UM Learn, Module I, as a starting reference point. Be
sure to include a bibliography with your assignment, APA format.
6) Students wanting evaluative feedback prior to the voluntary withdrawal deadline date, should e-mail
me to arrange a discussion time before class or to schedule an appointment.
7) I will re-grade work that is appealed. Grading appeals must include a detailed written description of
your concern and reasons why your mark should be changed (based on Collective Bargaining and
Administration concepts). Subsequent to re-grade, your grade might raise, stay the same, or drop.
7
COURSE EXPECTATIONS AND CLASS POLICY:
1. It is anticipated that you will attend every class on time and stay for the entire session. If you have an
unavoidable conflict that prohibits this, please make an effort not to disturb your classmates or interrupt
the session. Please let me know prior to a session if you will be absent.
2. Treat all members of the classroom with dignity and respect.
3. Every class requires the participant’s active participation in a meaningful way that enhances group
learning. It is important that you complete assigned readings and case study questions including review
of the pre-posted slides prior to class so that you may dynamically participate.
4. Active engagement in small group and class discussion is expected. Quality discussion includes
offering a unique and relevant perspective, moving the analysis forward, providing evidence,
demonstrating recognition of course material and integrating these with reflective thinking; and linking
course concepts and themes to current events.
5. This course is registered on the university’s learning management system UM Learn site. It is
anticipated that you will regularly check this site for important instructor information regarding news
events, discussion forums, upcoming agendas, calendar events, up-coming in-class material,
discussions, and assignment supplemental information.
6. Group Work - It is expected that ALL group members contribute in an equitable fashion. “Social
loafing” is not accepted. Social loafing occurs when a group member relies on the remaining group
members to complete group tasks, and does not contribute to group work. If you feel that a group
member is not adequately contributing to your group project, please respond as follows: (1) address
your concerns with that group member as early, as directly, and as respectfully as possible. Indicate
your expectations of that group member, including specific instructions for how he/she can contribute
to the group. (2) If the individual is not responsive to your concerns, express them again via email, and
copy me on the email. (3) Agree upon a way in which that person can contribute to the group and notify
me of your solution by email. (4) If the problem persists, make an appointment for your group to meet
with me. We will attempt to resolve the problem together. (5) If this fails, leave the person’s name off
the group project. (6) I will inform the group member that s/he will receive a zero. Note: I will only
give a zero if steps 1-4 have been followed.
FINAL GRADES WILL BE SUBMITTED AS FOLLOWS:
Letter Grade
A+
A
B+
B
C+
C
D
F
Percentage
90-100%
80-89%
75-79%
70-74%
65-69%
60-64%
50-59%
Below 50
GPA
4.5
4.0
3.5
3.0
2.5
2.0
1.0
0.0
8
HRIR 4480 COURSE SCHEDULE AND TOPICS
(NOTE - CP = COURSE PACK)
*The course schedule may vary as the course progresses and as student interests interact with course material.
DATE
TOPICS AND ASSESSMENTS **
REQUIRED READINGS
Introductory Class
Introductions, Syllabus review, Module I
Intro Class:
January 6
Class Agenda:
Introductions, course overview,
Introduce Module I
Read:
CP Module I Book Excerpts:

Module 1:
January 11,
13
Module I: Collective Bargaining Key Concept Review
A.
Definitions
B.
Path to Collective Bargaining – Timeline
Review
C.
Collective Bargaining & AdministrationIndustrial Relations (IR) and Human
Resource (HR) Perspectives
Bolman & Deal; Gunderson et al.
CP Module I Journal Articles:


Lewin - IR and HR perspectives on
workplace conflict
Adams - Statutory Right to Human
Right:
UM Learn:

Power point
Class Agenda Lecture, Case Analysis, Group; Video
Clip & Discussion: Issues and
Challenges for Administration of
Collective Agreements
Read:
Module II:
Module 2:
January 18
Legal Framework Imposed on
Collective Bargaining
CP Module II Book Excerpts:

Suffield
Class Agenda Lecture, Group Discussion; Case
Analysis Project
A.
Module III: Bargaining Processes
Negotiation 1) Distributive Negotiation
2) Integrative Negotiation
3) Principled Negotiation
Module 3:
January 20,
25, 27
B.
Third-Party Intervention
1)
2)
3)
4)
Conciliation
Mediation
Arbitration
Other - Med-Arb; Arb-Med
Read:
CP Module III Book Excerpts:





Carrell & Heavrin;
Fisher, Roger & Ury-Getting to
Yes;
Lewicki R, et al. (2014). Essentials
of Negotiation (Cdn Edition);
Moore - The mediation process
Rioux & Redekop - Introduction to
conflict resolution studies;
Thompson - The mind and heart of
the negotiator.
Class Agenda Lecture, Video (Principled
Bargaining); ; Negotiation Exercises,
Role Play
9
Module IV: Collective Bargaining Agreement
A. Overview - Key Terms, Party objectives
B. Clauses to Deal with Conflict
o Traditional (Grievance Arbitration Process;
No Strike Clause)
o Contemporary (Labour-Management
Committees, Joint-Government
Agreements)
Module 4:
February 1
Read:
CP Module IV Book Excerpts:

Gunderson, Morley and Taras,
Daphne.
Web References

C. Alternative Dispute Resolution Provisions in
Collective Bargaining Agreements
Government of Manitoba. Manitoba
Labour Relations Act (2015).
https://web2.gov.mb.ca/laws/statutes
/ccsm/l010e.php
Manitoba Labour Relations Board.
(2014). Guide to Labour Relations
Code Manitoba
http://www.gov.mb.ca/labour/labbrd
/pdf/lra_guide.pdf
UM Learn:

Case Study electronic hand-out,
Module V power point
Class Agenda Lecture; Discussion – Changing the
Traditional Grievance and
Arbitration Model – Alternative
Dispute Resolution Provisions in Air
Force Collective Bargaining
Agreements
Module V: Negotiating Collective Bargaining
Agreements
1.
2.
3.
4.
5.
6.
Module 5:
February 3,
8, 10, 22
Process
Structure
Goals
Power Dynamics
Stages of Collective Bargaining
Innovations in collective bargaining contract
negotiation
Read:
CP Module V Book Excerpts:

Suffield
CP Module V Journal Articles 


Fowler - "Does fighting back still
matter?
Mckersie &; Cutcher‐Gershenfeld
“Labor–Management Relations
Post - “Collaborative collective
bargaining: Toward an ethically
defensible approach to labor
negotiations.”
Web Reference: (optional)

Mid-Term Break – February 15-19 (No Classes)
Short Essay Due – February 8
CUPE Bargaining Committee
Handbook,
http://archive.cupe.ca/updir/barg_cte
_handbook.pdf
UM Learn:
Note: On February 22, time will be allotted to form union and
management teams regarding the
Collective Bargaining Negotiation Group Exercise

Case Study electronic hand-out,
Module V power point
Class Agenda Lecture, collective bargaining
contract exercise; Video &
Discussion: Gary Furlong –
Obstacles Organizations Face when
Negotiating Collective Agreements
February 24
Mid-Term
-
10
Module VI: Administration of the
Collective Bargaining Contract – Grievance Arbitration
A. Grievance Arbitration
1.
2.
3.
4.
5.
Issues
Grievance Arbitration Process
Function and Benefits
Grievances referred to arbitration
Samples – Written Grievances
Read:
CP Module VI Book Excerpts:

Suffield
CP Module VI Journal Article:

Goldberg, S. “Grievance
Mediation-A successful alternative
to labour arbitration.”
UM Learn:
Module 6:
February
29, March
2, 7
B. Discipline and the Grievance Procedure
1.
2.
3.

Management Rights and Discipline
Considerations by Unions Responding to Discipline
Factors Arbitrators Consider
Power Point; Electronic Hand-out –
Grievance Case
Class Agenda
Lecture, Video (Grievance
Arbitration - Waldenville Case),
Grievance Case Study and
Arbitration Role Play Activity
C. Discrimination and the Grievance Procedure
D. Grievance Mediation
Grievance Arbitration (or Mediation) Role Play- March 7
Read:
Module VII: Administration of the
Collective Bargaining Contract – Contemporary
Processes
A.
Union-Management Relationship
B.
Dispute Resolution
1.
C.
Collective Bargaining and Workplace Conflict
1.
2.
3.
Module 7:
March 9,
14, 16, 21
Alternative Dispute Resolution & Conflict
Management System Design
4.
Definition of Conflict
Culture and Conflict
Conflict Dynamics (power, emotion,
perception)
Workplace Conflict Issues
Group Project Pre-Bargaining
Preparation Meeting - March 9 (towards class end)
Collective Bargaining Negotiation Group Exercise Strategy Written Report Due – March 14
Collective Bargaining Negotiation Meetings –
March 9, 16, 21(towards class end)
CP Module VII Book Excerpts:






Budd.
Cloke & Goldsmith - Resolving
Conflicts at Work
Lipsky, Seeber, Fincher - Emerging
Systems for Managing Workplace
Conflict.
Moore, Christopher - The
Mediation process
Rioux & Redekop - Introduction to
CRS studies
Suffield
CP Module VII Journal Article:

Society of Professionals in Dispute
Resolution. Designing Integrated
Conflict Resolution Systems. SPIDR
Report. (2001) pp 7-24.
UM Learn:

Power Point; Electronic Hand-outs:
“Respectful Workplace Procedures
Manual” (Winnipeg Regional Health
Authority) ; “Let’s Talk” (Alberta
Government)
Class Agenda
Lecture, Video & Discussion
(Interest-based Relational Approach
to Resolve Conflict); Case
Incident(s) Analysis
11
Read:
Module 8:
March 23
Module VIII: Collective Bargaining and Administration
– Special Issues
A.
Collective Bargaining – Perspectives on what
should the future hold?
B.
Comparing Collective Bargaining System in
Canada with other National Systems
CP Module VIII Book Excerpts:

Budd, Gunderson
Web Reference:
 Ross - “Varieties of Social
Unionism: Towards a Framework
for Comparison.” Labour
http://www.justlabour.yorku.ca/volu
me11/pdfs/02_Ross_Press.pdf
Class Agenda
Lecture, Video & Discussion –
Buzz Hargrove: What the
Future Should Hold;
Comparative Collective
Bargaining Activity
Group Project Presentations
March 28,
30, April 4
April 6
-
-
Collective Bargaining Negotiation Group Exercise
Written Memorandum of Settlement - Due March 30

Final Class
Lecture - Module VIII, Final Exam Overview
Final Remarks
Final Exam – Date, Location, Time TBA
Lecture, Video Clip &
Discussion, Final Exam
Overview
-
12
AACSB Assurance of Learning Goals and Objectives.
The Asper School of Business is proudly accredited by AACSB. Accreditation requires
a process of continuous improvement of the School and our students. Part of “student
improvement” is ensuring that students graduate with the knowledge and skills they need
to succeed in their careers. To do so, the Asper School has set the learning goals and
objectives listed below for the Undergraduate Program. The checked goal(s) and
objective(s) will be addressed in this course and done so by means of the items listed
next to the checkmark.
Goals and Objective in the Undergraduate Program
1
Quantitative Reasoning
A. Determine which quantitative analysis technique is
appropriate for solving a specific problem.
B. Use the appropriate quantitative method in a
technically correct way to solve a business problem.
Course Item(s)
Relevant to
these Goals
and Objectives

Some
quantitative
analysis in case
analysis

Written case
assignment
report
Written case
assignment
report
Written case
assignment
report
C.
2
3
Analyze quantitative output and arrive at a
conclusion.
Written Communication
A. Use correct English grammar and mechanics in their
written work.
Goals and
Objectives
Addressed
in this
Course
B.
Communicate in a coherent and logical manner

C.
Present ideas in a clear and organized fashion.

Ethical Thinking
A. Identify ethical issues in a problem or case situation
Identify the stakeholders in the situation.

Analyze the consequences of alternatives from an
ethical standpoint.
D. Discuss the ethical implications of the decision.
Core Business Knowledge

B.
C.
4



Case analysis
discussions,
group case
report
Modules III, V,
VII
Modules I, III,
VII
Module III, VII
Module II, VI,
VII
13
ACADEMIC POLICY
1) Unclaimed Assignments:
Pursuant to the FIPPA Review Committee’s approved recommendations as of August 15, 2007, all
unclaimed student assignments will become the property of the faculty and will be subject to
destruction six months after the completion of any given academic term.
2) Religious Holidays:
The University of Manitoba acknowledges the right of all students to observe recognized holy days of
their faith. Please inform me as soon as possible of your intended absence(s).
3) Accessibility Services:
Students are encouraged to speak to the instructor and/or contact Accessibility Services at: 474-6213
http://umanitoba.ca/student/resource/disability_services/ should special arrangements need to be
made to meet course requirements. This is in relation to students with documented disabilities,
temporary or chronic medical conditions requiring academic accommodations for exams (i.e. private
space) or during lectures.
4) Voluntary Withdrawal:
The last day for voluntary withdrawal without academic penalty is March 18 (no refund) 2016.
5) University Email Policy
Effective September 1, 2013, the U of M will only use your university email account for official
communications, including messages from your instructors, department or faculty, academic advisors,
and other administrative offices. If you have not already been doing so, please send all emails from
your U of M email account. Remember to include your full name, student number and faculty in all
correspondence. For more information visit: http://umanitoba.ca/registrar/e-mail_policy
6) Deferred Exams
Effective September 2005, the Department of Business Administration has instituted a policy which
provides ONE DATE ONLY for students who have deferred their final exams. The deferred final exam
date has been pre-set for May 6, 2016 at 1 pm in Drake room 104 . This does not apply to take
home final exams. Please refer to University of Manitoba’s Policy 1305 – Exam Regulations
(http://umanitoba.ca/admin/governance/governing_documents/academic/454.htm) or the
Undergraduate Program Office for rules and regulations concerning deferred exams
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Academic Integrity
It is critical to the reputation of the Asper School of Business and of our degrees that everyone
associated with our faculty behave with the highest academic integrity. As the faculty that helps create
business and government leaders, we have a special obligation to ensure that our ethical standards are
beyond reproach. Any dishonesty in our academic transactions violates this trust. Section 8 of the
University Policies, found in The University of Manitoba Calendar, addresses the issue of academic
dishonesty. Specifically, acts of academic dishonesty include, but are not limited to:
-
using the exact words of a published or unpublished author without quotation marks and
without referencing the source of these words
-
duplicating a table, graph or diagram, in whole or in part, without referencing the source
-
paraphrasing the conceptual framework, research design, interpretation, or any other ideas of
another person, whether written or verbal (e.g., personal communications, ideas from a verbal
presentation) without referencing the source
-
copying the answers of another student in any test, examination, or take-home assignment
-
providing answers to another student in any test, examination, or take-home assignment
-
taking any unauthorized materials into an examination or term test (crib notes)
-
impersonating another student or allowing another person to impersonate oneself for the
purpose of submitting academic work or writing any test or examination
-
stealing or mutilating library materials
-
accessing test prior to the time and date of the sitting
-
changing name or answer(s) on a test after that test has been graded and returned
-
submitting the same paper or portions thereof for more than one assignment, without
discussions with the instructors involved
Group Projects and Group Work
Many courses in the Asper School of Business require group projects. Students should be aware
that group projects are subject to the same rules regarding academic dishonesty. Because of the unique
nature of group projects, all group members should exercise special care to ensure that the group
project does not violate the policy on Academic Integrity. Should a violation occur, group members are
jointly accountable unless the violation can be attributed to a specific individual(s).
Some courses, while not requiring group projects, encourage students to work together in
groups (or at least do not prohibit it) before submitting individual assignments. Students are
encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid violating
this policy.
In the Asper School of Business, all suspected cases of academic dishonesty are passed to the
Dean's office in order to ensure consistency of treatment.
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