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1 pages/≈275 words
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MLA
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Management
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Coursework
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English (U.S.)
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Final Presentation: Student Collective Bargaining Debrief and Course Reflection (PSLO #5 Assessment)
Coursework Instructions:
What is the Purpose of This Activity?
The purpose of this activity is to provide a chance for students to debrief the student collective bargaining activities and discuss overall takeaways from the course. Applying these concepts covered in class, students should be able to think critically about the questions/prompts posed below.
This project and discussion will also assess district-level program student learning outcomes for the Human Resources Management Degree and Certificates.
PSLO # 5: HRPO-2301 Human Resources Management
Students will illustrate the ability to communicate effectively and describe business procedures for compliance with various human resource regulations and the law.
Post Requirements:
After completing each of the Student Collective Bargaining sessions, provide an answer to each question below. Be sure to answer each question offering personal insight tied with concepts from the lesson as supporting facts. “I think” and “I feel” answers will not be sufficient.
Create a short, guided presentation responding critically to the questions below:
Compare and contrast the fictitious student collective bargaining process with the actual labor relations process.
Would you have preferred to negotiate individually with the instructor rather than collectively?
What kind of activity could the instructor use to avoid unionization? Do you think this would have changed the election results?
What reasons may have existed amongst the class to not unionize and negotiate the final exam?
What were your largest takeaways and challenges with the class?
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Coursework Sample Content Preview:
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Student Collective Bargaining Activities
Understanding both similarities and differences between a fictitious student collective bargaining process (SCBA) and the actual labor relations process is crucial to understanding how SCBA works in the school environment. Based on the course work, an SCBA provides learners with the right to participate in collective bargaining on cumpulsory bargaining subjects and the right to avoid collective bargaining activities (Posthuma 7). Even though the simulation reflected specific elements of real-world negotiations, including the identification of interests and the exchange of proposals, the SCBA abridged the intricacies integral to actual labor relations. In reality, bargaining comprises complex legal considerations, external influences, and power dynamics such as market conditions and political climates. However, the fictitious SCBA provided valuable insight into the negotiation dynamics, nurturing an acknowledgment of the complexities of shared bargaining.
I preferred to negotiate collectively with the teacher because it empowers learners to...
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