This learning module (Lesson 3 of Unit 6) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on cost management, or as part of the course.

This learning module (Lesson 1 of Unit 2) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on external management, or as part of the course.

This learning module (Lesson 2 of Unit 2) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on external management, or as part of the course.

This learning module (Lesson 3 of Unit 2) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on external management, or as part of the course.

This learning module (Lesson 1 of Unit 1) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of introductory learning modules, or as part of the course.This learning module provides students with a broad contextual overview of the past, present, and future of project management. It also introduces a few basic key concepts.

This learning module (Lesson 2 of Unit 1) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of introductory learning modules, or as part of the course.This learning module provides students with an understanding of the focus and organization of the course Project Management Fundamentals.

This learning module (Lesson 3 of Unit 1) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of introductory learning modules, or as part of the course.This learning module consists of an experiential exercise called the Rock'n Bands game by Klassen & Willoughby (2003) where students engage in a simulated project management exercise.

This learning module (Lesson 1 of Unit 3) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on internal management, or as part of the course.

This learning module (Lesson 2 of Unit 3) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on internal management, or as part of the course.

This learning module (Lesson 3 of Unit 3) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on internal management, or as part of the course.

This learning module (Lesson 3 of Unit 7) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on risk management, or as part of the course.

This learning module (Lesson 1 of Unit 7) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on risk management, or as part of the course.

This learning module (Lesson 2 of Unit 7) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on risk management, or as part of the course.

This learning module (Lesson 2 of Unit 4) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on scope management, or as part of the course. 

This learning module (Lesson 1 of Unit 4) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on scope management, or as part of the course.

This learning module (Lesson 3 of Unit 4) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on scope management, or as part of the course.

Word Count: 14882

Included H5P activities: 32

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This learning module (Lesson 3 of Unit 5) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on time management, or as part of the course.

This learning module (Lesson 1 of Unit 5) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on time management, or as part of the course.

This learning module (Lesson 2 of Unit 5) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on  time management, or as part of the course.

Adapting to a changing climate will involve governments, businesses, societies and other organizations with diverse perspectives, mandates and capacities. Project managers, through their effective direction of complex projects, occupy a critical role and must ensure that their projects consider the implications of a changing climate. This course will help you recognize climate change factors that could affect successful outcomes for your project and formulate strategies you can use to address them.  You can expect to leave this course better prepared to add a climate change lens to your project planning.

Short Description:
In a world that is becoming more virtual, more global, and more complex, the project manager's ability to function in this environment becomes critical to the success of the project. Project Management from Simple to Complex explores project management within this complex, virtual, and global environment. For questions about this textbook please contact textbookuse@umn.edu

Long Description:
Project Management from Simple to Complex is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. For questions about this textbook please contact textbookuse@umn.edu

Word Count: 124494

ISBN: 978-1-77897-003-0

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Underestimating project complexity is widely accepted as one of the major causes of project failure. Based on international benchmarking activities (Merrow, 2010), we know that an average of 40% of projects do not deliver what they promised; for megaprojects in the oil and gas industry this figure is even worse (Ernst&Young, 2014).

As with most external factors, many of the causes and consequences of complexity are difficult to avoid or control. When dealing with complexity, standard practices in the field of project management often overlook the inherent uncertainties linked to the length and scale of engineering and infrastructure projects and their constantly changing environments. The situation is exacerbated by rapidly evolving technologies and social change.

Attempts to overcome these challenges by simply trying to reduce their causes is not enough.

In this course, you will learn our approach to mastering complexity, focused on front-end development and teamwork, which will help you develop the skills you need to make timely actions in order to tackle complexities and improve your chances of project success. You will learn how to enhance your own capacities and capabilities by ensuring you have the necessary balance of complementary skills in your team.

Project success starts with recognizing the main drivers of complexity, which can be highly subjective and highly dynamic. In this course, you will learn to identify what makes a project complex and how to perform a complexity assessment.

Examining the elements of a project (such as interfaces, stakeholders, cultures, environment, technology, etc.) and their intricate interactions is key to mastering complexity.

You will analyze these elements in the context of your own project. Then, based on our complexity framework, you will identify the complexity footprint of your project and use it to adapt your management processes. With personalized guidance and feedback from our world-class instructors, you will learn how to recognize what competencies you need to develop and how to adapt your management style accordingly, not only to improve project performance but also to enhance your decision-making capacity.

This student workbook is intended to accompany an introductory course in project management. It contains elements of both traditional (waterfall) and adaptive (agile) project management. It provides links to videos and other learning resources. It provides reflection points and learning exercises. As a bonus, it provides several project management hacks at the end.

First Edition

Short Description:
In this resource, readers will learn about key topics related to professional communication using a psychological lens. Readers will have the opportunity to examine how communication and workplace behaviours are influenced by individual differences in emotion motivation, learning, memory, decision-making behaviour, and personality as they relate to communication and interpersonal relationships in the Canadian workplace.

Long Description:
In this Open Educational Resource (OER), readers will learn about key topics related to professional communication using a psychological lens. Readers will have the opportunity to examine how communication and workplace behaviours are influenced by individual differences in emotion motivation, learning, memory, decision-making behaviour, and personality.

In the second half of the book, we explore how these individual differences impact our interactions with others in groups and how we lead. The final chapter of the book looks outward to society and discusses ethics from the perspective of individuals and organizations.

This resource also contains case studies that will allow readers to hone their critical thinking skills and apply theory to real-world scenarios. In addition, readers will have the opportunity to reflect on their own knowledge, skills, and abilities using self-assessments for each chapter.

Word Count: 140149

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Students in groups of two create a 4-minute educational video, brochure, and poster on an aspect of soil erosion, soil conservation, and/or watershed health for agricultural regions within the midwestern states. This is a half term project and the materials are presented in a forum towards the end of the semester. The project is aimed to help students learn to pitch science to a wide audience and provide practice (indirectly) applying scientific principles to conservation efforts.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Short Description:
This resource includes videos and written content exploring four Canadian public policy and administration case studies. The cases are The Opioid Epidemic, The Phoenix Pay System, Canada's Affordable Housing Crises, and the Transmountain Pipeline Expansion.

Long Description:
Welcome to this online book of case studies on Canadian public policy and administration, created as part of the MPA program at the Johnson Shoyama Graduate School of Public Policy. This resource includes videos and written content exploring four Canadian public policy and administration case studies: The Opioid Epidemic, The Phoenix Pay System, Canada’s Affordable Housing Crises, and the Transmountain Pipeline Expansion. Students in the MPA program can expect to learn more about these cases throughout their program

Word Count: 7143

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Short Description:
Public Policy Responses to the Pandemic, and Building Back Better is an interdisciplinary virtual learning experience about the Canadian policy responses to the COVID-19 pandemic, and the debate around whether, and how, to “build back better” — to use the occasion of the pandemic to bring in other fundamental policy reforms.

Long Description:
What are the health, economic, and social policy responses to the COVID-19 pandemic?

How did these choices arise?

What comes next?

COVID-19 has sparked rapid policy responses to gaps in our social, economic and political foundations. The learnings from this crisis, and the solutions to help Canada rebuild, need to be captured as it plays out in real time.

Public Policy Responses to the Pandemic, and Building Back Better is an interdisciplinary virtual learning experience about the Canadian policy responses to the COVID-19 pandemic, and the debate around whether, and how, to “build back better” — to use the occasion of the pandemic to bring in other fundamental policy reforms.

You will learn the economic and social impacts of, and responses to, COVID-19 in Ontario and across Canada — as well as the ideas, tools, and skills available for each of us to shape the recovery.

Together we will explore a variety of topics: how long-term and temporary income support programs provided assistance for basic living expenses and helped prepare individuals for finding work; what gaps and perspectives are missing in the health and healthcare system to help us understand the transmission and spread of infectious diseases such as COVID-19 and SARS; what we need to do to help people inform themselves and not be misled; and whether Canada should, or even can, radically rethink some of its policies coming out of the pandemic.

Word Count: 43098

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In this service learning project, students, teachers and community members will work together to design and construct a rainwater harvesting system for their school campus.

Research RWH design basics and local conditions
Explore how RWH could be used on your campus and develop a basic design.
Present findings and action plan to community partners, school administration and student body.
Enact the action plan to construct a RWH system on your campus and raise community awareness for water conservation

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Use this activity to help students personally experience the concept of recovery from work stress. 

Responsible business practices are widely recognized as Corporate Social Responsibility (CSR). In this course we aim to extend these practices to the Research and Development (R&D) and innovation processes of companies. This is called Responsible Research and Innovation (RRI).

RRI enables companies to anticipate social and ethical issues and integrate them into the innovation and design processes and business strategy right from the start.

This course demonstrates how RRI, as a key element of CSR, can help firms to be innovative, more profitable and at the same time have positive societal and environmental impact.

In this course we analyze the relevance of RRI, including drivers and barriers, for firms of different sizes and in different sectors, and the implications for corporate governance. We show the results and lessons learned from eight pilot studies in innovative businesses across Europe working in different areas (such as nanotechnology, data and automotive) when they integrated RRI in their innovation process and business strategy.

Service with a smile is today’s banking tagline for the customers who decide for nothing less. Retail banking is archetypal marketable banking where a customer makes use of nearby branches of generously proportioned commercial banks. The services presented are: providing saving services, verifying accounts, security assets, individual loans, debit and credit cards, etc.Nowadays, banks are looking for substitute ways to bestow with and differentiate along with their varied services. Clienteles, both corporate as well as retail, are no longer excited to get in line in banks, or stay on the telephone, for the most fundamental services. They require and foresee to be competent to handle their financial transactions where and when they wish to.

The book is intended to be a capstone course. It has 15 chapters and covers various aspects of retail management and store operations including merchandising, operations, layout, store organization, site location, and customer service.

Short Description:
This freely available eBook provides a comprehensive coverage of the fundamentals of project quality management and risk management. It makes breakthroughs in project quality by combining risk project management with quality management processes. This eBook is one of four in a series of manuals in the field of project management. It provides a short summary of current best practices in project risk management while introducing the connection and relevance of quality project management, so that practitioners, students and those responsible for managing risk and quality in projects may do so successfully.

Word Count: 31420

ISBN: 978-0-6455878-0-7

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Politics and Path Dependency in South Africa’s Municipal Electricity Sector

Long Description:
The electricity supply crisis that gripped South Africa in 2007 impacted heavily on economic productivity, political stability, and every citizen.

To date, all attempts to understand how the country’s Electricity Supply Industry (ESI) has evolved focus narrowly on Eskom. This approach has become increasingly limited over the last 15 years as the national utility continues to spiral deeper into operational failure. Yet, commentators and analysts have paid little attention to Municipal Electricity Undertakings (MEUs) – the utilities responsible for distributing electricity at municipal level – which started operating two decades before Eskom was formed in 1923.

Through a detailed historical account, Running to Stand Still shows how MEUs have contributed to the country’s broader ESI. The book disentangles the complex linkages that have developed between Eskom, MEUs, and the three spheres of government. In doing so, it examines two fundamental but diametrically opposed government objectives. First, the ideal of having financially self-sufficient municipalities that in reality are over-burdened and have to rely heavily on revenue from electricity distribution to cross-subsidise their operations. And second, to have a national utility that generates electricity at the lowest cost to provide the country’s energy-intensive economy with a competitive advantage.

These path-dependent practices have endured for more than a century and have cemented institutional lock-in that blocks much-needed sectoral reform. This is aptly demonstrated through the case study of the country’s most powerful financial centre and largest MEU, Johannesburg, which is currently in a state of crisis.

Word Count: 71381

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A Venn diagram is a visual representation of similarities and differences between two or more concepts. It depicts relationships between two or more sets of data by using circles as an illustration. Each circle represents one particular set of data. Overlapping circles represent the similarities, while detached circles represent the difference between sets or concepts. 

Word Count: 2141

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Students learn the basics of database modeling and managements as well as the analytical techniques and tools used to assess, enhance, and profit from customer-relationship management. The course reviews database technology, organization and planning including technology needs and outsourcing considerations; sampling techniques such as nth selects and frozen files; creating powerful predictor variables such as univariate and cross tabulations, ratios, time series variables, and other measures. The course also covers predicting customer actions by using multiple linear regression and correlation to model response, payment, attrition, churn, and other factors that assist in segmentation. Students also learn how to combine prospect and customer data residing on databases with outside sources of data to drive response models.

In order to be a good manager of people, the ability to pass ideas across and to build long-lasting relationships where there is mutual respect is sacrosanct. Being able to lead effectively enables one to be able to garner support for initiatives, this in the long run guarantees success. Self-Management in Leadership (Handbook) will help you sharpen your ability to communicate effectively, gain support and cooperation from others and boost your reputation. You will get practical advice on how to develop an attitude of leadership such that you would become a force to be reckoned with among your colleagues and a favourite among senior managers. You will further learn how to present your ideas successfully in a most persuasive way. This book will teach you effectively leadership, interpersonal and public relations. It contains short and useful tips to enable you have as many key information as you can on your finger tips. Sit back and relax as you digest the essential principles for effective leadership and become more equipped for success in just a few minutes.

This project is designed to introduce students to a local hydrogeologic problem or issue of interest to the community. The project requires the students to learn about their local groundwater environment and apply principles and concepts that they learn in the classroom to an issue that is of concern to the public. This project provides a good introduction to "real world" problems that the students are likely to encounter as professionals. Students are required to synthesize information from a variety of sources and develop their own assessment of the problem and also to make recommendations based on their professional opinions.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Write you essay correctly using a simplified APA referencing style for your essay for your Management course.

This course introduces Entrepreneurship and Business Planning. Upon successful completion of this course, students will be able to: analyze the entrepreneurial process through which business ideas are evaluated; identify the characteristics of successful entrepreneurs; demonstrate an awareness of strategies supporting entrepreneurship; distinguish between business ideas and opportunities; write a formalized business plan; write a marketing plan; examine their personal entrepreneurial potentials; know how to finance their business ventures; demonstrate an understanding of team-building dynamics. (Business Administration 305)

Word Count: 131573

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Small Business Management in the 21st Century offers a unique perspective and set of capabilities for instructors. The authors designed this book with a “less can be more” approach, and by treating small business management as a practical human activity rather than as an abstract theoretical concept.

Explore the key governance challenges for smart sustainable city (SSC) initiatives and the approach required. Learn to organize co-creation and to use a roadmap that support planning, implementation, close monitoring and risks mitigation.

Urban planners, policy makers and managers have an important role in making cities and communities more sustainable and resilient by incentivizing and developing smart solutions. Medellín in Colombia is a good example of how effective governance and cooperation with citizens led to the remake of the city and transformed it to a safer environment with a thriving economy. But how can those initiatives be sustained and governed? How can we deal with the challenges along the way, like effective stakeholders’ engagement, conflicting interests, decision-making under deep uncertainty, interdependent problems, spatial justice, and the transformation towards a digital society? To sum it up: building smart sustainable cities initiatives requires a strong governance capacity and new approaches!

This course will:

- provide the principles for incentivising, planning, developing and managing sustainable smart city initiatives
- present an overview of the drivers and barriers for SSC development
- present sustainability challenges and tools for SSC development
- show practical recommendations to strengthen SSC governance capacity
- introduce a smart city governance roadmap
- explain the conditions for effective stakeholder engagement and ways to organize co-creation pathways
- clarify the regulatory and legal framework for SSC including privacy and cybersecurity issues
- describe the conditions to implement digital innovation that benefit citizens including data governance
- show the importance of close monitoring and assessing SSC projects including data reliability and algorithms
- equip you with knowledge and learnings from case studies from various projects that were carried out in Latin America, next to familiarizing you with common challenges that arise in the process. These cases range from urban transportation to participatory budgeting, safety and waste management applications, but always making the connection with the governance and sustainability aspects.

The course will be moderated in English, Spanish and Portuguese.

This MOOC is a spin-off of the EU-funded Cap4City project.

This course has been developed, and will be delivered by experts in the field of Smart Sustainable Cities from twelve different universities in Latin America and Europe. You will find more information on the instructors while you navigate the course.

This course examines the nature of attitudes, beliefs, and values, and the influences which indiviudals' attitudes have upon their behavior. Various theories of attitude organization and attitude change are discussed, and the development of social attitudes is explored by examining the differential impact of the family, the educational system, the mass media, and the general social environment. The changing content of public opinion over time and its relationship to the political system are also discussed.

Short Description:
Data dashboard

Word Count: 48545

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Strategic Management is an integrative course that is designed to provide students with an understanding of the nature of businesses, their leadership and governance, and how the various functional areas (finance, marketing, accounting, operations, etc.) fit together to support a broad and purposeful organization. Strategic Management is the process whereby a firm chooses its business activities and establishes and sustains its position in a competitive market. It explores such questions as: Why do some companies succeed; while others fail? How can a company build and sustain competitive advantage? Which industries offer the best opportunities for long-term profitability? The course materials focus on larger firms, but the principles are applicable to any business organization. Skills learned in this class help in problem-solving situations.

Short Description:
This open source textbook is derived from many sources, initially from the Principles of Management by Carpenter, Bauer, and Erdogan, but there is abundant new content as well. It is published under a Creative Commons license and as such there is no charge ever for this textbook. Data dashboard

Word Count: 50177

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This course is the capstone of the business major, because it incorporates elements from all of the core courses you should have already completed. Almost every topic should be familiar to you to some degree; however, Strategic Management ties them all together. This course begins with an introduction to the field and the definition of some important terms and concepts. You will then move on to identifying goals and formulating strategies before addressing implementation topics. This course will conclude with strategies for the 21st century. This course should be taken after all core courses have been completed and, ideally, near the end of your completion of the elective courses.

A Practical Introduction for Human Resource Professionals

Short Description:
Two skills sets, Human Resources and Project Management have never been as essential to the world of work than in today’s workforce. This Strategic Project Management for Human Resources text is designed to learn about Project Management from a Human Resources perspective. It describes the Project Management and Human Resources processes and applications, and the role the Project Manager and team in implementing these processes. The text is designed to help students understand and apply the knowledge and skills learned about projects and people.

Long Description:
Two skills sets, Human Resources and Project Management have never been as essential to the world of work than in today’s workforce. This Strategic Project Management for Human Resources text is designed to learn about Project Management from a Human Resources perspective. It describes the Project Management and Human Resources processes and applications, and the role the Project Manager and team in implementing these processes. The text is designed to help students understand and apply the knowledge and skills learned about projects and people.

Word Count: 90977

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Two skill sets, Human Resources and Project Management, are essential to the world of work in today’s workforce. This text is designed for students learning about Project Management from a Human Resources perspective and includes theoretical perspectives that justify both fields of study's practical and procedural aspects. A strong connection between theory and practice helps students build their understanding of key concepts. Students take a deeper approach to learning by studying underlying principles, approaches and models; and link ideas and concepts to practice related to projects and people. It is full of activities/exercises pre-designed for teachers to help facilitate knowledge and student learning in the classroom.

Long Description:
Two skill sets, Human Resources and Project Management, are essential to the world of work in today’s workforce. This text is designed for students learning about Project Management from a Human Resources perspective and includes theoretical perspectives that justify both fields of study’s practical and procedural aspects. A strong connection between theory and practice helps students build their understanding of key concepts. Students take a deeper approach to learning by studying underlying principles, approaches and models; and link ideas and concepts to practice related to projects and people. It is full of activities/exercises pre-designed for teachers to help facilitate knowledge and student learning in the classroom.

Word Count: 136087

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A free online simulation that demonstrated the bull-whip effect, and the complexities of supply chain management, responding to changes in customer demand.

Short Description:
NewParaSustainable Property Management is intended for students majoring in property management and real estate at both the undergraduate and graduate levels. It can be incorporated into an existing property management operations course or used for a stand-alone course focused on sustainable property management. It is available online for free in multiple formats and also as an affordable print edition. Although sustainability, as used in the real estate context, is about preserving the environment, it is about more than that. In sustainable property management, sustainability encompasses three spheres—environmental, social, and economic. Sustainable property management is about reconciling these three spheres throughout the operations and maintenance phases of the building lifecycle in such a way that a balance is achieved between economic development and the protection of environmental and social resources.NewParaThis textbook explains how ecologically sustainable concepts may be implemented throughout the property management operation functions while also considering the other spheres of sustainability. It also incorporates the theme of sustainable building practices as a human science as well as a building science by highlighting motivations and impacts to various stakeholders. The author draws on industry examples to illustrate these concepts and provides many experiential activities through which students can apply these concepts.NewParaInstructors, if you are reviewing or adopting for use in a class, please let us know. https://bit.ly/interest_sustainable_property_managementFor PDF, ePub, and a link to order the print version, visit: https://doi.org/10.21061/sustainable_property_management

Word Count: 70580

ISBN: 978-1-957213-40-8

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Sustainable Property Management is a 150-page, peer-reviewed open textbook intended for students majoring in property management and real estate at both the undergraduate and graduate levels. It can be incorporated into an existing property management operations course or used for a stand-alone course focused on sustainable property management. Although sustainability, as used in the real estate context, is about preserving the environment, it is about more than that. In sustainable property management, sustainability encompasses three spheres—environmental, social, and economic. Sustainable property management is about reconciling these three spheres throughout the operations and maintenance phases of the building lifecycle in such a way that a balance is achieved between economic development and the protection of environmental and social resources.

This textbook explains how ecologically sustainable concepts may be implemented throughout the property management operation functions while also considering the other spheres of sustainability. It also incorporates the theme of sustainable building practices as a human science as well as a building science by highlighting motivations and impacts to various stakeholders. The author draws on industry examples to illustrate these concepts and provides many experiential activities through which students can apply these concepts.

Are you reviewing or adopting this book for a course?
Please help us understand your use by filling out this form https://bit.ly/interest_sustainable_property_management.

How to Access the Book
The main landing page for this book is https://doi.org/10.21061/sustainable_property_management. The open textbook is freely available online in multiple formats, including PDF, ePub, and Pressbooks https://pressbooks.lib.vt.edu/sustainablepropertymanagement.
A softcover print version is available for order here.

ISBN
ISBN PDF 978-1-957213-38-5
ISBN Pressbooks 978-1-957213-40-8
ISBN ePub 978-1-957213-39-2
ISBN Print (color) 978-1-957213-37-8 https://www.amazon.com/dp/195721337X.

Table of Contents
Chapter 1: Introduction to Sustainable Property Management
Chapter 2: The Three Spheres of Sustainable Property Management
Chapter 3: Stakeholder Motivations for Sustainable Property Management Practices
Chapter 4: Sustainable Building Maintenance and Repair Practices
Chapter 5: The Intersection of Sustainable Property Management and Risk Management
Chapter 6: Integrating Sustainable Practices into Marketing and Leasing
Chapter 7: Financial Evaluation of Sustainable Building Initiatives
Chapter 8: Human Health Considerations

Find, Adapt, and Share Resources
Customizable class slides for this book are available at http://hdl.handle.net/10919/113422.

Instructors are encouraged to share their relevant, original, and openly-licensed teaching resources via the Instructor Resource Portal in OER Commons.

About the Author
Erin A. Hopkins, PhD, serves as an Associate Professor of Property Management within the College of Liberal Arts and Human Sciences at Virginia Tech, where she teaches courses in property management operations and sustainability in the built environment. She has been awarded Virginia Tech’s Teacher of the Week and has received recognition in Virginia Tech’s “Thank a Teacher” program multiple times. She has twenty-three published journal articles and has served as an associate editor for the textbook Practical Apartment Management (7th ed.), Journal of Green Building, Encyclopedia of the UN Sustainable Development Goals, and Encyclopedia of Sustainability in Higher Education. She also serves on the Institute of Real Estate Management (IREM) Foundation’s Board of Directors and IREM’s Environmental, Social, and Governance (ESG) Advisory Council.

Suggested Citation: Hopkins, Erin A. (2023). Sustainable Property Management. Blacksburg: Virginia Tech Department of Apparel, Housing, and Resource Management. https://doi.org/10.21061/sustainable_property_management. Licensed with CC BY NC-SA 4.0.

Errata and Error Reporting
Errata
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Accessibility
Virginia Tech Publishing is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Pressbooks (HTML) and ePub versions of this text are tagged structurally and include alternative text, which allows for machine readability.

Cover Art: Danist Soh via https://unsplash.com/photos/XufAxQTncGY
Illustration and Cover Design: Kindred Grey

To prepare to view the TCE animation, students could view the 'A Civil Action' movie and the instructor could read to them excerpts from the trial testimony and images from Woburn, wells G and H, geologic materials, geologic cross sections, the trial participants, and the federal courtroom in Boston (available as a attachment to this activity and at a website listed below). The discussion in Bair (2001) about scientists in the courtroom, the specific (excerpted) testimony presented by the three expert witnesses in the 'A Civil Action' trial, a chart summarizing the differences in their testimony, and the views of a federal judge on the goal of science versus the goal of a civil trial may also be worthwhile reading by the class prior to the assignment.

The instructor could also show students the large plates included in the USGS report by Myette and others (1987) that display potentiometric data and contours before and after the famous aquifer test performed in December 1985 and January 1986, just before the trial, and discuss the ramifications of having only two sets of water-level measurements to characterize all the changes in the flow system between 1964 and 1979, when wells G and H periodically operated. This makes students consider the substantial differences in making predictions based on a steady-state conceptualization of the flow system or a transient conceptualization.

The instructor could also show the animation of induced infiltration from the Aberjona River to wells G and H that also was created by Martin van Oort (M.S., 2005) and based on the research of Maura Metheny (M.S., 1998; Ph.D., 2004) at Ohio State University. Viewing both animations enables students to see that the water produced by wells G and H is a highly transient mixture derived from many different source areas within the valley.

The article by Bair and Metheny (2002) concerning the remediation activities at the Wells G & H Superfund Site could be used to show how groundwater contamination is cleaned up, why different remediation schemes needed to be used in different hydrogeologic settings, and why cleanup to U.S. EPA standards can take decades.

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For farmers, growing crops is just one step in running a successful farm—making the farm or market garden economically viable requires another suite of skills, including finding land, planning what crops to grow, marketing the crops, and managing income and expenses. This resource builds on our experience educating hundreds of apprentice growers in organic production, farm and business planning, direct marketing at a roadside farm stand, and Community Supported Agriculture (CSA) management through hands-on training in the running of our 100-member CSA program. Teaching Direct Marketing and Small Farm Viability: Resources for Instructors is organized into six units, three focusing on marketing and three covering other topics related to making a small farm economically viable. Included are lessons and resources for running a CSA project, selling at farmers' markets, forming collaborative marketing groups and grower cooperatives, and selling to restaurants. Also covered are strategies to improve small farm planning, including enterprise visioning and market assessment; creating a business plan, including marketing and crop plans; and managing cash flow. Land tenure options such as cash-rent leases from non-profits, shared ownership models, conservation easements, and community land trusts are reviewed as additional mechanisms for addressing the complex issue of the economic viability of small-scale agriculture. This resource also reviews the trends and factors that influence small-scale agriculture's economics, and provides an overview of produce marketing in the U.S. The training manual is designed for – •Instructors at college and universities, agriculture organizations, farm-training programs, apprenticeship programs •Agricultural extension personnel •Farmers with interns •Growers, teachers, and organizers at urban farms, community gardens, and food projects with direct-marketing outlets This instructor's resource features class and field demonstration outlines, trainee exercises, and resource materials, with a focus on CSA. The manual can be used in a classroom setting or adapted for other training formats, such as short courses, conferences, and field days.

This course uses Lean Launchpad for creating entrepreneurial ventures that start small but can be scaled up fairly quickly. You should you take this class only IF you are interested in creating such ventures. This course provides real world, hands-on learning on what it's like to actually start a high-tech company. This class is not about how to write a business plan. It's not an exercise on how smart you arein a classroom, or how well you use the research library to size markets. This is a practical class essentially a lab, not a theory or "book" class. Our goal, within the constraints of a classroom and a limited amount of time, is to create an entrepreneurial experience for you with all of the pressures and demands of the real world in an early stage start up.

Technology has changed dramatically over the last couple of decades. Currently, virtually all business industries are powered by large quantities of data. The potential as well as actual uses of business data, which oftentimes includes personal user data, raise complex issues of informed consent and data protection. This course will explore many of these complex issues, with the goal of guiding students into thinking about tech policy from a broad ethical perspective as well as preparing students to responsibly conduct themselves in different areas and industries in a world growingly dominated by technology.

Third Edition

Word Count: 196848

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Word Count: 7327

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Word Count: 7483

ISBN: 978-1-989864-40-1

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This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners' engagement in self-directed learning. Part of the discussion focuses on learners' preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.

This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are concerned with the performance expected of them, in addition to how well they perform their work-related activities (orientation to learning), indicating that organizations should provide guidelines on the use and expected outcomes of self-directed learning in addition to providing the tools, resources, and time (environmental factors) to match performance needs; construction managers feel that work-related activities expected of them, how well the work-related activities are performed, and consequences for poor performance at work are determining factors in selecting Web 2.0 technologies; while construction managers understand the need for rules restricting the use of Web 2.0 technologies in performing their jobs, they feel these rules do hinder their performance because access to specific information they need to answer a question, solve a problem, or research to learn something new is sometimes restricted; and successful performance outcomes are determined by compliance to expected performance behaviors of others, such as answering a question or solving a problem an architect or superintendent have presented, as well as expectations construction managers have set for themselves. The following are appended: (1) Call for Participation--Web 2.0 Technology Project; (2) Informed Consent Letter and Form/Template; (3) Semistructured Interview Guide; and (4) Permission to Conduct Research Study.

David Chen, vice president for China Legal and Corporate Affairs at Microsoft, and Kirk Hanson, executive director of the Markkula Center for Applied Ethics, discuss differing perspectives on intellectual property, piracy, and creating value.

In this three to four class unit, students will:

Assess the case for a global water crisis and its relevance in America.
Expand their understanding of sustainability as a contestable concept and movement.
Consider water resource-management objectives through the lens of sustainability.
Analyze region-specific examples of unsustainable use of water for agriculture.

This is largely achieved via student discussion and evaluation of texts and statistics provided to them. The text and statistics are derived from a variety of disciplines, mostly not from the geosciences. As such, the unit is very interdisciplinary, requiring students to synthesize disparate information and take a holistic perspective on water issues.

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This unit shows how GPS records of surface elevation can be used to monitor groundwater changes. Students calculate secular trends in the GPS time series and then use the original and detrended records to identify sites that are dominated by the elastic response to regional groundwater changes versus those dominated by local subsidence. They then compare the magnitude and timescales of fluctuations in Earth's surface elevation that result from sediment compaction, regional groundwater extraction, and natural climatic variability. This unit provides students with hands-on experience of the challenges and advantages of using geodetic data to study the terrestrial water cycle. The case study area is in California and the GPS records include the period of the profound 2012 -- 2016 drought.

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Note: Although the term GPS (Global Positioning System) is more commonly used in everyday language, it officially refers only to the USA's constellation of satellites. GNSS (Global Navigation Satellite System) is a universal term that refers to all satellite navigation systems including those from the USA (GPS), Russia (GLONASS), European Union (Galileo), China (BeiDou), and others. In this module, we use the term GPS even though, technically, some of the data may be coming from satellites in other systems.

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Online-ready: The exercise is electronic and could be done individually or in small online groups. Lecture is best done synchronously due to the technical nature. Discussion would be better that way too.

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In this unit, students explore water privatization and freshwater access issues within the geophysical and cultural context of Cochabamba, Bolivia. Students identify topographical features that create rain shadows and their relationship to the water cycle. As they discuss several alternative models for supplying water to the residents of Cochabamba, they link concepts of environmental justice to the Cochabamba Water Wars of 2000.

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Innovator. Problem solver. Change implementer. Stroke survivor.

Short Description:
An inside look at harnessing your power of positive thinking and bolster your “can-do” attitude.

Long Description:
“Be positive. Be unique. Be different.” – Herb Silverman

In this E-book, Unmistakably Herb, Herb Silverman believes that we can construct the capability of achieving anything we want, any purpose that is meaningful, anything objective imaginable if one can try to succeed. The energy to make everything possible is all up to the individual to be better than one was before.

More than that, experiencing a massive stroke at the age of 27 that affected Herb’s entire right side and his ability to speak initially, Herb understands firsthand the unexpected events life can bring. (Trust him on this…)

Hence, Unmistakably Herb’s e-book is divided into five-parts: adaptability, leadership, productivity, salesmanship, and humor, to provoked ideas and eye-opening outcomes for work and personal targets.

Word Count: 25837

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This module looks at the feasibility of using deeper wells as a source of low As water. The data sets are described in detail by van Geen et al. (van Geen et al., 2003; van Geen et al., 2002).

Students are being introduced to background information about the Arsenic problem in Bangladesh in lecture format. This includes health aspects and the history of the issue. They also have been using the sand tank groundwater model distributed by the University of Wisconsin Stevens Point (https://www.uwsp.edu/cnr-ap/watershed/Pages/GroundwaterModelWorkshop.aspx) to develop an intuitive understanding of groundwater flow and transport and are familiar with basic hydrogeological concepts. They inject a dye into the shallow aquifer of the model and study how pumping effects the migration of the Arsenic plume (Fig 1).

Students get an Excel spreadsheet that contains the longitude, latitude, and depth of 6000 wells and a satellite image that shows the area of investigation. They use Arc GIS software to plot data on the satellite image (Fig. 2), or alternatively plot the data as a function of longitude and latitude as a bubble plot in Excel. They find that the distribution of As in many regions is very heterogeneous. They then select sub-regions and look at the depth distribution and find that often there is a gap in the depth population of wells which turns out to be due to a clay layer varying in thickness that separates the shallow aquifer from the deep aquifer. The depth distribution (Fig. 3) of As also shows a characteristic pattern with most of the elevated As concentrated in the top 30 meters.
Students then discuss remediation options, in particular the possibility of switching to neighboring wells and using deeper groundwater as an alternative source of drinking water. They find that in many regions there are safe wells within a few hundred m of the high As well. However, it is not clear how long these wells will remain low in dissolved As and there are social barriers as well to use the neighbors well. They then determine a depth below which As concentrations are low in their region and elevate the risk of using deeper groundwater for drinking water and irrigation. They find that personal use is resulting in only ~1cm year-1 of water use, while irrigation (~1 m year-1) would considerably lower the water table and potentially could contaminate the deeper aquifer as well. The conclusion is that if deeper groundwater is utilized its use should be limited to personal use.

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Using Teams to Facilitate Organizational Development is a compilation of resources, information, and readings from open education resources gathered and produced in one location for the students of Middle Tennessee State University through resources from the James E. Walker Library and Embracing Equity through Open Educational Resources. Portions of this book are adapted from an edition of Human Resource Management and Organizational Behavior, both produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative and distributed under a Creative Commons license (CC BY-NC-SA). This adaptation has reformatted the original text, and replaced some images and figures to make the resulting whole more shareable. This adaptation has not significantly altered or updated the original. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license. Additional portions were adapted from Organizational Change, originally adapted from Saylor Academy for the Open Textbook Network under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensor.

To prepare for this project / assignment, students could view the 'A Civil Action' movie, the instructor could read to them excerpts from the book and/or the trial testimony, and show them images from Woburn, wells G and H, the subsurface geologic materials, geologic cross sections, the trial participants, and the federal courtroom in Boston (see below). The materials in Bair (2001) about scientists in the courtroom, specific (excerpted) testimony presented by the three expert witnesses in the 'A Civil Action' trial, a chart summarizing the differences in their testimony, and the views of a federal judge on the goal of science versus the goal of a civil trial may also be worthwhile reading by the class prior to the assignment.

The instructor could show students the large plates included in the USGS report by Myette and others (1987) that display potentiometric data and contours before and after the critically important aquifer test performed in December 1985 and January 1986, just before the trial, and discuss the significance of the stream discharge measurement made by the USGS upstream and downstream of municipal wells G and H to the experts' testimony and the outcome of the trial.

The instructor could also show the animations of TCE movement from 1960 to 1986 from the five known sources of TCE contamination at the Woburn Wells G & H Superfund Site (W.R. Grace, UniFirst dry cleaners, Olympia Trucking, Beatrice Foods, and New England Plastics) and the animation showing temporal changes in induced infiltration from the Aberjona River to wells G and H that were created by Martin van Oort (M.S., 2005) based on the research of Maura Metheny (M.S., 1998; Ph.D., 2004) at Ohio State University.

The article by Bair and Metheny (2002) concerning the remediation activities subsequent to the famous trial at the Wells G & H Superfund Site could be used to show how groundwater contamination is cleaned up, why different remediation schemes needed to be used in different hydrogeologic settings, and why cleanup to U.S. EPA standards can take decades.

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Written in 2006 by Iowa State University librarians Nancy L. Pelzer and William H. Wiese, Veterinary Medical Libraries in the 21st Century provides an in-depth introduction to managing an academic veterinary medical library at the turn of the 21st century, with overviews of selected libraries; discussions of collection development, technical services, and reference services; and a comprehensive list of resources on academic veterinary medical libraries.

Short Description:
‘Visuals for influence: in project management and beyond’ is a practical guide with 24 visuals to download, adapt and deploy to engage your stakeholders. This practical guide will build your confidence and practical skills to quickly and effectively leverage the benefits of visuals to maximise your influence.

Long Description:
‘Visuals for influence: in project management and beyond’ is a practical guide with 24 visuals to download, adapt and deploy to engage your stakeholders. This practical guide will build your confidence and practical skills to quickly and effectively leverage the benefits of visuals to maximise your influence. Uncover the science behind the power in visuals Discover software and tools that make visualisation easy Learn pro design tips that give your visuals a professional edge Download a visual archetype, tailor to your needs, and enhance your influence!

Word Count: 19408

ISBN: 978-0-6487698-6-6

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The Volcanic Hazards Simulation is a complex role-play used to teach upper-level undergraduate students about volcanic forecasting and emergency management through the management of an authentic volcanic scenario.

Short Description:
This 12-module digital course, Volunteer Management for the Not-for-Profit Sector, addresses key components of volunteer management practices, standards, and strategies that are in demand within the not-for-profit sector. As a whole, the course will equip you with the skills and competencies required to understand the management of diverse groups of volunteers at the local, provincial, and national levels, while also understanding the unique trends and needs of the sector. Each module has been put together by leading professionals in volunteer management. Together they provide unique and diverse perspectives on volunteer management in the not-for-profit sector.

Word Count: 9965

Included H5P activities: 13

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Ethical challenges for companies doing business abroad.
Kirk Hanson, executive director of the Markkula Center for Applied Ethics, interviews Rob Weisberg, Global Ethics Officer, Nokia Siemens Networks.

This virtual field trip takes students to the site of a local groundwater controversy in Gallatin Valley, Montana. Students virtually travel through seven stops which highlight the groundwater hydrology, local geology, geologic history of the valley and local groundwater policy. During the virtual field trip, students are asked to role-play as geologists hired to evaluate the area. Ultimately, they are asked to formulate an argument for or against the development of a nearby subdivision and to support that argument with evidence they gathered on the virtual field trip. Evidence may include observational field notes, hypotheses and questions regarding the geology and geohydrology of the area as well as limited hydrological data. Students must produce a final report discussing the decision they made as a consulting geologist. Reports should include a well-supported argument using the data and information collected during the virtual field trip. This virtual field trip gives students an opportunity to explore a local dispute regarding groundwater and learn how geology, geohydrology and scientific data are involved in policy issues.

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Students read one of two articles (the "cases") from High Country News, a bi-weekly periodical that covers environmental issues in the western North America. Both articles are about situations in which the use of ground water by irrigators has decreased the amount of surface water available for users with senior water rights. I divide the class into groups representing 1) surface water users, 2) ground water users, and 3) a regulatory board. The groups read and discuss each article and prepare a case to present to the regulatory board. After each group has prepared their case, we gather for a hearing, where groups of consultants present their cases and are questioned by the regulatory board. At the end, the regulatory board makes "decisions" on each "case". The decision isn't the focus of the exercise. The most valuable part is the subsequent discussion about the cases and the common issues in them that get the students to recognize the connection between surface and ground water and how humans have come up with confusing and sometimes scientifically conflicting sets of laws to regulate each.

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Liu Baocheng, executive director of the Center for International Business Ethics, talks with Kirk O. Hanson, executive director of the Markkula Center for Applied Ethics, about the holistic approach China takes to business. China, Baocheng explains, places a major focus on relationships and tends to take a long-term view, caring about future generations.

Liu Baocheng, executive director of the Center for International Business Ethics, talks with Kirk O. Hanson, executive director of the Markkula Center for Applied Ethics, about approaches to fair trade in China, considering subsidies and protectionism.

In this exercise, students predict changes in the movement of a dissolved plume in response to remedial pumping in an unconfined aquifer. The underlying conceptual model for the distribution of aquifer and aquitard materials is not known with certainty. Consequently, two alternative end-member conceptualizations are presented to students who are then asked to hypothesize differences in predicted responses at the pumping wells and nearby monitoring wells for each conceptual model. Predictions are compared to actual field data, and students discover that contaminant concentration measurements depend not only on the location of the observation point (in three dimensions), but also on the length of the screened interval through which water samples are collected. The activity is divided into three parts: (1) site/problem description, (2) formulation and testing of hypotheses for pumping wells, and (3) formulation and testing of hypotheses for monitoring wells. The activity gives students practice in three dimensional thinking and reinforces their intuitive understanding of contaminant plume migration in response to natural gradients and engineered stresses.

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This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Help from a co-worker is generally viewed as a good thing. But that isn’t always the case. Researchers are exploring an often-ignored form of help that is not always welcomed by those receiving it. It’s called anticipatory help. Anticipatory help is when an employee anticipates the needs of a co-worker and offers or provides help on a task without being asked to do so. That anticipatory help is unsolicited is what distinguishes it from reactive help, which is assisting a co-worker who has explicitly asked for help. According to the team behind the study, a prevailing viewpoint in organizational scholarship is that employees who help their co-workers generally receive positive reactions. But this perspective is based on research that has not deliberately differentiated the outcomes of anticipatory helping from reactive helping..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Whiplash injuries causing whiplash-associated disorder (WAD; spectrum of clinical manifestations resulting from injury) represent a major public health problem. The onset of pain and other symptoms may occur immediately or have a delayed onset. A substantial majority of patients progress to continuing symptoms of pain, inability to function, and loss of work, with or without associated psychological burden of depression, anxiety, and post-traumatic stress syndrome. It is important for a clinician or a health worker to understand the disease from the perspectives of its historical, biomechanical, clinical-therapeutic and bio-psycho-social approaches to effectively manage a patient’s care following a potential injury. In this book, we have summarized that information, organized into different chapters, within the framework of two patients. With this approach, information is easier to understand and directly applicable to clinical practice. We feel that this book acts as a useful resource to medical students and learners, primary care physicians, pain physicians, physiatrists, physical therapists and health providers involved with management of whiplash patients. A conscious attempt has been made to deliver evidence-based information.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Communication is key to business. If employees don’t communicate ideas or point out problems, organizations can struggle to improve efficiency and offer innovative products and services. That’s why leaders and organizations often encourage workers to voice their ideas and perspectives. If employees speak up and express their ideas and opinions, the thinking goes, then they’re not remaining silent about other problems or concerns. It turns out, that’s not the case. In an Academy of Management Journal paper, researchers analyzed multiple studies involving thousands of employees to understand the link between voice (how often employees volunteer constructive ideas or issues at work) and silence (the extent to which they intentionally withhold ideas or issues). The conclusion was that the two behaviors were virtually independent. The research found that voice and silence are driven by different psychological factors..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Short Description:
The word workaround has entered general English usage to refer to a makeshift method of overcoming or bypassing a problem, an example being the events that took place after an explosion on the Apollo 13 spacecraft in 1970. Until recently, the concept was limited primarily to technical contexts. This book explores the origins of workarounds, the challenges of identifying and managing them, and the potential benefits and risks involved. It discusses the use of workarounds in different settings and also takes a look at future challenges.

Word Count: 47179

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Short Description:
A practical guide for the student or human resources professional when conducting internal workplace investigations. This text details the steps required in a workplace investigation and considerations for the human resources professional.

Long Description:
Developed as a textbook for the Northern Alberta Institute of Technology, JR Shaw School of Business human resources management course HRMT 4130 Workplace Investigations. This book will walk the student or human resources professional through the steps and considerations of conducting an internal workplace investigation.

Word Count: 42003

ISBN: 978-1-55195-483-7

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The primary focus of this course is to learn how to construct and use powerful spreadsheets for effective managerial decision-making. This course is mostly project- oriented with a dual focus on spreadsheet engineering and quantitative modeling of financial applications. Students will learn to develop powerful spreadsheet models and perform data analysis using Pivot Tables, VLookUp, Data Validation techniques and Sub Total functions. Students will also learn how to enhance spreadsheets by creating dashboards on financial data. The Visual Basic (macro) concepts will also be introduced to students. With the knowledge and hands-on experience of these concepts, students will be prepared to take on the challenges of the business world as it relates to working with spreadsheet modeling and data analysis.

The course aims to help students better understand how business interacts with society. The dramatic rise in the exchange of goods, information, services and capital around the world makes business a driving force in global society. Yet, the evolving expectations of corporate stakeholders (e.g., customers, investors, governments and civil society groups) are not well understood. Corporations are expected to meet ever-higher standards of care wherever they operate. Stakeholders expect managers to make a profit for their companies in ways that are lawful, socially responsible and contribute to the welfare of society. Tomorrow’s business leaders will need to be equipped with an adequate understanding of the societal issues as well as the business opportunities these developments generate. The course will help students learn to be more effective business leaders in this new era of global interdependence.

The primary focus of this course is to introduce quantitative aspects of various HR functions. This course is designed for those who wish to learn key metrics used in the Human Resources Management field and understand how they impact the business decision making process. The course will provide an overview of HR Metrics and introduce various HR metrics such as time-to-hire, vacancy rate, attrition rate, etc. by using spreadsheets to enrich the learning experience. With various metrics demonstrated using spreadsheets, students will learn how spreadsheets can be created and used for data analysis and interpretation for effective business decisions. Students will also be encouraged to work in teams to demonstrate their understanding of the metrics in an ongoing basis.

This course is designed to provide students with an understanding of training and development as a tool for improving organizational performance. Topics include (a) understanding the components of a needs analysis; (b) designing training programs to capitalize on our current understanding of how adults learn; (c) understanding training and development within the context of the modern workplace; and (d) understanding how to evaluate the utility of training and development interventions.

This activity is based on a discussion in pairs or groups. It can be a pre-activity or a post activity. The main purpose of this activity is to make learners  start with a brainstorming and then discuss their  ideas in relation to entrepreneurship and fund raising.  One important objective is to use the linguistic devices and transition tools to properly use the language for professional purposes or for academic purposes ( communication course). It can be a speaking activity and then developed in a written activity. 

NSCC Edition

Short Description:
This open textbook is an adapted version of eMarketing: The Essential Guide to Marketing in a Digital World - 6th Edition. It has been modified to match the outcomes for business courses at NSCC.

Long Description:
This open textbook is an adapted version of eMarketing: The Essential Guide to Marketing in a Digital World – 6th Edition. It has been modified to match the outcomes for business courses at NSCC.

Word Count: 38246

ISBN: 978-1-990641-13-8

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Students work in groups to develop posters that communicate their concept of landscape following several field labs (soils, sediment analysis, river discharge, vegetation survey, aquatic life) at one location. They must consider four categories: landscape interactions, landscape history, life, and perspectives/communication.

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Short Description:
Human Resource Management - Canadian Edition introduces MANA 362 students to the basic aspects of managing human resources in a Canadian context. The strategies and theories outlined in this book will be of use to any manager—not just those in HR—who needs to know about recruiting, selecting, training, and compensating people. This book is currently in pilot version.

Long Description:
Human Resource Management – Canadian Edition teaches HRM strategies and theories in a Canadian context that any manager—not just those in HR—needs to know about recruiting, selecting, training, and compensating people.

Most students will be managing people at some point in their careers and not necessarily in a human resource management capacity. As businesses cut back, they may outsource HR duties to outside vendors. Or, in smaller businesses, the HR department is sometimes small or non-existent, and managers from other departments have to perform their own HRM. Therefore, teaching HRM from the perspective of a general manager, in addition to an HR manager, provides more relevance to students’ careers and will give them a competitive advantage in the workplace.

Word Count: 65860

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