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Employment and Business

401: Employee Absenteeism - Coaching for Success

402: Job Interview - Director of Human Resources


402B: Job Interview - Chief of Security


402C: Job Interview - Artistic Producer


402D: Job Interview – Manager Facilities and Special Events


403: High Level Promotion - Family Dynamics


406: Customer Service Experience - Two Perspectives

407: Human Rights & Equity Dilemmas


408: Courting Customers in the Arts


410: Ethical Dilemmas in IT


411: Dealing with a Colleague - Change in Behaviour


412: Advocating for Resources in the Workplace


413: Advocating for Inclusive Hiring Practices in the Workplace


414: Professional Communications in the Arts


902: Managing a Difficult Team Member (Marie)



 

 


401: Employee Absenteeism - Coaching for Success

An employee is chronically late and/or absent.  The manager has to articulate the problem and find an appropriate solution to the problem.

LEARNING OBJECTIVES:  setting an agenda, giving feedback, finding collaborative solutions, gaining buy-in, defining next steps

SIMULATOR ROLES:     Pat Reid (30's - 40's)

                                    *This simulation may be adapted to a female or male employee.

LEARNER ROLE:          Newly hired assistant manager at Jordan’s Jewelers

SETTING:                      Manager’s office at Jordan’s Jewelers   

INFORMATION FOR LEARNERS: Pat has worked as an assistant administrator at the company for 18 months.  She has been warned twice at performance reviews about missing work, frequently on Mondays and Fridays.  She does her job well and is generally well-liked in the office but shows no sign of changing her work habits despite the warnings.  This is her third performance review and her first with the new assistant manager. Co-workers have complained about Pat’s constant absenteeism and chronic lateness.

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402: Job Interview - Director of Human Resources

The 402 series of Job Interviews have been created by Genevieve Farrell from the Ted Rogers School of Management.

Prospective employees are being interviewed for the position of Director of Human Resources at the Palms Pacific Corp. Inc.

LEARNING OBJECTIVES:  practicing all interviewing skills, maintaining professional demeanor

SIMULATOR ROLES:     Sam Golden (50)

                                    Dr. Merle Wonder (40)

                                    Chris Peters (45)

                                    *Note: This simulation is adaptable to either male or female applicants

LEARNER ROLE:          Interviewer of job applicants

SETTING:                      Offices of Palms Pacific Corp. Inc.

INFORMATION FOR LEARNERS:  Sam, Merle and Chris are competing for the job of Director of Human Resources.

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402B: Job Interview - Chief of Security

Prospective employees are being interviewed for the position of Chief of Security at the Palms Pacific Corp. Inc.

LEARNING OBJECTIVES:  practicing all interviewing skills, maintaining professional demeanor

SIMULATOR ROLES:     Pat Silver (50ish)

                                    Kelly Glass (40ish)

                                    Alex Knox (45ish)

                                    *Note: This simulation is adaptable to either male or female applicants

LEARNER ROLE:          Interviewer of job applicants

SETTING:                      Offices of Palms Pacific Corp. Inc.

INFORMATION FOR LEARNERS: Pat, Kelly and Alex are competing for the job of Chief of Security at Palms Pacific.

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402C: Job Interview – Operations Manager and Artistic Producer

Prospective employees are being interviewed for the position of Operations Manager and Artistic Producer at the Art with Heart Theatre Company.

LEARNING OBJECTIVES:  practicing all interviewing skills, maintaining professional demeanor

SIMULATOR ROLES:     Jesse Dauphin

                                    Max Eby

                                    Lee Arthur

                                    *Note: This simulation is adaptable to either male or female applicants

LEARNER ROLE:          Interviewer of job applicants

SETTING:                      Offices of Art with Heart Theatre Company

INFORMATION FOR LEARNERS:   Jesse, Max and Lee are competing for the job of Operations                                      Manager and Artistic Producer at the Art with Heart Theatre Company.

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402D: Job Interview – Manager Facilities and Special Events

Prospective employees are being interviewed for the position of Manager Facilities and Special Events at the Palms Pacific Corp, Inc.

LEARNING OBJECTIVES:  practicing all interviewing skills, maintaining professional demeanor

SIMULATOR ROLES:     Jamie Jones

                                    Morgan Price

                                    Robin Aston

                                    *Note: This simulation is adaptable to either male or female applicants

LEARNER ROLE:          Interviewer of job applicants

SETTING:                      Offices of Palms Pacific Corp, Inc.

INFORMATION FOR LEARNERS: Jamie, Morgan and Robin are competing for the job of Manager, Facilities and Special Events at Palms Pacific.

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403: High Level Promotion - Family Dynamics

This couple brings a complex situation into the interview room.  It is company policy that the employee and spouse are both interviewed prior to overseas moves, since it is considered that family support is important to these promotions.

LEARNING OBJECTIVES:  ensuring opposing views are heard and respected, mediating between parties, encouraging dialogue, gaining buy-in, managing conflict, negotiating agreements

SIMULATOR ROLES:     Nancy Clarke (41)

                                    John Clarke (44)

LEARNER ROLE:          Human Resources Director / Manager / Counselor

SETTING:                      Offices of ABC Co. / Counseling Office

INFORMATION FOR LEARNERS: John’s company (ABC Co.) is considering offering him a promotion that would send him to Asia for a minimum of three years.  It is the company’s policy to interview the employee and spouse before making a decision.  The decision to promote John hinges upon this move being “successful” which means, it needs to work for the family.

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406: Customer Service Experience - Two Perspectives

A two part simulation in which learners experience customer service from both sides as the customer and as a Customer Service Representative

LEARNING OBJECTIVES:  listening skills, responding to non-verbal cues, acknowledging feelings, maintaining professionalism, identifying issues

SIMULATOR ROLE:       Part 1: Customer Service Representative

                                    Part 2: Customer

                                    *both parts are played by the same person, either male or female

LEARNER ROLE:          Part 1: Customer

                                    Part 2: Customer Service Representative

SETTING:                      A variety of settings determined by the service noted in the scenario

INFORMATION FOR LEARNERS:  Part 1: You are a customer who needs to deal with a CSR to obtain goods or services.

                                    Part 2: You are a CSR who has to deal with an angry customer.

                                    *There are several scenarios that can be used for learners to be either the Customer or the CSR

* Learner Handout Available

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407: Human Rights & Equity Dilemmas

Workplace scenarios ranging from complaints about racism, homophobia, religious freedom, disability issues and many more…

LEARNING OBJECTIVES:  listening skills, responding to non-verbal cues, acknowledging feelings, maintaining professionalism, identifying issues

SIMULATOR ROLES:     Male; 30 – 50

                                    Female: 30 - 50

LEARNER ROLE:          HR Manager

SETTING:                      Generic workplace/office settings

INFORMATION FOR LEARNERS:  You are an HR manager who will be facing numerous challenging dilemmas with employees. Your task will be to tackle the issues, deal with the individuals and maintain their human rights and a safe work environment as well as protecting the company from litigation.

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408: Courting Customers in the Arts

This simulation was developed in collaboration with Luisa Trisi, Sholem Dolgoy and the Ryerson Theatre School.

In a series of vignettes, Ryerson theatre students who are not in performance will practice important skills in navigating essential issues in customer service for arts administration, management and public relations.

LEARNING OBJECTIVES: listening to concerns, responding to non-verbal cues, acknowledging

feelings, clarifying information, identifying issues, making decisions, stating actions to be taken.

SIMULATOR ROLE:       2 actors playing multiple roles:  Vladimir Sorin, director;

                                    Sharon, Barbara Sangster; Susan and Bill; Chris;                                    Stefan and Meredith, patrons

LEARNER ROLE:          Customer service representative at Ryerson Theatre

SETTING:                      Ryerson theatre box office (scenes 1-4) and lobby (scene 5)

INFORMATION FOR LEARNERS: It is opening night of Romeo and Juliet.  As the CSR you are responsible for inquiries and requests at the box office.  You are also Front of House manager for tonight’s performance.  You must deal with any issue as it arises.  There is much tension, anxiety and excitement in the air.  All resources are strained and you are the only person on duty for the day.

* Learner Handout available.

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410: Ethical Dilemmas in IT

In several interactions involving issues such as security breaches or pirated software, students will need to address both the person and the issue in order to deal effectively with the situation.

LEARNING OBJECTIVES:  practice identifying the ethical issue, making critical decisions, taking action

SIMULATOR ROLES:     Various roles: Dean Shirley Pelliegrisi, Brian Dobson, VP of Information Technology, Mary Lou Duffy, principal    

LEARNER ROLE:          Various roles: student, teacher, IT security specialist, IT manager

SETTING:                      Various locations: dean’s office, office of VP of IT, high school principal’s office (described in each scenario)          

INFORMATION FOR LEARNERS:  Learner handout required – different information for each scenario.

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 411: Dealing with a Colleague - Change in Behaviour

This simulation was developed in collaboration with the School of Early Childhood Education.

A recent change in behaviour has prompted a colleague to confront a team member. Directness and sensitivity will both be necessary to discover the truth.

LEARNING OBJECTIVES:  asking effective questions, active listening, building trust, setting collaborative goals                

SIMULATOR ROLES:     Douglas Starr an ECE, front line worker with children and families

LEARNER ROLE:          Douglas’s colleague also an ECE – front line worker with children and families                                       

SETTING:                      Day Care Centre – an office for a private conversation   

INFORMATION FOR LEARNERS:  Douglas has been away ‘sick’ 4 days in the last month and up to an hour late for work at least 5 mornings and for 1 afternoon shift.  This is unusual if not a drastic change in behaviour for Douglas. On one hand you are concerned about him but he is letting the team down and you need to find out what is going on. There is a critical issue as the team needs to initiate an intervention for a child and Douglas is an integral part of the team as an advocate for the child. His absences and lateness have affected staffing schedules which have impacted the intervention timelines due to postponed meetings.

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412: Advocating for Resources in the Workplace

This simulation was developed in collaboration with the School of Early Childhood Education.

A dedicated teacher needs to present an idea to the principal for additional resources. In advocating for students, he/she needs to provide a plan and a clear request.

LEARNING OBJECTIVES:          maintaining professional attitude and demeanour, listening to concerns, adjusting approach when needed, providing a clear, achievable and supported request

SIMULATOR ROLES:                 Chris Murray, public school principal

LEARNER ROLE:                      teacher in the resource centre

SETTING:                                  Principal’s office

INFORMATION FOR LEARNERS:  You are a teacher in the Resource Centre at Primrose Public School and you have identified a need in the school and centre that would benefit the students in the primary division. You know funding may be an issue but you believe in your solution to the problem - in your resource. You have made an appointment with the principal, Chris Murray, to present your plan.

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413: Advocating for Inclusive Hiring Practices the Workplace

This simulation was developed in collaboration with Gordon Pon, School of Social Work, Ryerson University.

Staff members at a mental health centre have become concerned about hiring practices and policies. A counselor has decided to raise the issue of representative hiring, both for front-line workers and administrative staff.

LEARNING OBJECTIVES:  maintaining professional attitude and demeanour, listening to concerns, adjusting approach when needed, providing a clear, achievable and supported request

SIMULATOR ROLES:     Rebecca Tedesco, supervisor/manager

LEARNER ROLE:          counselor in the Child and Family Mental Health Centre

SETTING:                      staff meeting in the Child and Family Mental Health Centre

INFORMATION FOR LEARNERS:  You are a counselor in the Child and Family Mental Health Centre and you have identified a need in the centre to revisit hiring policies. Currently there is a temporary receptionist working at the centre. Nancy Smith is capable but as a white English speaking woman, she does not reflect the community served by the centre. You feel it is important to raise the issue of hiring policy at the meeting as a decision must be made soon about either hiring Nancy full-time or convening a hiring committee to consider other candidates. 

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414: Professional Communications in the Arts

This simulation was developed in collaboration with Caroline O’Brien, Ryerson Theatre School.

In a series of short scenarios, learners engage with various members of a theatre company

LEARNING OBJECTIVES:  active listening practice for the costume designer and wardrobe staff; establishing, negotiating and maintaining critical relationships, maintaining professional attitude and demeanour, listening to concerns, adjusting approach when needed

SIMULATOR ROLES:     Miriam Protheroe, Director

                                    Kyle Neumann, Production Manager

                                    Caitlin Hodge, Actor

                                    James Dolman, Actor

                                  

LEARNER ROLE:          new member of the wardrobe staff

SETTING:                      in the theatre

INFORMATION FOR LEARNERS:  You are a new member of the Wardrobe Staff of a small, well-regarded professional theatre company. The current season of productions was determined over 2 years ago. The director for A Midsummer Night’s Dream was chosen 18 months ago. In that time, due to reductions in federal arts grants etc. original budgets have been cut across the board. The original costume designer for this production who was also the wardrobe supervisor has taken a leave of absence due to ill health. The production manager has stepped in to supervise wardrobe until a replacement can be found. Two other experienced members of the staff – a stitcher and a cutter - were lured away by a prestigious festival. Though the learner considers ‘herself’ a costume designer, she has never been responsible for a complete show. The learner is now the designer as well as the cutter/draper, and responsible for the fittings.

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902: Managing a Difficult Team Member

Note: Initial development of this simulation was supported by a grant from the J.W. McConnell Family Foundation

This woman has become a problem for a group project between students/employees.  Another member of the group must apply appropriate interpersonal conflict resolution strategies.  This particular student/employee really wants a good grade/recognition but doesn’t know how to get the job done without alienating everyone.

LEARNING OBJECTIVES:  asking direct and open-ended questions, providing feedback, identifying issues, managing conflict, conveying understanding, respecting diverse viewpoints

SIMULATOR ROLES:     Marie

LEARNER ROLE:          Another member of Marie’s team

SETTING:                      Classroom or Office

INFORMATION FOR LEARNERS:  Marie thinks her group is wasting its time and she wants to do the project on her own.  The success of the assignment depends on the group’s dynamic and its ability to resolve conflict.  So the group decided that someone has to talk to her.

                        * Note:  If used in an academic setting, one third of the mark for the assignment is based on the group’s assessment of the interpersonal dynamic. 

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