Dr. Lynne Kelly                                                                                                                  HJG Center E216
Office Hours: M 3-4, T 2-3, W 11-12, R 10-11:30 & by appt.                                           768-4647 or 4633

 Most  of us think of our work lives as quite separate from our personal lives.  For those who work a typical Monday through Friday schedule, when Friday rolls around, we shout TGIF!  But how separate are these two worlds?  At work, people have formal relationships with others (e.g., supervisor-employee, co-worker) but they also develop informal relationships such as friendships or romantic relationships.  Our relationships at work and other issues we face on the job influence our personal lives and our communication with those outside of work.  Most people, for instance, have to figure out how to balance the demands of work and family life.  Recently, there have been cases of employees being fired because they or their spouses posted nude pictures on their web sites!
 In this course we'll look at ways in which these two supposedly distinct aspects of life, personal and work, are intimately connected.  Topics include superior-subordinate relationships and communication; informal relationships in the workplace, especially friendships and romantic relationships; areas of organizational policy such as sexual harassment and parental/maternity leave policies; dual career families and their decision-making processes; work-family conflict; child care and division of household labor.
 Class will be conducted through discussion, activity, and a minimum of lecture.   You are expected to complete all assigned readings and contribute to class discussion.

TEXTS:   Bailyn, L. (1993).  Breaking the mold.  New York: The Free Press.
        Gilbert, L. (1993).  Two careers/One family.  Newbury Park, CA: Sage.
        Working Women: Opposing Viewpoints (1998).  San Diego, CA:
  Greenhaven Press.

In addition you will purchase a packet of readings.  Details will be presented in class.

1. Reading.  There will be reading for each class period.  In fact, reading is one of the major activities of the course.  You are expected to do all of the reading and incorporate the reading  into papers and class discussion.

2. Leading Class Discussion.  You and one other student will be assigned to lead
 the class discussion once during the semester.  The two of you will produce a
 one page (typed) set of discussion questions (4-5 questions) that you will distribute to the class during the class period prior to the one you will lead so students can use the questions to guide them through the reading and which will serve as the basis of discussion that day.

3.  Research Project.  Working with one other person, you will select a topic from a list I distribute in class and will complete a research project. Your task will be to conduct research on that topic using library sources, the internet, and materials
 from organizations.  More specifically, you will be trying to locate current information on organizational policies and practices related to your topic.  For example, for the topic of parental leave policies, you would do research to find out how companies are handling that policy, who gets to take leaves, for how long, who covers the work while the employee is on leave, etc. There will be a written report and an oral report. This is a small-scale research project in which your written report should be about 6-7 pages and your oral report should be about 10-15 minutes. Details will be presented in class.

4. Analysis Papers.  You will write two papers, each about 4-5 typed, double-spaced pages.  The papers are designed to encourage you to explore key issues in the course, integrating course material and reading with practical examples and issues.  Details will be presented in class.

5. Quizzes. There will be regular short quizzes on the reading.  These will be
 unannounced.  Quizzes can only be taken in class, so you need to attend class
 regularly so you do not miss the quizzes.  I will, however, drop the two lowest

6. Debate.  Given that there are many controversial topics covered in the course,
 you will have the chance to debate one of those topics.  Each of you will be
 assigned to work with one other person, and the two of you will work together
 to prepare your case.  The two of you will debate with two other people, who
 will take the other side of the issue.  The work involved is preparation of your
 case and a post-debate reflection paper based on the debate in which you are not
 involved.  On the day of the debate, you will turn in a typed outline of your case
 and your list of sources (minimum of 4).  Following the debate for which you
 are simply an audience member, you will write an individual paper, about 3
 typed pages, in which you discuss both sides of the issue you saw debated and
 indicate what your current opinion is on the issue and what information you
 heard during the debate that influenced your opinion.

Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%
Project written report . . . . . . . . . . . . . . . . . . . 15%
Project oral report. . . . . . . . . . . . . . . . . . . . . . . 10%
Analysis papers. . . . . . . . . . . . . . . . . . . . . . . . . 15%
Leading class discussion. . . . . . . . . . . . . . . . .   5%
Debate preparation & presentation . . . . . . . 15%
Debate reflection paper . . . . . . . . . . . . . . . . . . 10%
Class participation. . . . . . . . . . . . . . . . . . . . . . . 10%

1.  All assignments must  be completed to receive a passing grade in the course.
2.  Papers must be turned in on the day they are due.  Late papers will be docked a letter grade for each day they are late.
3.  Quizzes must be taken at the time they are given in class.
4.  I start and end class on time.  If you cannot get to class on time, please do not come to  class.  If there is a snowstorm, do your best to be on time but I will understand if you are late (unless you live on campus!).


W 1/19 Introductions; orientation to the course and explanation of the syllabus;
  Distribution of reading packet.

M 1/24 The work-personal life context.
  Reading Due:  RP: Schor, "The Overworked American" Ch. 1-3

W 1/26 Inside the organization: background issues;
  Reading Due:   Bailyn pp. 1-39

M 1/31 Inside the organization continued; assign analysis paper #1.
  Reading Due:  Bailyn pp. 40-63 & RP: Hochschild, "The Time Bind"
  Ch. 1-2

W 2/2   Relationships at work: friendships; assignment of research
  project and formation  of teams.
  Reading Due:   RP: Bridge & Baxter "Blended Relationships" &
  ě. . . Employee Lifestylesî

M 2/7   Relationships at work: romantic relationships
  Reading Due:   RP: ěCupidís Cubicles,î ěWanna Date. . . ě
  and Loftus "Frisky Business"

W 2/9  Guest speaker

M 2/14 Sexual harassment, view videotape.
  Reading Due:  RP: ěSex and the Lawî
  DUE: Analysis paper #1.

W 2/16 Sexual harassment.
  Reading Due:  Working Women Ch. 3

M 2/21 Organizational policies and practices.
  Reading Due:  RP: ěThe Family & Medical Leave Act,î ěPregnancy,
  Family . . . ě ěThe Maternal Wall,î Working Women pp. 79-88

W 2/23 Organizational policies and practices continued.
  Reading Due:  Bailyn  pp. 55-96, Gilbert Ch. 6, & RP: ěThe Impact of
  Human Resource Policies. . .î

M 2/28  How effective are organizational policies and practices?
  Reading Due: Bailyn  pp. 97-138, & RP: Pleck "Are Family-
  Supportive Policies Relevant to Men?"& ěThe Time Bind Ch. 3 & 4î

W 3/1   Debate #1
  DUE:  Debate preparation for those in debate #

M 3/6  Inside the family: background issues.
  Reading Due: RP:"Nostalgia Clouds View. . ." and Gilbert Ch. 1 & 2
  DUE: Debate reflection paper for those NOT in debate #1

W 3/8  Inside the family: background issues and expectations continued.
  Reading Due:  Gilbert Ch. 3&4 and RP: Rubin "Intimate Strangers:
  Love, Work and Identity.î


M 3/20 Inside the family continued.
  Reading Due: Gilbert Ch. 5

W 3/22 Household labor issues.
  Reading Due: RP: Schor, "Overwork in the Household"

M 3/27 Guest speaker

W 3/29  Child care issues.
  Reading Due: RP: Rubin "Raising the Children," ěDo Children Lose. . .î
  and Working Women Ch. 1 #1-2 and 5-6.

M 4/3   Child care issues continued; assign analysis paper #2.
  Reading Due: RP: Cohen "What Do Fathers Provide?", Silverman
  "Where are the Daddies?" and Goodman "Mothers Blamed. . ."

W 4/5   Debate #2.
  DUE: Debate prepartion for those in debate #2

M 4/10 A look at other cultures.
  Reading Due:  RP: Haas "Nurturing Fathers. . . in Sweden" &
  RP: ěWorking Women: 4 Country Comparisonî
  DUE:  Debate reflection paper for those NOT in debate #2

W 4/12 Envisioning the future: What will your life be like?
  Reading Due: Bailyn  pp. 139-150, Gilbert Ch. 7

M 4/17 Envisioning the future continued.
  Reading Due:  RP: Hochschild "The Time Bind" Ch 14-16
  DUE:  Analysis paper #2

W 4/19 Preparation for oral presentations.

M 4/24 Oral presentations.

W 4/26 Oral presentations.

M 5/1  Summary and course evaluation.

Final project written report is due on Wednesday, May 3.