BUS 382 HRM Employment Law Syllabus PDF

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HR Management syllabus...

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Concordia University – St. Paul College of Business and Technology The mission of Concordia University, a university of The Lutheran Church-Missouri Synod, is to prepare students for thoughtful and informed living, for dedicated service to God and humanity, and for enlightened care of God's creation, all within the context of the Christian Gospel.

Syllabus Part 1: Course Prospectus Course Information Registration 

Course Title: Human Resource Management and Employment Law

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Course Number: BUS 382

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Section:

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Credit Hours: Four (4) semester hours

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Delivery: Online

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Dates of Course: July 8th – August 23rd, 2019

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Prerequisites and/or Co-requisites: None

Professor 

Name: Mary M. Weber

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Email: [email protected] Feedback is one of the critical elements for student success in distance learning. For this reason, you can expect a response to your email within 24 hours during the weekday and between 24 and 48 hours on weekends.

Course Content Course Description Gain insight into the pivotal role human resources plays in helping organizations be successful. Learn the various functions of HR and their relationship to the role of manager. Explore the historical roots of HR in organization life and the application of the law to the present day workplace including wrongful discharge, harassment, interviewing, selection, compensation, and benefits.

Course Syllabus

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Student Learning Outcomes By the end of this course, students should be able to:       

Articulate current Human Resource laws affecting American organizations. Describe the changing role of Human Resources Management. Articulate the value of HR to the organization as a strategic business partner. Explain the role of equal employment opportunity, affirmative action, and diversity in the work place. Describe recruitment and selection procedures, including lawful application forms, employment testing, and interviewing. Identify the importance of having a fair and market focused compensation system. Articulate the primary drivers of performance management systems and their importance in the work environment.

Course Requirements Required Course Materials Noe, R., Hollenbeck, J., Gerhart, B., & Wright, P. (2018). Fundamentals of human resource management (7th Ed.). McGraw Hill. ISBN-13: 978-1259686702 ISBN-10: 1259686701

Course Assessments Discussion Boards Discussion boards are an opportunity for you to share research and opinions of topics covered each week. Initial posts are due by Thursday by 11:59 p.m. Students are expected to read the postings of others and respond to a minimum to two fellow learners on each discussion activity. Follow-up posts should be on two separate days and posted no later than Saturday, 11:59 p.m. CT. You are also expected to read through any instructor notes and replies and answer any additional questions posed. To receive full credit, an approximately 250-word (minimum) response to each question on Blackboard is needed. Incorporate material from the readings into your assignments and your postings. Please integrate your readings into your responses to the discussion questions, using the APA citation style. You should cite terms and concepts from the text and apply them to the specific questions and responses. Discussion boards are worth 20 points per question (total of 420 points for 7-week time frame). Please see Blackboard for grading rubrics. Job Analysis Using a job you are somewhat familiar with, interview or gather data from at least two people to conduct a job analysis. You may use any tool to conduct the job analysis, but it must provide the information required to create a job description that accurately represents the work performed, and can be used to select employees, guide decisions about their compensation range, measure their performance, and ensure compliance with legal aspects.

Course Syllabus

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In addition to submitting a job description, you must include a discussion on your process, a summary of your interviews, and a discussion on how job analysis can be used to impact employee performance. Your paper should be four-to-six pages. Your job description should be at least one page and not longer than two. Be sure to post both your summary AND the job description using APA format in one document. The Job Analysis paper is worth 100 points. Please see Blackboard for grading rubrics. Learning Intervention Paper In five pages, highlight a single learning intervention (management development, sexual harassment awareness, etc.) and describe three to five methods or exercises (case study, role play, exercise, lecture, etc.) that you think would be effective in a facilitated learning experience. Describe the objectives of each method, how the instructor would use the method to facilitate learning, and further explain why you believe the methods would be the best approach to facilitating learning. Follow the APA citation and format style. The Learning Intervention paper is worth 100 points. Please see Blackboard for grading rubrics. Performance Management System Paper In a five page paper, select a current or past organization and explain how you would design and implement an improved performance management system. Provide an evaluation of the current system using concepts from the readings and then be sure to explain in detail the changes you would make to improve the existing performance management system. Follow the APA citation and format style. The Performance Management System paper is worth 100 points. Please see Blackboard for grading rubrics. Human Resource Management Evaluation or Research Paper Description: Write a five-page research paper on any human resources topic that you believe is important for organization success. The paper needs to be written in a way that displays your understanding of the topic and how it fits with overall organizational strategy. Topics may include one of the following: performance management, employee engagement; general compensation practices, global HR in the context of expatriates, (staffing, recruitment, on-boarding), retention of staff, employee benefits in the total sense; employee health care benefits, etc. Your final paper should have a minimum of three to five outside references outside of the course readings. Follow the APA citation and format style. Course outcomes being assessed: describe recruitment and selection procedures, including lawful application forms, employment testing, and interviewing; identify the importance of having a fair and market focused compensation system; articulate the primary drivers of performance management systems and their importance in the work environment Effectiveness of your HR organization or Research paper is worth 100 points. Please see Blackboard for grading rubrics.

Course Syllabus

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Course Grading Grading Scale Letter

Percentage

Letter

Percentage

A

93.0-100%

C

73.0%-76.9%

A-

90.0-92.9%

C-

70.0%-72.9%

B+

87.0-93.0%

D+

67.0%-69.9%

B

83.0%-86.9%

D

63.0%-66.9%

B-

80.0%-82.9%

D-

60.0%-62.9%

C+

77.0%-79.9%

F

Below 60.0%

Grade Computation Assignments will be graded for completeness, presentation, relevance, depth of analysis, use of APA Style, and compliance with other expectations. Assessment

Due Date

Points

Discussion Boards

Initial post due Thursday at 11:59 p.m. CT Follow up post to peers Saturday, 11:59 p.m. CT

420

Job Analysis

Week 3 – Monday of Week 4 by 11:59 p.m. CT

100

Learning Intervention

Week 4 - Monday of Week 5 by 11:59 p.m. CT

100

Performance Management System

Week 5 - Monday of Week 6 by 11:59 p.m. CT

100

Effectiveness of an HR Organization Week 7 – Thursday of Week 7 by 11:59 p.m. CT or Research Paper

100

Total

820

Course Syllabus

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Part 2: Practices and Policies (“How this course works…”) About the Course Instructor’s Course Description Students will be able to differentiate popular definitions of and approaches to “talent management” and determine which are most relevant for a specific organization’s needs. They will gain an understanding of the importance of managing a continuous flow of talent throughout the organization to achieve the organization’s strategic goals. They will learn the role Human Resources and other functions play in designing, deploying, and managing these processes. In addition, students will understand how their role as a Human Resource leader influences team member effectiveness and employee engagement. Students will learn tools for identifying, developing, and deploying strategic talent. Students also will explore the importance of developing a global talent management and metric driven mindset. A primary focus of the course is to enable students to learn and practice principles for designing and applying various talent management processes, such as workforce planning, identification and development of individuals for key roles, performance management and succession management in ways that are aligned with the organization’s strategy and operating plans. This role will be examined and practiced in relation to the broader organizational environment and to meet the desired psychological contract with employees.

Instructor’s Educational Philosophy The teaching/learning process is a partnership between the instructor as facilitator and the student learner. The instructor’s responsibility is to create an environment where learning takes place. The goal is that students continue to develop as self-managed learners. Discussions are meant to process and synthesize the reading material in order to facilitate the creation of meaning for each student. The readings serve as the primary means of introducing new concepts, while discussions and in-class activities serve as the means for transferring and applying the concepts to real life settings. Group and sub-group activities, during class, are an integral part of the cohort learning process.

Teaching Procedures The teaching/learning process is a partnership where the professor facilitates student learning. The professor creates an environment where learning takes place. The goal is that students continue to develop as self-managed learners through active preparation for each class, active participation in each assignment and activity, and intentional reflection and analysis of their own role in the learning process.

Course Syllabus

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Engaged Hours Reading of textbook and other materials Discussion board activities Job analysis Learning intervention Performance management system Research paper TOTAL

55 hours 45 hours 10 hours 10 hours 10 hours 10 hours 140 hours

Supplemental Resources Please refer to the “Course Materials” Section in Blackboard, or as directed by your instructor.

Expectations and Policies Netiquette: Ground rules for online discussions: The rules of (n)etiquette, when followed, support a positive online learning experience (adapted from Connor, 2014). Unregulated, an online discussion can quickly disintegrate into a tangled web of extraneous verbiage, rude language, and inconsiderate behavior guaranteed to derail a conversation. The basic premise is that the etiquette expected of students in online discussions is the same as that which is expected in a classroom. There is a challenge, however, in the online environment: the absence of visual and auditory clues. In face-to-face discussions these clues contribute nonverbal nuances of meaning that carry an intangible amount of weight. It is impossible to replicate these in the online environment. To counteract this issue, to raise general awareness, and to assist in enhancing the learning experience, netiquette rules that are just as applicable in face-to-face discussions are provided below: 1. Participate. This is a shared learning environment. Do not lurk in the cyberspace background. It is not enough to log in and read the discussion thread of others. For the maximum benefit to all, everyone must contribute. 2. Help others. You may have more experience with online discussion forums than the person next to you. Give him or her a hand. Show your classmates it is not so hard. They are really going to appreciate it! 3. Be patient. Read everything in the discussion thread before replying. This will help you avoid repeating something someone else has already contributed. Acknowledge the points made with which you agree and suggest alternatives for those with which you do not agree. 4. Be brief, but thorough. You want to be clear—and to articulate your point—without being preachy or pompous. Be direct. Stay on point. Do not lose yourself or your readers in overly wordy sentences or paragraphs. Do thoroughly develop your points based on the content. 5. Use proper writing style. This is a must. Write as if you were writing a term paper. Correct spelling, grammatical construction, and sentence structure are expected in every other writing activity associated with scholarship and academic engagement. Online discussions are no different.

Course Syllabus

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6. Cite your sources. This is another big must! If your contribution to the conversation includes the intellectual property (authored material) of others (e.g., books and newspaper, magazine, or journal articles, online or in print), it must be given proper attribution. 7. Avoid emoticons and texting abbreviations. Social networking and text messaging has spawned a body of linguistic shortcuts that are not part of the academic dialogue. Please refrain from :-) faces and “c u l8rs.” 8. Respect diversity. It is an ethnically rich and diverse, multicultural world in which we live. Use no language that is—or that could be construed to be—offensive toward others. Racist, sexist, and heterosexist comments and jokes are unacceptable, as are derogatory and sarcastic comments and jokes directed at religious beliefs, disabilities, and age. 9. Do not YELL. Step carefully. Beware the electronic footprint you leave behind. Your instructor will post his or her comments, when appropriate, in all-caps text so you can differentiate his or her remarks from others. 10. Do not post flaming messages. Criticism must be constructive, well meaning, and well articulated. Please, no tantrums. Rants directed at any other contributor are simply unacceptable and will not be tolerated. The same goes for profanity. The academic environment expects higher order language. 11. Be mindful. Remember that language is your only tool in an online environment. How others perceive you will be largely—as always—up to you. Once you have hit the send button, you cannot retrieve your posting. Review your written posts and responses to ensure that you have conveyed exactly what you intended. This is an excellent opportunity to practice your proofreading, revision, and rewriting skills—valuable assets in the professional world for which you are now preparing to enter or advance. Hint: Post your reply in Word, edit, and then cut and paste in the appropriate area.

Reference Connor, P. (2014). Netiquette: Ground rules for online discussions. Retrieved from http://teaching.colostate.edu/tips/tip.cfm?tipid=128

Attendance and Participation Each student is expected to participate fully, including meeting deadlines and being timely on all assignments such as assigned readings, discussion boards, quizzes, written projects and papers, and the like. Through this combination of interactions, students also learn from each other’s experiences and maximize the learning opportunity within the course. If a student misses a portion of class, he or she is expected to initiate a conversation with the instructor about a possible makeup opportunity; missing more than 2 weeks means the course must be retaken. (Missing a week includes but is not limited to not posting to the discussion board per the required timeliness and numbers, not turning in assignments, and the journal activity.) See the class attendance policy (FH 7.40) in the Student Policies Handbook].

Academic Integrity

Course Syllabus

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Concordia University takes academic integrity very seriously. Please familiarize yourself with the official university policy. If a student is found in violation of academic integrity, he or she will earn a zero on the specific assignment in question, a written report will be placed in his or her file, the violation will be reported to the Vice President of Academic Affairs, and a conversation with the appropriate program or department chair will take place with the student. If subsequent academic integrity incidents occur, these will result in failure of the course or expulsion from the academic program and the university.

E-Mail Expectations Concordia University establishes an e-mail account for each student that administrators and instructors use as the default e-mail address for each student. Students should check their email account several times each week (more frequently if a class has been missed or if something unusual has taken place). To access a Concordia e-mail account, students should go to gmail.csp.edu or go to connect.csp.edu and click on Google Apps. Alternatively, students may forward all e-mail from their Concordia account to another e-mail account by completing the steps found at http://support.csp.edu/E-mail_Forwarding. Failure to check Concordia e-mail (or have it forwarded) places students in jeopardy of missing important communication that may even impact a final grade.

Discussion Board Expectations 1. Be present. Please do not post a week early or later than expected. Remember that these postings are not just answers from individual learners; rather, they are a dialogue between learners sharing observations, opinions, and work and academic experiences that relate to the topic. For this reason, be present on the discussion board throughout the week. Attempt to post your responses as you complete the study assignments. Please do not wait until the last day to respond as your fellow learners benefit from your knowledge and experiences. 2. Actively participate. Continuous participation from everyone in discussions is desired. Please ask your fellow cohort members questions, provide them with feedback, and build on their postings throughout the week. Please comment and create dialogue when topics are applicable to you. 3. Ask questions. If something is unclear, ask a question. If you are reading and come across something interesting, ask for others to respond to your thoughts. Closedended questions are great for gathering facts; open-ended questions are necessary for healthy dialogue. 4. Incorporate material from the readings into your assignments and your postings. Please integrate your readings into your responses to the discussion questions, using the APA citation style. You should cite terms and concepts from the text and apply them to the specific questions and responses. 5. To receive full credit, an approximately 250-word (minimum) response to each question on Blackboard is needed. You are expected to read the postings of others and to respond (in depth on more than one day) to a minimum of TWO fellow learners on each discussion activity. This is part of the dialogue aspect of online classroom discussions. Moreover, you need ...