BUS-MHR 400 - Foundations of Management and Human Resources
THE OHIO STATE UNIVERSITY
FISHER COLLEGE OF BUSINESS
WINTER QUARTER 2011
Professor:
Office:
Office Phone:
E-Mail:
Office Hours:
Class Hours:
Howard J. Klein, Ph.D.
748 Fisher Hall
292-0719
Klein_12@fisher.osu.edu
Mondays 1:00-1:30, Thursdays 10:00-11:00, and by appointment
Tuesdays & Thursdays, 11:30-1:18, in Smith Lab 1153
REQUIRED MATERIALS:
Texts: Kinicki & Kreitner (2009). Organizational Behavior: Key Concepts, Skills & Best
Practices, 4th Edition. McGraw Hill/Irwin.
Noe, Hollenbeck, Gerhart, & Wright (2009). Fundamentals of Human Resource
Management, 3rd Edition. McGraw Hill/Irwin. (ISBN for the two texts bundled:
007 808 5969)
Web Page: Course information, including additional required materials, will be posted on
Carmen (http://carmen.osu.edu).
COURSE DESCRIPTION AND OBJECTIVES:
This course is designed to provide non-business students with an overview of the basic
issues in organizational behavior and human resource management. The course is about
understanding human behavior in organizational settings and, upon completion of this
course you will have a greater understanding of and appreciation for the complexities of
behavior in organizations and of the organizational policies and practices put in place to
manage that complexity. The concepts taught in this course are applicable for all types of
positions in all types of organizations in which you may find yourself. While we will often
discuss business organizations, the concepts we will cover apply equally well to all types of
organizations (non-profit, public sector, volunteer, social organizations, etc.).
In this course we will specifically be looking at topics relating to the behavior of individuals
in organizations, (e.g., attitudes, motivation, leadership, etc.) the behavior of groups (e.g.,
teamwork), and organizational factors (e.g., culture, organization change). We will also
examine organizational practices including staffing, training and development, performance
management, and compensation that are designed to influence these phenomena and, in
turn, the performance of the organization.
INSTRUCTIONAL PHILOSOPHY:
Each of us is responsible for the success of this class. I have tried to design the course to
maximize your learning and I am committed to creating a positive learning environment in
the classroom. What you get out of the course is, however, ultimately up to you. Engage in
regular introspection and apply the course material to your own experiences. This course
is for your benefit and development and you will get the most out of the course (and
ultimately be most successful) by making it relevant to your own life situation. If we both do
our parts, this course will be a positive learning experience for all of us.
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EXPECTATIONS:
1. Attendance. Regular attendance throughout the quarter is critical and appreciated (as is
arriving on time). Understanding (not to mention a decent grade) will not be acquired by
reliance on readings instead of class attendance nor vice versa. Furthermore, I expect
you to be here when you’re here (i.e., intellectually engaged, not just physically present).
2. Preparation. Come to class having completed the assignments, review those materials
prior to class, and bring your course materials with you to class. I structure the class time
assuming that you have completed the assignments. Class time will be spent evaluating,
integrating and supplementing the material covered in the assignments, not rehashing
that material.
3. Contribution. Ask questions and contribute your thoughts and personal experiences
whenever relevant (even in this large classroom). Everyone benefits from a more
positive learning environment and the class becomes more interesting when students
actively contribute to the discussion. Note that contributing is not the same as
participating. Contributing is defined as providing comments that demonstrate
knowledge and integration of course material, respectful responses to and elaboration
on the comments of others, and refraining from overly long monologues or war stories.
We can all learn from one another in this class!
4. Professionalism. Be respectful of each other and demonstrate a high level of courtesy
and professionalism. This includes minimal side talking, no making or taking phone calls,
text messaging, or reading the paper in the classroom. These behaviors are distracting
and disrespectful to both me and your fellow students, and they reflect poorly on you.
GRADING:
Your grade in this course will be based on three exams, each worth 100 points, and 3
graded assignments, each worth 5 points, for a total of 315 possible points. There may also
be an opportunity to earn extra credit by participating in a research project. A straight scale,
provided below, will be used to determine final grades based on total points earned during
the quarter. If warranted, upward adjustments will be made to everyone’s exam scores.
Point Range
Final Letter Grade
Point Range
Final Letter Grade
295 - 315
A
284 - 294
A-
229 - 239
C
273 - 283
B+
218 - 228
C-
262 - 272
B
207 - 217
D+
251 - 261
B-
196 - 206
D
240 - 250
C+
0 - 195
E
Exams. The three exams will consist of multiple choice questions. These questions are
aimed at assessing your understanding of and ability to integrate and apply the basic
concepts, processes, and issues covered in class and in the assignments. These exams will
not be cumulative but the material covered in the first part of the quarter provides the basis
for material covered during the remainder of the term. The use of all electronic devices (cell
phone, PDA, etc.) during an exam is strictly forbidden.
MHR 400
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Winter 2011
GRADING (continued):
Assignments. Throughout the quarter, a number of short exercises and cases will be
completed in class. Four of those assignments will be collected at the end of a class period
and graded (no advance notice will be given of which assignments will be collected). As
noted above, only 3 assignments can be counted towards final grades. The assignment
receiving the lowest grade will be dropped for those students completing all four
assignments. These exercises or cases will be assigned in class for you to individually
complete during class and hand in at the end of class. See the information below regarding
excused absences should you be miss a class where an assignment is collected.
COURSE POLICIES:
 Anyone needing special accommodation because of a disability or other unique
circumstances should notify me as early as possible. Students with special needs are
responsible for making me aware of their situation.

Academic dishonesty will not be tolerated. Any suspicion of academic misconduct will be
acted upon in accordance with university policy.

If you believe an exam or assignment grade is incorrect, you may submit an appeal.
Appeals must be in writing and must contain (a) a clear identification of what you are
appealing and (b) an explanation of why you think the assigned grade was incorrect,
including support for that position. Note that for multiple choice questions it is not enough to
demonstrate that the answer you selected could be considered correct; it must be
demonstrated that the selected answer is the best answer to the question. Appeals must be
received within one week of when the work is returned to you. You will receive a written
response within one week of when the appeal was received. I reserve the right to re-grade
the entire assignment or exam.

If you are concerned about your class performance, contact me as soon as those concerns
arise. I will try to help you improve your performance in the course but you must take the
initiative to do so. I am not sympathetic to students who approach me during the last week
of the quarter looking for extra points. The time to accumulate points is during the quarter,
not at the end of the quarter. It is inevitable in a class of this size that some students will just
be a few points away from the next grade. However, the cut-off points and final grades
based on those cut-offs are not negotiable.

You are expected to take the exams when scheduled (see below for limited exceptions). It is
your responsibility to be at the exams as scheduled, so plan accordingly.

Students will not be allowed to make-up a missed exam or assignment without a
documented, legitimate medical situation or family emergency). Otherwise, the failure to
take an exam at the appointed time or turn in a graded assignment when collected will result
in a score of 0 points for that exam or assignment.
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MHR 400
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CLASS SCHEDULE & ASSIGNMENTS:
K refers to the Kinicki & Kreitner text; N to the Noe et al. text. Select overheads and any
additional assignments or handouts will be posted on Carmen. Assignments should be
completed prior to coming to class on the day that they are assigned.
Day (Date)
Topic
Text Assignment
TUESDAY (1/4)
Introduction to the course
K Chapter 1
THURSDAY (1/6)
Strategic HRM
N Chapters 1 & 2
TUESDAY (1/11)
Organizational Culture
K Chapter 2
THURSDAY (1/13)
Perception & Attitudes
TUESDAY (1/18)
Individual Differences
THURSDAY (1/20)
Fairness & Ethics
TUESDAY (1/25)
EXAM I
THURSDAY (1/27)
Safety & Health
N pp 74-83.
TUESDAY (2/1)
Planning & Recruitment
N pp 90-102 & Chapter 5
THURSDAY (2/3)
Selection
N Chapter 6
TUESDAY (2/8)
Motivation I
K Chapters 6; N pp 102-111
THURSDAY (2/10)
Motivation II
K Chapter 7, pp 118 -121, &
pp 211-217
TUESDAY (2/15)
Performance Management
N Chapter 8 & pp 262-266;
K pp 198-207
THURSDAY (2/17)
EXAM II
TUESDAY (2/22)
Compensation & Benefits
N Chapters 11-13
THURSDAY (2/24)
Groups & Teams
K Chapter 9
TUESDAY (3/1)
Power & Leadership
K Chapters 13 & 14
THURSDAY (3/3)
Training & Development
N Chapters 7 & 9
TUESDAY (3/8)
Organizational Development
K Chapter 16; N Chapter 16
THURSDAY (3/10)
EXAM III
K pp 84-97, 128-132,
135-138, & 159-166
K Chapter 3, pp 114-127, &
132-135
K pp 22-33 & 97-110;
N pp 56-74