SYLLABUS BUA-220-46-2 Fall 2021 Human Resource Management Instructor Contact Information: Janet L. Baker, M.B.A., Adjunct Instructor Phone: 610-606-4666 ext. 3625 Tuesday and Thursday virtual hours by appointment E-Mail: jlbaker@cedarcrest.edu Required Textbook: Dessler, G., (2017). Human Resource Management. (Ed. 15.) Upper Saddle River, NJ: Pearson Education, Inc. Course Description: Human Resource Management – Human Resources Management provides an introduction to human resource management in public and private organizations, including job classification and pay; recruitment, selection and development of employees; performance evaluation; and labor management relations. By the end of the course, the student will gain an understanding of Human Resource Management as an essential aspect of the overall management of any organization and will be able to describe and discuss the role of the human resource manager in helping to meet organizational objectives. Outcomes, Objectives, and Assessment Learning Objectives: Upon satisfactory completion of this course, students will be able to: 1. Define the roles and activities of a company's human resource management function. 2. Discuss how to strategically plan for the human resources needed to meet organizational goals and objectives. 3. Define the process of job analysis and discuss its importance as a foundation for human resource management practice. 4. Compare and contrast methods used for selection and placement of human resources. 5. Describe the steps required to analyze, develop, implement, and evaluate an employee training program. 6. Identify and explain the issues involved in establishing compensation systems. 7. Identify how new technology, such as social networking, is influencing human resource management. 8. Discuss what companies should do to compete in the global marketplace. Course Requirements and Course Grading Structure Requirement: Total Points Possible Class Introduction Online Discussion Board and Postings Case Study Reaction Paper Weekly Quiz 10 90 90 120 120 Total 430 (15 points per week) (30 points each response) (20 points each response) (20 points per quiz – 6 total) Grading Scale: Percentage grade translated to letter grade. Percentage 96-100% 92.0-95.9 87-.91.9 83-86.9 80-82.9 77-79.9 73-76.9 70-72.9 67-69.9 63-66.9 62.9 and below Letter Grade A AB+ B BC+ C CD+ D F Course Policies Virtual Classroom Protocol Appropriate virtual classroom behavior is implicit in the Cedar Crest College Honor Code. Such behavior is defined and guided by complete protection for the rights of all students and faculty to a courteous, respectful virtual classroom environment. The online arena can require complex navigational skills. Without non-verbal cues to support your message, your reader could misinterpret your meaning. Hence, it is particularly important that you take care when communicating with me and with your classmates electronically. Remember some of these basic guidelines: Sarcasm does not always translate well electronically, and it’s typically inappropriate in an academic environment. Using all capital letters in online communication implies that you are shouting/angry. Try to avoid using all caps. Be concise and clear in your message. Open with an appropriate greeting, and close with an appropriate closing (i.e. “Dear Mary,” and “Sincerely, Jane”). Do not expect an immediate response; 24-48 hours is an appropriate expectation. Reread your message before hitting “send.” Use proper grammar, spelling, and punctuation. In the electronic arena, you are your message, and your message is you! Honor Philosophy The Cedar Crest Honor Philosophy states that students shall uphold community standards for academic and social behavior to preserve a learning environment dedicated to personal and academic excellence. It is based upon the principle that, as a self-governing body, students have the ability to create an atmosphere of trust and support. Within this environment, individuals are empowered to make their own decisions, develop personal regard for the system under which they live, and achieve a sense of integrity and judgment that will guide them through life. Plagiarism It is dishonest to present oral or written work that is not entirely the student’s own, except as may be approved by the instructor. Students must follow the requirements of the instructor regarding when and how much collaboration with other students is permitted. Any language taken from another source, whether individual words or entire paragraphs, must be placed in quotation marks and attributed to the source, following APA guidelines. Paraphrased material from an outside source must also be attributed. In addition, if the student is indebted to another source for a specific perspective or a line of argument— regardless of whether the student has directly quoted the source or not—that debt must be acknowledged. In this class, the penalty for plagiarism and other forms of academic dishonesty is either a grade of F on the individual assignment or a grade of F for the entire semester’s final grade, to be determined by the instructor based upon the severity of the offense. College Policy Regarding Disabilities Students with documented disabilities who may need academic accommodations should discuss these needs with their professors immediately. Students with disabilities who wish to request accommodations should contact Academic Services (ext. 4628). Email and Privacy Your privacy is something the College takes very seriously and as such the instructor follows the College policy to only utilize Cedar Crest email for the purposes of this course. Every student receives a Cedar Crest email account. I will only respond to email from cedarcrest.edu domain. While the most basic information MAY be released to other email accounts, it is the instructors policy to ignore anything other than cedarcrest.edu email. Additionally, no confidential information (i.e. grades, performance etc) will be discussed with any individual over the telephone. Discussions on these issues are welcome and may be done during an office visit at your convenience. Technical Support The Information Technology Helpdesk on campus is located in the Cressman Library and can be reached at 610-606-4635 or from any campus phone at ext. 3348. Email assistance is available at helpdesk@cedarcrest.edu VeriCite Citation Verification/Plagiarism Detection: Cedar Crest College uses a citation verification service (VeriCite, www.vericite.com) to help teach proper citation techniques and to ensure the integrity of written academic work. By enrolling in this course, students agree to the submission of their written assignments to such a citation verification service, the use of which is subject to the Terms of Use posted on the provider’s website. Written work submitted to a citation verification service will become part of its database for the purposes of future citation verification. Due Dates Late assignments will not be accepted. The posted due date is the last date you may submit. 11:59 p.m. on the Sunday the modules conclude is when all module assignments are due. Guidelines for Participating in the Threaded Discussions Threaded discussions are utilized as a means of participating in online classes. So it is important that you post thoughtful messages that move the conversation forward in some way. "Yeah, I agree," and "Me, too" are not acceptable postings and will not earn any points. Participation in discussions earns you points for each discussion. After the due date (11:59 p.m. each Sunday) for the discussion, you will be graded on your overall participation in that discussion thread. Late posts are welcome for their intellectual value but will not be considered in your grade. Your posts should show that you have read the material in the text and any supporting material, as well as your peer’s posts and have applied all of that to the question at hand. You should do more than merely quote what the text/article says; you should analyze and interpret the material. Your posts should be grammatically clear enough not to present anyone with a problem in understanding your point. Grading - To possibly earn full points: Initial posting to be completed by midnight on each Thursday. Follow up posts to two of your peers (minimum of two per discussion) are timely (no later than midnight on Sunday). Postings must be spaced out through the week, occurring on a minimum of three separate days. Each discussion question will have AT LEAST three total responses from every student, submitted on three separate days. This is a total of three per week per question. Content is complete, on-point, thoughtful, and offers new ideas. Supporting detail is abundant, and appropriate (that is, references from the pieces read and/or other sources). Content often encourages further discussion on the topic or follows up on others' thoughts. Postings are characterized by originality, engagement, and relevance to the topic. Postings demonstrate an understanding of the material assigned and familiarity with the ideas of the other students. The chart on the below represents the rubric employed for grading the threaded discussions. Points 15-13 12-10 9-6 5-1 Skills Demonstrates excellence in grasping key concepts; comments or questions the work of others; stimulates discussion; provides sample citations for support of opinions; readily offers new interpretations of discussion material. Ideas are expressed clearly, concisely; uses appropriate vocabulary. Shows evidence of understanding most major concepts; will offer an occasional divergent viewpoint or challenge; shows some skill in support for opinions. Some signs of disorganization with expression; transition wording may be faulty. Has a shallow grasp of the material; rarely takes a stand on issues; offers inadequate levels of support. Poor language use; expression seems disjointed; paragraphs often appear unrelated to each other. This student requires constant prompting for contributions to the thread. A minimal posting of material or no participation at all. Does not post responses to other students’ postings on separate days. Shows no significant understanding of material. Language is mostly incoherent. Case Studies – due every other module (3 total) At the end of every chapter is an application case with one or more questions. The application case will be selected and posted in the module. The grading rubric for this assignment will be posted online. Your response to the case study must cover all the questions, be thorough and concise and include the appropriate citations when using any source, including the text. Your case must be at least 300 words in length. The grading rubric will be posted online. Reaction Paper – due weekly (6 total) Each week you will write a reaction paper to one topic in human resource management that was covered in the chapters outlined in the current module. The topic will be selected and posted in the module each week. I want your honest reaction to what is posted and why you feel it is important to the subject. Each module will contain more information. Requirements for each reaction paper: The response must be typed and submitted in either MSWord (*.doc/.docx) or Rich Text Format (*.rtf). You must include the chapter and page number of the topic you are writing about. The response must be at least 300 words and proofread for grammar, punctuation and spelling prior to submission for grading. Responses should be electronically submitted via course Dropbox on or before 11:59 p.m. on the Sunday the module concludes. Exams – Weekly Quiz There will be a quiz in each Module. The quiz will be 20 multiple choice and true false questions from the chapters. You will have thirty minutes to complete the quiz online. The quiz will only contain material from the chapters covered in that module. Credit Hour Equivalency: As a 3-credit online class, BUA-220, Human Resource Management, satisfies the required hours of classroom instruction through the below course activities and assignments. These hours do not include preparatory or assessed assignments, such as reading the course material in the book and online, or writing the papers and homework assignments, that would be completed outside of an in-person course section. Equivalent Classroom Instructional Hours Lectures for 6 Modules (2.5 hours per unit average) 16 Weekly Quiz (.5 hour average per module) 3 Reaction Papers ( 1.5 hour per module) 9 Case Study – (1.5 hours per module) 5 Discussion Boards for 6 Modules (2-3 average hour per module) 12 Total: 45 Course Activities or Assignments Course Outline Module 1 August 23 - 29 Intro to the course Syllabus review Chapter 1Chapter 2 – Chapter 3Additional reading assignments as posted Case Study Reaction Paper Discussion question Module Quiz Module 2 August 30 – September 5 Chapter 4Chapter 5Chapter 6Additional reading assignments as posted Reaction Paper Discussion question Module Quiz Module 3 September 6 - 12 Chapter 7Chapter 8Chapter 9Additional reading assignments as posted Case Study Reaction Paper Discussion question Module Quiz Module 4 September 13 - 19 Chapter 10Chapter 11Chapter 12Reaction Paper Additional reading assignments as posted Discussion question Module Quiz Module 5 September 20 - 26 Chapter 13Chapter 14Chapter 15Additional reading assignments as posted Case Study Reaction Paper Discussion question Module Quiz Module 6 September 27 – October 3 Chapter 16Chapter 17Chapter 18Additional reading assignments as posted Reaction Paper Discussion question Module Quiz This syllabus was prepared in good faith but is only a guideline. Adjustments may be made based on unforeseen circumstances.