FALL 2023 COURSE OUTLINE, HRLR 3050 SECTION A,
HUMAN RESOURCE MANAGEMENT
MONDAYS AND WEDNESDAYS | AH 117 | 10:30 AM – 11:45 AM | F2F
INSTRUCTOR
Ross G. Mantle, MBA
Email: Ross.Mantle@uleth.ca
Office: Markin Hall, M4084
OFFICE HOURS
Office hours are scheduled, either in person, or virtually by mutual
agreement between the instructor and the student.
COURSE MATERIALS Canadian Human Resource Management, 13th edition by Schwind, H. et
al., McGraw Hill; ISBN#: 9781260881431
An electronic text is available through the U of L Bookstore, click the
source link to the left and enter the ISBN# 9781260881431.
SOFTWARE
Moodle dashboard; weekly coursework and assignment pages.
NOTE: Textbooks are purchased from the University of Lethbridge campus bookstore; you may also source an electronic
textbook through VitalSource, an on-line service that offers an e-text for a designated period, at a reduced price. Students
are responsible to ensure that products purchased through other retailers, or private sales are the correct course
materials and edition as identified in this syllabus.
COURSE PREREQUISITES AND CO-REQUISITES
Corequisite (s): One of Management 1000, or 1500
OVERVIEW OF COURSE CONTENT FOCUS AND APPROACH
The course provides an introduction into the field of human resource management (HRM) competencies, with the
intent to increase the student’s understanding of the many HRM functions. The discipline is a system that contributes
and guides the organization’s strategic objectives, operating by in large within a framework of social and legal contexts,
through a focus on topics such as job analysis and design, recruitment, training, performance management, health
and safety, benefits, compensation, labor relations and collective bargaining, within legal environments.
COURSE LEARNING OBJECTIVES
The outcomes you will accomplish includes what you will learn, understand, know and demonstrate, as you develop
theoretical concepts, which you will develop into an applied knowledge:
1. Identify, describe, and differentiate between theoretical and conceptual human resources elements, becoming familiar
with identified concepts, theories and terminology.
2. Creating a familiarity, your understanding of human resource management knowledge will increase your ability to
identify its importance as a field of study, as a central and practical organizational function, with key strategic impacts.
3. Developing knowledge of principles and techniques in human resource management, where you will begin to
implement this knowledge, which you will apply through the solution of case analysis, formal in-class reactive discussion,
simulated workplace applications, with critical thought and evaluation.
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METHODS OF ASSESSMENT
ACADEMIC ASSESSMENTS
GRADED WEIGHT
Review, Reflection and Analysis Assignments (4 x 5%)
Case Analysis Assignment
Course Examinations (3 X 20%)
Percentage Total
20%
20%
60%
100%
SCHEDULED DATES
September 13th to November 27th
November 8th
October 4th, November 1st, December 6th
Examinations
Exams will include a combination of true and false, multiple-choice with short-answer questions related to course
concepts. The length of time a student is provided to complete each in class exam is seventy-five (75) minutes, where its
content focuses exclusively on textbook chapter information, class slides, including in-class discussion topics. The best
way to prepare for an exam is to keep up with assigned readings, be attentive and participate in class discussions, as well
as taking notes; exams are non-cumulative.
Review, Reflection and Analysis Assignments
Throughout the semester, students will be required to complete four (4) “Review and Reflection” assignments. Their
purpose is to evaluate a student’s retention of text readings, in class discussions, including content covered in the class
lectures. Graded review and reflection assignments will vary in content, described beforehand, then completed outside
of class and submitted within an identified time frame (specific due dates will be displayed in Moodle).
Case Analysis Assignment
Each course lecture will include brief case study examples, where one case analysis will be assigned as part of a student’s
overall grade, consisting of a situational scenario, taken from relevant aspects of course content and chapter material(s).
A human resource management case study is a workplace event that typically describes a problematic, organizational
incident, event, or situation. It reports in-depth information about certain aspects of the situation while under-reporting
other aspects, leaving its conclusion(s) open-ended. Successful case analysis attempts to make sense of the given material,
identify key issues of the case content, providing appropriate actions and resolution of situational events.
Graded Work, Assessment and Evaluation
Things I look for in the submission of assignments and cases; includes (1) integration of course content: consider course
learning objectives, the goal of the activities is to “play” with the course content, to think about it from different
perspectives, to see how it applies to yourself, or different situations, so I expect you to utilize terms, concepts, and
theories that you learn in the relevant chapters; (2) evidence of critical thinking: to think critically means to carefully and
objectively examine a problem from different angles, to make a reasoned judgement about it and to separate that
judgement from personal attitudes and opinions. So, in your answers, I expect you to concisely elaborate and explain your
ideas, consider different perspectives, disclose your own biases, and demonstrate that you have searched for evidencebased information; (3) neatness & format: I expect your submissions to represent academic writing expectations, be free
of basic grammatical errors, free of typos, and be structured in a way that makes it easy to read. The grading rubric that
will be used for assigning points, is described in Appendix A below.
WHAT STUDENTS CAN EXPECT FROM ME
1. Class attendance, where I will be prepared, beginning each class on time, organized, and engaged. Providing theoretical
explanations of course content, with “real-world” examples. As course content is described, I will always strive to
provide examples from personal workplace experience, from direct involvement relevant to the topic.
2. Assignment and exam grading, all assignments will be graded fairly and promptly, providing thorough, as well as
appropriate comments, even if the answers are correct.
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3. Outside of class assistance will be provided to all students, to answer questions, discuss topics and respectfully challenge
thinking. Meetings will be arranged by mutual agreement to scheduled days and times.
4. Changes to the course outline, if required, changes will be announced through email, in class, or Moodle, ahead of time.
WHAT I EXPECT FROM STUDENTS
1. Attend, participate, and engage; your success will come from your participation and commitment; where your
engagement will build your skills and abilities in applying what is learned throughout the course. As the focus is
interactive, missing classes and in class discussions will cause you to miss out on opportunities to learn, practice and
retain many theoretical as well as applied skills.
2. Be prepared for class, readings are assigned for every class, where you are expected to complete these readings
before coming to class so that we can focus on learning activities and discussions. Although we will focus on the text
and its theoretical concepts, the readings are important as they will provide you at great deal of insight into concept
scenarios, assignments, and exams.
3. Electronic devices for class-related activities, may be, or perhaps required, so you are encouraged to utilize
equipment, please ensure the sound is off on all devices. The use of devices for personal purposes, such as a cellular
phone for browsing social media, responding to emails, or examinations, etc. is not permitted during class time, as
this may affect your grades due to missed discussion and ideas, which may be reflected in exams. Students are not
permitted to record lectures without the prior consent of the instructor.
4. Students recording and distributing of course materials, such as lectures, classes, office hours, within Zoom, or in any
other medium is strictly prohibited, unless written permission has been granted, or consent of the instructor in advance.
5. If you are sick, feeling unwell, or have been exposed to a sick person, stay home. This is particularly important in the
light of the covid19 situation. The University has worked hard to allow a return to face-to-face learning, so let’s keep
the campus open by limiting exposure to the virus and following public health orders. If you are experiencing any cold/flu
symptoms or you recently came in contact with someone who does, all you need to do is to send me an email. We will
make sure you are caught up on the course content and there will be no penalty for missing the class.
GRADING SCHEME
Percentage
100-95
85-82
73-70
61-58
Letter Grade
A+
B+
C+
D+
Percentage
Letter Grade
Percentage
Letter Grade
94-90
81-78
69-66
57-50
A
B
C
D
89-86
77-74
65-62
49-0
ABCF
COURSE POLICIES & EXPECTATIONS
1. Pre-requisites and co-requisites: Students cannot register in a course for which they do not have pre- and corequisites, as the system no longer allows it. It is each student’s responsibility to check all pre-requisite and/or corequisite requirements for courses they plan to register in, by reading information found in the timetable notes
and the Academic Calendar’s Course Catalogue at https://www.uleth.ca/ross/courses.
2. Policy for rescheduling exams: You can reschedule an exam for medical, or compassionate reasons. In order to
reschedule you need to send an email request to myself as soon as possible. Proof of the reason for missing the
exam may be requested (e.g., doctor’s note). A missed exam for other reasons, such as a job interviews, athletic
competitions, travel, conflicting assignments, or social event will not be rescheduled.
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3. Conduct during examinations: Instructors may articulate regulations for late entry to and early exit from an
examination room and prescribe, or restrict materials that can be used during the exam. Students are not
permitted to bring material aids; including items such as notes, mobile phones, smart watches, computers, or
other digital devices, into the examination. Please refer to examination policies found in the “Assessment of
Student Learning Policy and Procedures – Undergraduate Student” policy, which is located on the University’s
“Institutional Policies and Procedures” website.
4. Policy on AI use: Students are not permitted to use Generative AI tools to support their work UNLESS under direct
instruction from the instructor. Work created by AI tools will not be considered original student work and instead
will be considered an academic offense. Assignments may be scrutinized for possible inclusion of AI written text.
If AI is permitted, you must clearly indicate which part is your work and which part is generated by AI.
5. Plagiarism (Academic Offenses): No student shall represent the words, ideas, images, or data of another person as
his or her own. This regulation will affect any academic assignment or other component of any course or program
of study, whether the plagiarized material constitutes a part, or the entirety of the work submitted. As your
instructor, I may employ the use of an “AI Detector,” such as “Turnitin,” a University approved plagiarism detection
services to determine the originality of student work and require students to submit their work in electronic form,
in order to check for plagiarism.
6. Student conduct expectations: Please refer to policies pertaining to academic and non-academic misconduct found
in the “Student Discipline Policy – Academic Offenses Undergraduate Students” policy, and the “Student Discipline
Policy- Non-Academic Offenses” policy. These policies are located on the University’s “Institutional Policies and
Procedures” website, and relate to academic and behavior-related actions. The responsibility of each student is to
become familiar with these policies; specifically, policies as plagiarism, duplicating others’ work, and cheating.
7. Student accountability and integrity: As a Dhillon School of Business student, you are expected to act honestly,
ethically and with integrity. You are expected to interact with others respectfully, accepting responsibility for your
actions. The following requests do not reflect academic integrity or personal accountability and as such will be
declined, as a Dhillon School of Business instructor, regardless of your personal circumstances:
• Telling the instructor that you "need" a certain grade
• Asking for extra assignments for the purpose of raising a grade
• Asking that the grade be raised because it is very close to the next higher grade
• Asking that the grade be raised because you did very well on one part of the course, or grading scheme
• Asking to be allowed to turn in an assignment late because of last minute printer or computer problems
• Asking to be graded or treated differently than other students
• Asking for any other unfair advantage, for which other students may not receive
LATE ASSIGNMENTS
In the business world deadlines matters, if you are late, you might miss out on an opportunity, incur losses, or lose business
partnerships. The classroom is a training ground for your future work, you are expected to practice and demonstrate a
good work ethic, such as submitting assignments on time. At times, there are extraneous circumstances beyond our
control, so every student in this course is permitted one “oops token.” If you need extra time to complete an assignment,
send me an email message indicating that you would like to use your token, no explanations are needed, will receive an
additional twenty-four (24) hour extension. Late assignments past the time extension will not be graded, resulting in the grade
of “zero” (0) for the assignment.
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LIBERAL EDUCATION & HOW IT APPLIES TO THIS COURSE
Liberal Education has been a philosophical cornerstone at the University of Lethbridge since its founding. Our principle
of Liberal Education is based on four pillars: encouraging breadth of knowledge; facilitating connections across
disciplines; developing critical thinking skills so that our graduates can adapt to ever-changing employment and social
conditions; and emphasizing engaged citizenship in our communities at all levels from the local to the global. We help
students become creative explorers and innovative critical thinkers, leaders who can navigate through complex global
issues and who use the breadth, connections and skills developed to make our world a better place. Liberal Education
Attribute assigned to this course is considered a Social Science.
BASIC NEEDS STATEMENT
In a learning environment, students need to have their basic needs met: food to eat and a safe place to live. If you're
having trouble with either, the campus has some resources for you.
•
If you're facing food insecurity, the food.bank@uleth.ca, can help you get access to the Food Bank.
•
If you're having trouble facing housing insecurity or domestic violence, get in touch with these organizations
YWCA (inquiries@ywcalethbridge.com or 403-329-0088) or Housing First Services (403-329-4775).
•
Emergency Student Loan Fund, created to support students experiencing temporary financial hardship.
•
7 Cups of Tea, text-based peer support 24/7: https://www.7cups.com/p/uleth/
•
Community/Campus Resources can be found if support is required for a number of services, including wellness,
counselling, as well as skills training: https://www.ulethbridge.ca/counselling/content/community- resources.
Please don't hesitate to also approach myself if you have trouble negotiating these resources.
***ASSIGNENTS & EXAMS:
Review, Reflection and Analysis Assignments - The assignments are comprised of relevant chapter concepts, questions, and
exercises, including in-class discussions. The four (4) assignments are worth five (5%) percent each, for a total of twenty
(20%) percent of your grade. The assignments will be scheduled in Moodle during the appropriate week, as well as
announced in class. For example; assignment #1 will be provided on September 13 th available in Moodle at the end of the
class and then would be due one week later, on September 18th at 2359 (12 am). The assignments will be locked for grading
immediately after the submission deadline.
Case Analysis Assignment - The case study is a graded, situational assignment, where you are be expected to critically review,
assess, and answer questions related to an applied HRM scenario. You will complete one case assignment, worth twenty
(20%) percent of your overall grade. The case study provided will be posted on the Moodle dashboard with an identified
start date and a day and time in which it would be due. It will then be locked for grading immediately after the submission
deadline.
Exams - The course will include three (3) examinations, comprised of text chapters, in-class discussion and content, as
described in the course syllabus. Each exam is worth twenty (20%) percent, for a total of sixty (60%) percent of your total
grade.
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FALL 2023 CLASS SCHEDULE
DATE
1
Sep 6
Introduction – Review Course Outline & HRM Text
Sep 11
Strategic Human Resource Management
Chapter 1
Sep 13
Strategic Human Resource Function and Today’s HRM Professional
Chapter 1
Sep 18
Job Analysis and Design
Chapter 2
Sep 20
Human Resource Planning
Chapter 3
Sep 25
Legal Requirements and Diversity, Equity and Inclusion
Chapter 4
Sep 27
Legislation, Human Rights, and Workplace Policies
Chapter 4
Oct 2
Recruitment
Chapter 5
2
3
4
CHAPTERS & COMPETENCIES
SECTION
READINGS
WEEK #
Course Outline
5
Oct 4
Exam #1
Oct 9
Thanksgiving – No Class
Chapters 1 - 5
6
7
8
9
10
11
12
13
14
Oct 11
Selection
Chapter 6
Oct 16
Onboarding, Training and Development and Career Planning
Chapter 7
Oct 18
Needs Analysis, Program Choice and Knowledge Management
Chapter 7
Oct 23
Performance Management
Chapter 8
Oct 25
Measuring Performance, Appraisal Processes and Improvement Plans
Chapter 8
Oct 30
Compensation Management
Chapter 9
Nov 1
Exam #2
Chapters 6 - 9
Nov 6
Employee Benefits
Chapter 10
Nov 8
Ensuring Health & Safety At The Workplace
Chapter 12
Nov 13
Fall Reading Week (No Class)
Nov 15
Fall Reading (No Class)
Nov 20
Managing Employee Relations
Chapter 11
Nov 22
Communication, Counselling, Expectations and Discipline
Chapter 11
Nov 27
The Union / Management Framework
Chapter 13
Nov 29
Collective Bargaining, Negotiations and Dispute Resolution
Chapter 13
Dec 4
Unions and The Effect On Human Resources
Chapter 13
Dec 6
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Exam #3
Chapters 10 - 13
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APPENDIX A
Grading Rubric – In-Class & Home Assignments
CRITERIA
Integration of course content
(0 to 5 points)
Evidence of critical thinking
(0 to 5 points)
Neatness / Structure / Format
(0 to 5 points)
Lacking
Little to no integration of
course lecture, slides, or
text as the content is
integrated inaccurately, or
superficial.
Reasoning and evidence
are absent. Personal
opinions are presented as
facts. A single point of view
is presented, where more
is required.
Beginning
An attempt is made at
integrating course, or text
content, but it is insufficient,
where some aspects are
inaccurate, or superficial.
Logic behind ideas are
explained, but no reliable
evidence presented. Different
perspectives considered,
personal bias may, or may not
be disclosed where
applicable.
Competent
Course content, lecture
material is well integrated
into the answer, with some
self-thought from applied
course knowledge.
Ideas are backed up by logic,
having reliable evidence
presented. Varied
perspectives considered and
if applicable, personal bias is
disclosed, but based on
relevance.
Several grammatical errors A few grammatical errors, or Less than two grammatical
or typos, text is
typos. Structure is present but errors, or typos, clear
incoherent. Prescribed
structure, acceptable
could be improved.
format has not been
academic format.
followed.
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