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COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Health Care Administration Program
HCA 312 – Health Personnel Management
Spring 2015 Syllabus – Version 1.0
Instructor: Aaron Reich, M.B.A.
Course Number: 5884 Course Section: 2
Office Hours: Monday 1p-3p & by appointment Class Meets: Monday & Wednesday 11am –
Office Location: HHS 2-003 (Bungalow, Part12:15pm, Room: VEC-227, January 21st 2015 –
Time HCA Faculty Office)
May 13th 2015
Phone: 714.287.1234
Best Method of Contact: Email
Additional Contact Information:
Aaron.Reich@csulb.edu
HCA Program Administrative Coordinator:
Deby McGill, Deby.Mcgill@csulb.edu
Tel 562.985.5694
A. Catalog Description:
The management of human resources in the health care setting. Principles and methods of
personnel work such as employee, recruitment, selection, retention, training, evaluation, wage
and salary administration and labor management relations. Prerequisite: Open to Health Care
Administration majors only. Prerequisite/Corequisite: HCA 300.
B. Teaching/Learning Objectives:
Students who have completed the course should be able to gain a grasp of Human Resources
Management functions, become familiar with techniques and tools, and be aware of recent
developments that impact the workforce in a healthcare setting.
Learning Objective
Domain
Competency
Describe basic HR management functions of
employee recruitment, selection, retention,
training, evaluation, and wage and salary
administration and labor management
relations.
Apply tools, techniques and resources
available to assist HR personnel in their roles.
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C. Human
Resource
Management
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Describe recent developments that impact the
workforce in a healthcare setting. Define
solutions to challenges.
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C. Human
Resource
Management
B. Healthcare
Personnel
C. Required Text:
Fundamentals Of Human Resources In Healthcare (C)
Author: Fried
ISBN: 9781567933635
Status: Required
Activity (A1),
Assignment (A2) or
Assessment (A3)
On-line and in-class
assignments and exams
(A2,A3)
In Class Exercises "ICEs"
(A1, A2, A3),
Individual Case
Presentation and write
up (A1,A2,A3)
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Additional required cases and articles might be provided by the instructor posted on
BeachBoard and/or distributed in class. *If you miss a class lecture it is your responsibility to
procure materials distributed.*
D. Other Requirements: E-mail address and Internet access to use the online BeachBoard
course software system. If you have trouble with registration, contact the CSULB Technology
Help Desk by phone at 562-985-4959 via e-mail at helpdesk@csulb.edu or in-person at the
North Campus Center.
E. CLASS SCHEDULE AND ASSIGNMENTS*
Week # - Date
Topic
Reading, Activities & Deliverables*
1 Jan 21
Introduction, course overview:
organization, goals, expectations and
assignments
Introduction to Course, Review
syllabus, Ask questions
In Class Exercise (ICE)
2 Jan 26 & 28
Strategic Human Resource Management
3 Feb 2 & 4
The Healthcare Professional
4 Feb 9 & 11
*VIRTUAL WEEK*
The Legal and Ethical Environment
5 Feb 16 & 18
*VIRTUAL WEEK*
Job analysis and Job Design
6 Feb 23 & 25
Recruitment, Selection, Retention
Read: Chpt. 1
ICE
Short Presentations
On-Line Assignment
Read: Chpt. 2
ICE
Short Presentations
On-Line Assignment
Read: Chpt. 3
On-Line Assignments
On-Line Discussion Activity
Read: Chpt 4
On-Line Assignments
On-Line Discussion Activity
Read: Chpt. 5
On-Line Assignment
ICE
7 Mar 2 & 4
Organization Development and Training
*Guest Speaker*
8 Mar 9 & 11
MIDTERM
9 Mar 16 & 18
Performance Management
*Guest Speaker*
Read: Chpt. 6
On-Line Assignment
ICE
Discuss Final Presentation assignment
Study for Mid Term
Read: Chpt. 7
On-Line Assignment
ICE
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10 Mar 23 & 25
Compensation Practices, Planning and
Challenges
Mar 30 & Apr 1
Spring Break – NO Classes (Campus
Open)
Employee Benefits
Health, Safety and Preparedness
11 Apr 6 & 8
Read: Chpt. 8
On-Line Assignment
ICE
Read: Chpt.9 & 10
On-Line Assignment
ICE
Due: Presentation topic posted to
discussion board
12 Apr 13 & 15 Organized Labor
Read: Chpt. 11
On-Line Assignment
ICE
Peer Feedback
13 Apr 20 & 22 Trends Affecting the Healthcare
Read: Chpt. 12
Workforce
On-Line Assignment
Begin Final Presentations
ICE Prepare and Study
Peer Feedback
14 Apr 27 & 29 Final Presentations
Prepare and Study
Peer Feedback
15 May 4 & 6
Final Presentations
Prepare and Study
Peer Feedback
16 May 13
FINAL EXAM
Due: Presentation Case Write-Up
*Instructor reserves the right to alter or change assignments. Changes in the syllabus will be
announced via email and reflected in an updated syllabus and/or note posted on the
beachboard. It is a student’s responsibility to remain updated on course changes.
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HCA 312
F. Methods of Evaluation:
Assignment Description
On-line quizzes (12 x 10)………………………..
Short Presentation Delivery……………….….
In Class Exercises (14 x 6)……………………….
Mid Term Exam……………………………………..
Final Exam……………………………………………..
Presentation Case Write-Up ……….…………
Final Presentation Outline …………….…......
Final Presentation …………….…………………..
Sign in (15 x 1)………………………………………..
Pts. %
120
10
85
50
50
35
10
35
15
Total Points……………………………………………
410
Grade Thresholds in % of available course points**
29.3
2.44
20.73
12.2
12.2
8.53
2.44
8.54
3.66
100
A = 90% +
B = 80% - 89.99%
C = 70% - 79.99%
D = 60% - 69.99%
F = less than 60% of course points
**Due to potential changes in assignments, final course grades will be based on the available
course points at the end of the semester.
G1. On-line Assignments:
There are 10 on-line assignments corresponding with chapters in your textbook. Each on-line
assignment portal will be available for a minimum of 1 week before its respective due date. It is
the student’s responsibility to access the on-line assignment through the BeachBoard portal for
the relevant session. Additional pertinent information will be posted in the course module for
the corresponding weekly session when the assignment is due. The on-line assignments are due
to be completed by 8pm the day before the class session. Late on-line assignments will not be
accepted.
The on-line assignments will earn points as follows:
Depth of response, personal insight, application and reflection = 4pts
Incorporation of assignment reading concepts = 3 pts
Spelling and grammar = 3 pts
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G2. Short presentation: Details discussed during first class session. In peer learning teams each
student will individually give a presentation to their team members which will be recorded on
digital video. This video and the feedback you receive from your team members will be the
basis for your training plan. **Remember to clearly state your FULL name at the beginning of
your recording**
Topics for your short 2-4 minute video (select 1 topic)
1. Your experience with an HR function (interview, hiring, harassment, training, employee
development, etc.)
2. 3 interesting things you did over the summer
3. The most valuable thing you learned last semester and how you applied it to your
professional development
Short presentation points are earned by completing the following tasks:
1) Recording the Video file
2) Turning in a set of Self and Peer feedback Forms
Self and Peer Feedback worksheets for the Short and Final presentations are posted for
download on beachboard
G3. In Class Exercises (ICEs):
For the majority of class sessions there will be an exercise and a written deliverable associated
with it. Sometimes these will be team activities; in those cases everyone on the team will
receive the same score. On other occasions the deliverable will be an individual assignment.
G4. Exams:
There will be a mid-term and a final exam (multiple choice/T-F format). The exam questions will
come from the readings, class lectures. The mid-term will cover the first 7 weeks of instruction;
the final will be cumulative, emphasizing material from weeks 8-15. Students absent for either
the mid-term or final exam must provide written third party documentation of unforeseen and
unavoidable circumstances in order to be eligible to take a make-up exam. Disabled students
who qualify for alternative testing arrangements, please advise the instructor at least 2 weeks
prior to the exam.
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G6. Presentation Case Write-up:
The case application will look at an HR challenge in a healthcare setting such as, “Staffing, ”
“Executive Compensation,” or “Training.” You are encouraged to come up with your own case
example. You will turn in a 2-3 page executive summary that will outline the case problem and
either real or suggested solution. A format for this summary will be provided in class and
further discussion about the assignment will take place at that time. This document will be the
summary and content for your in-class presentation.
A format for you to follow will be posted in "content" under "Assignment Format Instructions"
on the course within Beachboard.
Grading is based on clarity of writing, use of proper grammar, organization of the material, your
critical insights and interviews and your ability to add additional references to clarify and
support your conclusions.
G7. Presentation:
You will be required to present your application case to the class in a 4-6 minute oral
presentation. Your instructor will inform you of the specific time during a class session
explaining the presentation assignment. Grading is based on clarity of presentation,
comprehensiveness of research, and relevance to Personnel Management in Health Care. A
rubric for the presentation grading is posted within course documents on BeachBoard.
G8. Peer Feedback Form:
During presentations each student will provide feedback to every other student. These
feedback forms will be reviewed by the instructor and points will be tabulated on the following
criteria (honesty, depth, inclusion of both positive comments and opportunities for
improvement, & legibility).
G9. Sign in Point/On-time:
You are expected to engage with the material, ask questions, respond with answers and
participate fully in the class session. 1 point will be given for your name on the sign-up sheet.
This sheet will only be available before class and for the first 10 minutes.
H. Class Preparation:
You are expected to have read the assigned readings before the class session, to be prepared to
comment on the material (including the exercises) and to actively participate in class
discussions. Lectures will cover highlights of the reading and include supplementary
information. If you have trouble understanding what you read or hear, please ask for
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clarification in class or make an appointment with me to discuss the problem area(s). Disabled
students requiring special accommodations, please advise instructor.
I. Participation and Class attendance is critical. Unexcused absences will impact a student’s
participation grade as follows:
Each unexcused absence will lose 7 points for the session per the grading assignments
identified above. 1 point for sign in and 6 pts for the in-class exercise.
Excused absences will have the opportunity for a make-up assignment to regain the 8 lost
points. Excused absences must conform to University policy. THERE WILL BE NO EXCEPTIONS.
Make-up assignments and documentation for excused absences must be turned into the
professor within 2 weeks of the absence date. It is the student’s responsibility to provide
documentation and meet with the professor for to obtain the make-up assignment.
Attendance policy conforms to University policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.
J. Extra Credit:
Only 1 (one) of each assignment outlined below will be accepted for a maximum of 7 extra
credit points.
 Submit a 1-page, single space 12pt font. 1 inch margins commentary a peer reviewed
journal article (published since 2007, must be health care management related) Include
3 sections. 1. Original Summary, 2. What you learned. 3. How you will apply what you
learned. (up to 3 points). Provide full APA formatted citation in submission.
 Attend a HCA Student Forum meeting or event (2 points), (use the HCASF student forum
sign in sheet to prove attendance) and provide a 1 page summary of the event outlining
what took place and what you learned.
 Attend other professional healthcare association meetings in person (up to 2 points);
provide a 1 page summary of the event including, what you learned, who you spoke to
and if you will be following up. Include documentation of event.
K. Cheating And Plagiarism: Please be aware of and ensure that your behavior conforms to
University Policy. See:
http://www.csulb.edu/divisions/aa/catalog/current/academic_information/cheating_plagia
rism.html#plagiarism. Although the University catalog does not cover this aspect of
plagiarism, please be aware that it is NOT acceptable to submit the same paper for two
courses. If you want to write a paper on the same topic area for two different courses, you
must submit two different papers. If I discover that you have submitted the same paper for
another course, you will receive a failing grade for your paper in this course.
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L. Commitment to Inclusion:
California State University, Long Beach is committed to maintaining an inclusive learning
community that values diversity and fosters mutual respect. All students have the right to
participate fully in university programs and activities free from discrimination, harassment,
sexual violence, and retaliation. Students who believe they have been subjected to
discrimination, harassment, sexual violence, or retaliation on the basis of a protected status
such as age, disability, gender, gender identity/expression, sexual orientation, race, color,
ethnicity, religion, national origin, veteran/veteran status or any other status protected by law,
should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union
(USU) Suite 301, http://www.csulb.edu/depts/oed.
M. Performance Expectations and Deadlines: Assignments are due on the date specified. Late
assignments lose 10% of points for each day past the deadline. Unless otherwise specified. For
some particular assignments NO LATE deliverables will be accepted.
N. Withdrawal policy: Per University policy; see:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/.
Withdrawal after 2nd week and before final 3 weeks “permissible for serious and compelling
reasons;” instructor will evaluate student withdrawal requests on a case by case basis.
O. Bibliography and Additional Readings and On-Line Resources:
Leiyu Shi. Managing Human Resources In health Care Organizations. Jones & Bartlett. 2007.
Human Resources in Healthcare Managing for Success – Third Edition, Editors: Fried, Fottler,
Johnson, published by AUPHA/ Health Administration Press, ISBN: ISBN-10: 1567932991
Robert L. Mathis and John H. Jackson, Melissa Acuna. Human Resource Management, Eleventh
Edition Publisher, South-Western, a division of Thomson Learning Copyright, 2005.
Stephen Shortell, Arnold Kaluzny, Health Care Management, Organization Design and Behavior.
(5th Edition) Thomson Delmar, 2006.
Additional Readings & Resources:
Angermeier, I., Dunford, B., Boss, A., Boss, R., & Miller, J.. (2009). The Impact of Participative
Management Perceptions on Customer Service, Medical Errors, Burnout, and Turnover
Intentions/PRACTITIONER APPLICATION. Journal of Healthcare Management, 54(2), 127-40;
discussion 141.
Claire Harris, Penny Cortvriend, & Paula Hyde. (2007). Human resource management and
performance in healthcare organisations. Journal of Health Organization and
Management, 21(4/5), 448-59.
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Rebecca Kolins Givan. (2005). Seeing stars: human resources performance indicators in the
National Health Service. Personnel Review, 34(6), 634-647,732
Debra J Jackson, Janet M Lang, William H Swartz, Theodore G Ganiats, & et al. (2003).
Outcomes, safety, and resource utilization in a collaborative care birth center program
compared with traditional physician-based perinatal care. American Journal of Public
Health, 93(6), 999-1006.
Modern Healthcare, March 12, 2007 v37 p10
Squaring off; Labor, hospitals do battle over union election rules. Melanie Evans
Nursing Administration Quarterly, Wntr 2002 v26 i2 p34(9) Role--job functional mapping: a
workforce design tool for 2000.
Nursing Economics, Sept-Oct 2006 v24 i5 p263(3)
Evaluating recruitment process through 'Mystery Shops'. (Column) Karen A. Hart
Staren, E.. (2009). Optimizing Staff Motivation. Physician Executive, 35(4), 74-77. Retrieved
January 22, 2010, from ABI/INFORM Global. (Document ID: 1837861891).
Stretton, D., & Bolon, D.. (2009). Recruitment and Retention of Rural Hospital Administrators: A
Multifaceted Approach. Hospital Topics, 87(1), 10-4.
On-Line Resources:
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Society for Human Resource Management http://www.shrm.org/
International Association for Human Resource Information Management (IHRIM)
http://www.ihrim.org/
International Public Management Association for Human Resources http://www.ipmahr.org/
United States Department of Labor Occupational Safety and Health Administration
http://www.osha.gov/
California Health Line, a service of California Health Care Foundation, daily Internet
news on healthcare in California, www.chcf.org
Journal of Science and Health Policy, www.scipolicy.net
National Information Center for Health Services Administration, www.nichsa.org (web
links to American College of Healthcare Executives, American Hospital Association,
American Health Information Management Association)
American College of Healthcare Executives, ache.org
American Hospital Association, aha.org
Academic Journals: Academy of Management Journal, Harvard Business Review, Public
Administration Review, Healthcare Executive, Journal of Healthcare Management; Frontiers of
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Health Service Management, Administrative Science Quarterly, Journal of Applied Behavioral
Science, Journal of Organizational Behavior, Organizational Behavior and Human Decision
Processes, Organizational Dynamics, Academy of Management Review, and more…..
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CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010
The Healthcare Leadership Alliance (HLA) Competency Directory is comprised of 297 specific
competencies, organized into 5 domains (http://www.healthcareleadershipalliance.org/). CSULB’s
Health Care Administration Department has adopted these competencies as the basis for its curriculum,
effective 2010. The domains are listed and defined below, with the principal areas included in each
domain. HCA graduates are expected to demonstrate competence in aspects of all five domain areas.
Domain 1 – Communication and Relationship Management. The ability to communicate clearly and
concisely with internal customers, establish and maintain relations, and facilitate constructive
interactions with individuals and groups.
A.
Relationship Management
B.
Communication Skills
C.
Facilitation and Negotiation
Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared
vision and successfully manage change to attain the organization’s strategic ends and successful
performance. According to the HLA model, leadership intersects with each of the other four domains.
A.
Leadership Skills and Behavior
B.
Organizational Climate and Culture
C.
Communicating Vision
D.
Manage Change
Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and
professional standards that include a responsibility to the patient and community, a service orientation,
and a commitment to lifelong learning and improvement.
A.
Personal and Professional Accountability
B.
Professional Development and Lifelong Learning
C.
Contributions to the Community and Profession
Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system
and the environment in which healthcare managers and providers function.
A.
Healthcare Systems and Organizations
B.
Healthcare Personnel
C.
The Patient’s Perspective
D.
The Community and the Environment
Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems
thinking, to the healthcare environment.
A.
General Management
B.
Financial Management
C.
Human Resource Management
D.
Organizational Dynamics and Governance
E.
Strategic Planning and Marketing
F.
Information Management
G.
Risk Management
H.
Quality Improvement