LeMoyne-Owen College
Division of Business and Economic Development
Human Resource Management, ADCP 345 Sections: O, P, Q
Fall 2012
Instructor: Jean Saulsberry
Office Room:
Office Phone: 435-1727
Office Hours: by appointment
Email Address: jean_saulsberry@loc.edu
Credit Hours: 3
Prerequisites: Managerial Theory
Text:
Authors:
Human Resource Management 13th Edition
Robert L. Mathis & John H. Jackson
Supplemental Materials:
Course Description:
This course is designed to cover issues concerning human resource management.
Students will be taught the theory and application of current human resource management
topics. Topics include staffing, performance appraisal, training, compensation, legal
issues, and other programs for organization. Spring.
College Graduate Competencies:
The two college graduate competencies (CGC) that are directly addressed in Human
Resource Management are:
1.
Think creatively, critically, logically, and analytically using both quantitative and
qualitative methods for problem solving.
2.
Communicate effectively (listen, speak, read, and write) on formal and informal
levels.
3.
Appreciate, understand, now and pursue the principles, methods and subject
matter that underlie the major discipline.
4.
Attain motivational, personal management, interpersonal skills, professional
development and research experience, as well as resourcefulness that will form
the basis for a career and/or further educational experiences
Course Objectives:
The identified general education/CORE II competencies are expected to show proficiency
in the following:
a. Understand the nature of an organization’s HRM practices.
b. Understand the nature of equal employment opportunity laws and how the
courts interpret them.
c. Understand the causes of downsizing, it potential pitfalls and how
downsizing efforts should be managed.
d. Describe how HRM practices are developed in response to an HR plan.
e. Understand how to conduct a job analysis
f. Discuss and describe various recruitment methods and planning a
recruitment strategy.
g. Understand legal constraints imposed by EECO guidelines
h. Understand and conduct effective training and development programs
i. Understand how to prepare effective performance appraisals.
j. Understand compensation and benefits systems
k. Understand unions and their impact on HRM
Attendance Policy: In accordance with college policy, classroom attendance is required.
The following standard will be applied:
1.
2.
3.
If unexcused absences total 15% of the regularly scheduled class meetings, the
instructor has the authority to lower the final grade by one letter.
If unexcused absences total 20% of the regularly scheduled class meetings, the
instructor has the authority to give a failing grade.
Five tardies—arrival to class five minutes after class has begun—will equal one
unexcused absence.
Technology Use:
Demeanor:
LeMoyne-Owen College is committed to enhancing student
learning through the use of a variety of applicable technology.
In this course, students will use or be exposed to [software and/or
hardware].
Suitable demeanor, posture and attire are required. For guidelines and the
dress code, please refer to the 2011/2012 Student Handbook (8-9; 13).
Classroom Policies and Procedures:
The classroom learning experience provides opportunities for faculty and students to
engage in interactive exchanges of course content. To facilitate this exchange, the
following guidelines are provided:
1.
Because each class session covers vital material and information, it is important
that students arrive on time to each class session.
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2.
In order to enhance students’ performance and confidence in acquiring the
material, it is critical that students come to each class session prepared. This
includes bringing to class required texts, supplemental materials, and assigned
work, which is provided on the course outline.
3.
In order to limit unnecessary distractions which would deter learning, cell phones,
multi-media devices, and laptops are required to be turned off or on vibrate when
class is in session, except by permission of the faculty.
Faculty reserve the right to apply penalties for noncompliance to either or all of the above
guidelines.
Assignments and Submission Requirements:
Because of the accelerated nature of this class, students in this cohort will be expected to
complete 20-25 contact hours outside of class on group assignments and/or projects.
Course Requirements:
1. Please come to class prepared to discuss the chapter readings and present a
thorough written brief on the assigned cases. Each case must be at least 1 full
page in length (12“font). Case studies must be submitted at the beginning of each
class. E-mail copies will not be accepted. These cases will be checked for content,
grammar, use of examples and must answer the questions associated with each
case. Strong emphasis in grading will be placed on individuality and
originality. Questions concerning these papers may be presented to the
instructor at any time.
2. Final Exam: Students are expected to choose a topic from the fourteen (14) that
are listed in the syllabus. Each paper should be at least 10 pages in length and
should follow the APA Style of writing (please see the attached examples). To
avoid plagiarism, all papers should include in-text citations as well as a reference
page. There are no limits to the number of citations used. Students must prepare a
PowerPoint for the final presentation. Additional information on this
assignment will be given each week. Attendance in this class is crucial to the
successful completion of this assignment as the concepts discussed in class are to
be included within your paper.
Policies Related to Students with Disabilities:
If you need course adaptations or accommodations because of a disability,
if you have emergency medical information to share, or if you need
special arrangements in case the building must be evacuated, please make
an appointment with Jean Saulsberry, Director of Student Development, as
soon as possible at (901) 435-1727. The Student Development Office is
located in the Alma C. Hanson Student Center, Room 208.
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Grading Scale:
1000 – 950 = A
949 – 900 = B
899 – 800 = C
799 – 700 = D
Below 700 = F
Weights:
Landmark Cases
Written Case Study Brief
Participation for Guest
Lecturer
Final Paper
400pts
200pts
50pts
400pts
LeMoyne-Owen College Graduate Competencies (CGC)
LeMoyne-Owen College graduates should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Think creatively, critically, logically, and analytically using both quantitative and
qualitative methods for problem solving;
Communicate effectively (listen, speak, read, and write) on formal and informal
levels;
Distinguish, clarify, and refine personal values for the attainment of richer selfperception and relate those values to the value system of others;
Appreciate, understand, and know the foundations of the Afrocentric perspective;
Appreciate, understand, and know the foundations of diverse cultures in the
context of a global community;
Appreciate, understand, now and pursue the principles, methods and subject
matter that underlie the major discipline(s);
Accept social responsibility and provide service to humankind;
Maintain levels of literacy that allow them to understand the impact of science
and technology on individuals, society, and the environment;
Attain motivational, personal management, interpersonal skills, professional
development and research experience, as well as resourcefulness that will form
the basis for a career and/or further educational experiences;
Attain critical skills, frame of reference, and understanding needed to appreciate
and discriminate between artistic achievements.
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Course Title: Human Resource Management – ADCP 345 O, P, Q
Course Outline
Chapter Discussion and Case Studies
Please come to class prepared to discuss the chapter readings and present a thorough
written brief on the assigned Case Study. Each case must be at least 1 full page in length
(12“font). Case studies must be submitted at the beginning of each class. E-mail copies will
not be accepted. Cases will be checked for content, grammar and use of examples.
Students must answer the questions associated with each case.
Chapter 3………………...Equal Employment Opportunity………………….......…………….……..73
Case Study………………Religious Accommodations?..........................................................103
Week 1
Wards Cove Packing Co. vs. Antonio
Griggs v. Duke Power Co.
Washington v. Davis
Regents of the University of California v. Bakke
Firefighters Local Union No. v. Stotts (1784) – Significance
Arizona Governing Committee v. Norris
Chapter 15……………….. Employee Rights and Responsibilities………………………………….504
Case Study……………….Dealing with Workplace Bullying…………….……………………………534
Week 2
(Cont’d from Week 1)
Wards Cove Packing Co. vs. Antonio
Griggs v. Duke Power Co.
Washington v. Davis
Regents of the University of California v. Bakke
Firefighters Local Union No. v. Stotts (1784) – Significance
Arizona Governing Committee v. Norris
Week 3
Chapter 7..………………Selecting Human Resources………………..……..………………….…..212
Case Study…….………..Full Disclosure on Sex Offenders…………….…………………...…...…243
Guest: Walter Banks, VP Human Resources
Baptist Memorial Hospital Desoto
Case Discussion………Strategic Selection: A Review of Two Companies
Case Discussion………Selecting a Programmer
Chapter 12………………Incentive Plans and Executive Compensation……………………….….394
Case Study……………. Cash is Good, Card is Bad
Case Discussion……….Incentive Plans for Fun and Travel
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Human Resource Management
ADCP 345
Final Powerpoint Presentation Topics
(Choose one Topic from the listing below)
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Understanding and Controlling Absenteeism
Understanding and Controlling Employee Turnover
From EEO to Affirmative Action to Management of Diversity: An Evolutionary
Process
An Evaluation of Title VII of the Civil Rights Act of 1964: Has It Accomplished
Its Purposes?
Understanding Legal Standards Applied to Two Types of Discrimination:
Disparate Treatment and Disparate Impact
What Is and What Is Not a Bona-Fide Occupational Qualification (BFOQ) under
EEO Laws
Key Women’s Issues: Pregnancy Discrimination, Pay Equity, and the Glass
Ceiling
Establishing Effective Policies and Procedures to Deal with Sexual Harassment
Sexual Harassment and the Law: An Interpretation of Supreme Court Decisions
Work Place Romances: Should Employers Regulate Dating Between Employees?
Regulating Your Looks: Dress Codes, Height/Weight Restrictions, and Other
“Appearance” Issues
Sexual Orientation and the Law
Evaluation of the Equal Employment Opportunities Commission (EEOC):
Policies, Programs, and Priorities
Diversity Training: The Positives and Negatives
The Case for Continuing Affirmative Action
The Case Against Affirmative Action
A Comparison of Three Approaches to Gathering Job Information:
Questionnaires, Interviews, and Observation
Contemporary Developments in Compensation Administration
Do Merit Pay Systems Really Work?
Incompatible Objectives? Developing a System to Satisfy Both the Development
and Administrative Purposes of Performance Appraisal
360o Evaluation: The Pros and Cons of Multi-Source Performance Appraisal
Performance Appraisal and the Law: What the Courts Are Saying
Successful Team Incentives
Sharing the Wealth: Profit-Sharing and Gainsharing Plans
An Assessment of Wellness and Employee Assistance Programs (EAPs)
Violence in the Workplace: Protecting Employees
Guidelines for Writing and Disseminating Employee Handbooks
Key Principles Underlying HR Policies, Procedures, and Rules
Effective Approaches to Discipline and Discharge.
The Pros and Cons of Employer Drug Testing Programs
Instructor reserves the right to add or subtract assignments or assessments.
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