HSA 6342: Healthcare Human Resource Management
Department of Health Management & Informatics
College of Health & Public Affairs, University of Central Florida
COURSE SYLLABUS
Instructor:
Myron Fottler
Credit Hours
3 Credit Hours
Office:
HPA II, 209
Office Hours:
Mon. 1:00-5PM, or APPT
Phone:
Term:
Fall 2013
E-Mail:
407-823-5531
Myron.Fottler@ucf.edu
Class Meeting Days:
Monday
Student Asst:
Alicia Beardsley
Class Meeting Hours:
6:00 PM - 8:50 PM
E-Mail
UCFLicia@knights.ucf.edu
Class Location:
CL1 0107
This class meets face to face on the following Dates
August 19
August 26
September 9
I.
September 23
October 7
October 21
November 4
November 18
November 25
December 2
Welcome!
Health-care organizations are labor-intensive. To attract, motivate, and retain their employees and achieve the goals
of the organization, a sophisticated human-resource system is required. Development of this system is not totally
under the control of the administration because of the myriad of government legislation, regulation and court
decisions which influence it. In addition, it is important to understand that managing people is more than the
function of the personnel office. It is a total managerial approach to managing employees at every level. Finally, wellmanaged health service organizations also integrate their strategic management with human- resource
management.
This course is designed to expose students to the major issues, laws, managerial processes, procedures, and
psychological factors which should be considered when developing a management system for health-care
organizations in the 21st century. The goal is to build managerial skills as well as knowledge. Much of the material is
generic since traditional industry differences have become less important in recent years as health care has become
more “business like”. Nevertheless, one of the texts, the additional reading, several of the cases, the consultation
project, and most of the class discussion will focus on health-care applications. Please note that this course does not
cover strategic-management problems or issues which are covered in HSA 6108.
II.
Course Objectives
Upon completion of this course, students will be able to:
COURSE OBJECTIVE
Understand human resource problems and apply their skills
in human resource problem diagnosis, critical thinking, and
problem solving.
Develop creative and effective solutions to various human
resource challenges they face as health care administrators
and executives
PROGRAM COMPETENCY
II.C.1 Familiarity with and ability to apply human
resource laws and regulations
II.A.1 Analyze and evaluate information to support
a decision or recommendation
II.A.2 Conduct needs analysis, identify and
prioritize requirements
II.A.3 Demonstrate critical thinking and analysis
II.A.4 Identify alternate processes and potential
solutions
Enhance their ability to write comprehensive and well
written managerial reports
Improve their ability to effectively communicate orally to
classmates, faculty and managerial practitioners
Demonstrate their ability to function in a team environment
III.A.1 Demonstrate effective written, oral
communication, and presentation skills
III. A.1 Demonstrate effective written, oral
communication, and presentation skills
III. A.2 Provide and receive constructive feedback
III. A.3 Listen and respond effectively to the ideas
and thoughts of others
III.B.1 Build collaborative relationships
III.B.2 Demonstrate effective interpersonal
relations
IV.B.1 Create an organizational climate that
encourages teamwork
V.C.2 Support collegial relationships with peers
through networking, information sharing, and
mentoring
III.
Course Prerequisites
Graduate Status
IV.
Course Credits
This course is 3 credit hours.
V.
Required Texts and Materials
Bruce J. Fried and Myron D. Fottler, Human Resources in Healthcare: Managing for Success 3rd ed., (Chicago: Health
Administration Press, 2008) ISBN: 1-56793-299-1
Stella M. Nkomo, Myron D. Fottler, and R. Bruce McAfee, Applications in Human Resources Management
Applications: Cases, Exercises, Incidents, and Skill Builders, 7th ed. (Cincinnati: South-Western College
Publishing Company, 2011). ISBN: 978-0-538-46807-7
VI.
Supplementary (Optional) Texts and Materials
VII.
Basis for Final Grade
Assessment
Case Studies Presentation
Debate
Discussion Boards
Midterm Exam Essay
Human Resources Project & Presentation
Percent of Final Grade
15%
15%
10%
30%
30%
100%
Grading Scale
Percentage
90-100
80 - 89
70 - 79
60 - 69
0 - 59
Letter Grade
A
B
C
D
F
VIII.
Assignment Guidelines
Case Studies Presentation:
Each in class session one group will present case studies or exercises from the Nkomo, Fottler, and McAfee. The
specific topics are listed on the weekly schedule below. It is expected that each student will be familiar with the case
studies to be presented in class.
Evaluation of the presentations will be done by both the instructor and the students. Both will base their evaluations
on the quality and clarity of the information presented to the class.
Forms for evaluations of case study evaluations may be found on the Canvas course site.
Debates:
There will be 5 debates on topics listed on page 65 of the Nkomo book. The debate topics are (in order in which they
will be presented):
 #7. Immigration
 #4. Employee Diversity
 #5. Telecommuting
 #9. Stock Options and Bonuses
 #2. Employee-at-will or Termination-at-will
Discussion Board Postings
As part of the assignments in the weeks where there is no face to face class, you will be given an assignment that will
require you to post your answer in the Discussion Forum under the appropriate heading. If you do not post it in the
correct location, or you post after the deadline, you will not receive credit. It is required that you respond to at least
two of your peers postings to gain insight from their experiences and opinions; however, it is recommended you do
this after you post your own assignment.
Each week you will be assigned a discussion board question pertaining to that week’s reading from the Fried and
Fottler text which will be due by Friday at 11:59pm each week. You will then be required to reply to at least (1) of
your peer’s postings by 11:59pm on Sunday. Your original positing should provide insight into your knowledge and
opinion on the subject, as well as what the prevailing thought is among the experts in the field. Your response to
your peer’s postings should not cheerlead, meaning your response should enhance and/or provoke further thought
to the original post.
On weeks where the class does NOT meet, you will also be assigned case studies in which you must respond to the
questions at the end of each case. These answers must be submitted by 11:59pm on that Sunday.
Midterm
The midterm examination will be completed as an individual 2-week take home examination. It will consist of both
exercise questions and cases we have covered in class and on our discussion boards. In addition, each student group
will provide the instructor with two possible essay questions which may be included in the midterm exam.
Human Resources Project & Presentation:
Each of the ten student groups will choose one of the following two projects: a Healthcare Human Resources System
Evaluation or the Healthcare Human Resources Research Paper. Both will be done in a health care organization,
preferably a setting in which at least one of the students is employed. Corporate Documents, Interviews with
Corporate Officials, and any other information that is not your own must be cited in APA format in text and on the
reference page. Each group must present their project to the class. Students will be graded on professionalism as
well as presentation content.
Option #1: Healthcare Human Resources System Evaluation
The objective of this assignment is to allow students an opportunity to learn more about the various technical and
non-technical functions of human resources management and how these functions are integrated to address
organizational goals and objectives within a real world setting. The outcome of this project is a written profile of the
human resources management functions within a specific (and instructor-approved) health services organization or
system. This paper will be a group effort; and a group grade will be assigned. A detailed description of this “Profile
of Human Resources Department” project is provided on pp.302-308 in the Nkomo, Fottler, and McAfee text. This
project will be approximately fifteen (15) pages in length (not including references), space-and-a-half formatting, one
inch margins on all four sides, and with page numbers.
Option #2: Healthcare Human Resources Research Paper
The objective of this assignment is to allow the student an opportunity to learn more about one specific human
resources challenge within healthcare organizations and provide well researched recommendations. The Society for
Healthcare Human Resources Administration frequently calls for white papers for their members and the paper for
this assignment follows their guidelines. If your paper is evaluated at a high enough level, I will encourage some
revisions to submit it for publication in this organization. However, that means achieving an A plus paper! A detailed
description of this “Human Resource Research Paper” is provided on the course home page. This project will be 15
pages in length (not including references), space-and-a-half formatting, one inch margins on all four sides, and with
page numbers. This paper will address some challenge or issue being faced by the healthcare organization in which
you are working. Ask your contact person to suggest (1) or (2) possible challenges/topics, the solution to which
would be useful for that organization or the HR department.
Aside from the “Human Resource Research Paper” on the course home page you may format your paper addressing
the following: Background, Human Resource Challenge/Problem, and How You Gathered Information for This Paper
(sources, interviews, documents, etc.), Findings, and then Recommendations to address the problem
IX.
Course Policies: Grades
Late Work Policy:
There are no make-ups for the midterm examination. For each day an assignment is late, a penalty of 10% will be
assessed. After 5 days, assignments will not be accepted.
Grades of "Incomplete":
The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are
given only in situations where unexpected emergencies prevent a student from completing the course and the
remaining work can be completed the next semester. Your instructor is the final authority on whether you qualify for
an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically
be recorded as an “F” on your transcript.
Class Participation
Students are expected to have completed assigned readings prior to class in order to be prepared for class
discussion.
While class participation is not a formal criteria in determining the final grade, it may be used in extreme cases where
students have not attended classes/and or have failed to participate in their group assignments. Class participation is
based upon both the student’s attendance at in class sessions as well as their in class participations during these
classes. In addition, at the end of the semester all students will be invited to complete an evaluation of their own and
their team member’s contributions to all relative projects. Forms for this evaluation can be found on the Canvas
course website. Assuming relatively equal contributions and good attendance, class participation will not count in
the final grade. However, in extreme cases (positive or negative) participation and team evaluations will impact the
final grade based on the instructor’s judgment.
X.
Course Policies: Technology and Media
Email: E-mail will be the primary source of communication in this course. The average response time for e-mails is
24 hours during the work week and 48 on weekends.
Canvas (Webcourses): This course consists of both in class and web-based instruction. Students are expected to
have access to the Internet throughout the semester.
XI.
Course Policies: Student Expectations
Disability Access:
The University of Central Florida is committed to providing reasonable accommodations for all persons with
disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the professor at the beginning of the semester to discuss needed
accommodations. No accommodations will be provided until the student has met with the professor to request
accommodations. Students who need accommodations must be registered with Student Disability Services, Student
Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting
accommodations from the professor.
Academic Conduct Policy:
Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic
dishonesty, please consult The Golden Rule, the University of Central Florida's Student Handbook
(http://www.goldenrule.sdes.ucf.edu/) for further details. As in all University courses, The Golden Rule Rules of
Conduct will be applied. Violations of these rules will result in a record of the infraction being placed in your file and
receiving a zero on the work in question AT A MINIMUM. At the instructor’s discretion, you may also receive a failing
grade for the course. Confirmation of such incidents can also result in expulsion from the University
University Writing Center:
The University Writing Center (UWC) is a free resource for UCF undergraduates and graduates. At the UWC, a trained
writing consultant will work individually with you on anything you're writing (in or out of class), at any point in the
writing process from brainstorming to editing. Appointments are recommended, but not required. For more
information or to make an appointment, visit the UWC website at http://www.uwc.ucf.edu, stop by MOD 608, or call
407.823.2197.
XII.
Schedule
Week
Topics
1.
Aug 19- Aug 25
2.
CLASS MEETS
Behavioral Objectives
Introduction to HSA 1. Understand all course requirements
6342
2. Understand the contemporary work
Formation of
environment
Discussion Groups
Reading Assignment
Nkomo, et.al...
“Preface” (p. xv)
Learning Activity
In class discussion
Introductions
M.D. Fottler, E. Erickson, and P.A. Rivers,
“Bringing Human Resources to the Table:
Utilization of an HR Balanced Score Card at
Mayo Clinic.” Health Care Management
Review. 31(1) January-March, 2006, 64-72.
Group Member
Selections
Article Review - “HR pros must speak
language of money” Kleiman, C
Aug 26- Sept 1 1.
CLASS MEETS
2.
3.
4.
Environmental
Changes
The Human
Resource Role
Strategic Human
Resources
Management
Human Resource
Challenges
1. Understand and discuss the strategic
human resource model
2. Develop a strategic human resource plan
for a particular healthcare organization.
3. Identify and manage major human
resource challenges facing healthcare
organizations.
4. Understand the financial impact of human
resource decisions and policies.
5. Be sensitive to human resource trends and
future challenges
Chapter 1: Myron D. Fottler, “Strategic
Case Presentations:
Human Resources Management” in Fried, et. Nkomo, et. al.,
al. pp. 1-26.
Group 1:
Chapter 18: Bruce Fried and Myron D. Fottler, “Scanning the
“Present Trends That Affect the Future of
Contemporary Work
Human Resources Management and the
Environment” (p.20)
Healthcare Workforce” in Fried, et. al. pp.
479-499.
“The Older Worker
Questionnaire” (p. 54Article Review - Grey is Good: Employers
55)
Make Efforts To Retain Older, Experienced
Workers
“Strategic Human
Resource
Management” (p.86)
Group 2:
“Outsourcing of Human
Resource Management
Functions” (p.93)
“Human Resource
Challenges During
Mergers” (p.17)
“Human Resource
Information Data
Breach” (p.26)
Week 3
Labor Day
2-Sept-13
NO CLASS
Week 4
1.
Sept. 9- Sept 15 2.
CLASS MEETS
3.
The Legal
Environment
Accessing
Information on
Human Resources
Management Issues
Human Resource
Challenges During
Mergers
1. Identify and discuss legal issues related to Chapter 5: Bruce J. Fried, “The Legal
the management of human resources.
Environment of Human Resources
2. Discuss the advantages and disadvantages Management” in Fried, et. al. pp. 99-144.
of immigrant workers
Chapter 3: Leah E. Masselink, “Globalization
and the Healthcare Workforce” in Fried, et.
al. pp. 47-70.
Case Presentations:
Group 3:
“Understanding the
Americans with
Disabilities Act” (p.62)
“What is Sexual
Harassment?” (p.60)
Sexual Orientation
Incidents:
Bootstrapping
Discrimination” (p.71)
Debate #1:
“Affirmative Action”
“Affirmative action is a
fair method of
achieving equal
opportunity in the
workplace”
Affirmative: Group 10
Week 5
1.
Sept. 16Sept 22
2.
NO CLASS
3.
4.
The Significance and 1.
Roles of Healthcare
Professionals and
Physicians
2.
Costs and Benefits of
Cultural Diversity
Work and Family
Issues
3.
Workload and
Identify the respective roles and
relationships among various health
professions.
Discuss both the costs and the benefits
of cultural diversity from an
organizational
perspective.
Identify and discuss various familyfriendly options.
Chapter 4: Kenneth B. White, Dolores G.
Clement, and Kristie G. Strover, “Healthcare
Professionals” in Fried, et. al., pp. 71-97.
Negative: Group 9
Discussion Board #1
posting by
Wednesday 11:59pm
Chapter 15: Cheryl B. Jones and George H.
Submit Case Study
Pink, “Nurse Workload, Staffing, and
answers:
Measurement,” in Fried, et. al., pp. 393-431. “Too Much Diversity?”
(p.35)
Discussion Board
“The Cultural Diversity
Staffing Issues
4.
5.
Week 6
1.
Sept. 23Sept. 29
2.
CLASS MEETS
Developing a
Customer Focused
Culture
Financial Impact of
Human Resources
Management
1.
2.
3.
4.
Identify and discuss various career
development options.
Determine appropriate staffing levels
Case Studies
Training Program” (p.
36)
Develop a customer-focused culture
through implementation appropriate of
human resource strategies.
Develop various approaches to the
implementation of organizational
change.
Calculate the financial impact of various
human resource strategies
Determine and evaluate human resource
budgets
Chapter 16: Eileen F. Hamby, “Human
Resources Budgeting and Productivity,” in
Fried, et. al., pp. 433-450.
Case Presentation
Group 4:
-“Evaluating the
Chapter 17: Myron D. Fottler and Robert C. Financial Impact of
Ford, “Creating Customer-Focused Healthcare Human Resources
Organizations”, in Fried, et. al., pp. 451-478. Management
Activities” (p.21)
“Outsourcing the
Human Resource
Management Function”
(p.93)
“The Mentoring
Problem at Walnut
Insurance” (p.161)
Debate #2:
“Employee diversity
enhances
organizational
performance”
Affirmative: Group 8
Negative: Group 7
Week 7
1.
2.
Sept. 30- Oct. 6 3.
NO CLASS
4.
5.
Job Analysis
1.
Job Design
Human Resource
Forecasting
Workplace safety
2.
Phased Retirement
3.
4.
Define job analysis, job description, and
job specification and explain their
significance to the management of
human resources.
Explain and implement various job
design and employee empowerment
options.
Analyze current personnel inventories
and make forecasts of future needs
Implement an effective workplace safety
program.
Chapter 7: Myron D. Fottler, “Job Analysis
Submit Discussion #2
and Job Design”, in Fried, et. al., pp. 163-195.
Chapter 13: William Gentry, “Health Safety
and Preparedness”, in Fried, et. al., pp. 347358.
Discussion Board
Case Study
Case Study:
“Human Resources
Forecasting
Assignment” (p. 103)
“The Safety Problem”
(p.254)
5.
Week 8
1.
Oct. 7- Oct. 13 2.
3.
CLASS MEETS 4.
5.
6.
Employee
1.
Recruitment
Employee Retention 2.
Workforce Diversity
Exit Interviews
Evaluating Job
3.
Application Forms
Evaluating Nurse
Turnover
Implement various options to retain
various skilled employees through
phased retirement.
Better understand and utilize the skills of
an increasingly diverse workforce.
Evaluate the effectiveness of the major
recruitment sources for various types of
healthcare personnel.
Determine if, when, and why antidiscrimination recruitment guidelines
have been violated by a particular
organization.
Chapter 6: Rupert M. Evans, “Workforce
Diversity,” in Fried, et. al., 145-162.
Group 5:
“Recruiting and
Selecting High-Level
Chapter 8: Bruce J. Fried, and Michael Gates, Managers Through the
"Recruitment, Selection, and Retention", in Internet” (p.112)
Fried, et. al., pp. 197-235.
“Recruiting and
Selecting Low-level
Articles:
Workers Among
“Fottler, M.D., et. al., “Evaluating Nurse
Seniors” (p.114)
Turnover: Comparing Attitude Surveys and
Exit
“Evaluating the
Interviews,” Hospital and Health Services
Recruiting Function” (p.
Administration, Vol. 40, Summer 1995, 278- 123)
295
“How to Reduce Turnover”, White, E.
“The Exit Interviews”
(p. 145)
Group 6:
Skill Builder: Phased
Retirement Options
(p.106)
“Staffing Needs for a
Telecommuting Job”,
(p. 150)
“Disaster
Preparedness” (p.251)
Week 9
1.
2.
Oct. 14- Oct. 20
NO CLASS
3.
4.
Employee selection
Equal employment
opportunity and
affirmative action
Adverse Impact
Discriminatory
speech and action
1.
2.
3.
4.
Identify and discuss the problems and
Articles: “Interviews With Import” Cooper, C.
benefits of the application blank.
“Get the Job-Search Edge” Ky, M.
Construct a question guide for a
structured selection interviewing.
Conduct a professional selection
interview.
Explain the basic purpose and content of
Discussion Board #9
Case Study:
“Analyzing Promotion
Data: Applying the 80%
Rule” (p.41)
5.
6.
7.
Week 10
1.
Oct. 21-Oct. 27 2.
CLASS MEETS
3.
Employee
1.
Orientation
Employee Training &
Development
2.
Employee Health
and Safety
3.
4.
5.
8.
major equal employment legislation,
executive orders, etc.
Define the concepts of validity and
reliability as they pertain to equal
employment.
Define Affirmative Action and identify its
relationship to EEO practices.
Discuss potential areas of discrimination
in employee selection and promotion.
Identify records which should be kept by
employers regarding EEO.
Define the purpose and value of human Chapter 9: Rita Quinton, “Organizational
resource development within a health
Development and Training” in Fried, et. al.,
facility.
pp. 237-256.
Identify methods of determining training
needs and discuss methods.
List and discuss training methods and the
effectiveness of each method.
Write behavioral training objectives.
Develop skill in evaluating training
programs.
Demonstrate and identify situations
where telecommuting may be
advantageous.
“Is this Unlawful
Discrimination?" (p. 56)
“Selecting Patient
Escorts” (p.115)
Midterm Examination
Distribution
Group 7:
“Design and Evaluation
of Training Programs”
(p. 166)
“The Orientation
Problem” (p.172)
“Career Development
at Electronic
Applications” (p. 157)
Debate # 3:
“Telecommuting
enhances employee
productivity and
morale while reducing
turnover”
Affirmative: Group 7
Week 11
1.
Oct. 28-Nov. 3
2.
NO CLASS
Performance
Appraisal and
Measurement
Various
Performance
Appraisal Methods
1.
2.
3.
Identify various approaches to appraisal
and discuss the advantages and
disadvantages of each.
Develop and implement a management
by objectives appraisal system.
Develop and articulate a performance
Negative: Group 6
Discussion #4
Chapter 10: Bruce Fried, and Michael Gates
"Performance Management", in Fried, et. al.,
pp. 257-280.
Case Study:
“The Self-Appraisal
Article: “Firing Good Workers Who Are a Bad Problem” (p.176)
Fit” WSJ
3.
Performance
Appraisal Challenges
4.
5.
6.
7.
Week 12
1.
Nov. 4- Nov. 10 2.
3.
4.
Employee
Compensation
Physician
Compensation
Fringe Benefits
Non-monetary
Compensation
1.
2.
3.
4.
5.
6.
appraisal philosophy based on a review
of motivation theories and appraisal
literature.
Identify at least five major appraisal
pitfalls.
Conduct a performance appraisal
interview with identifiable outcomes.
Design Behaviorally Anchored Rating
Scales (BARS).
Conduct an MBO performance review
session and give people feedback about
their performance.
Differentiate job analysis, job evaluation,
and job pricing.
Explain the purpose and significance of
wage and salary administration.
Discuss the importance of equity in
compensation.
Explain the problem of maintaining
compensation equity in the face of
internal and external competitive forces.
Review the relationships between job
satisfaction, pay satisfaction,
performance, and productivity.
Explain the comparable worth theory
and its likely impact on relative wages of
males and females in the future.
Supplemental Reading (All Students):
“Ever Wanted to Review the Boss? 360
Degree Feedback”
“Tips for Reviewing Performance”
Chapter 11: Howard L. Smith, Bruce J. Fried,
John Crisafulli and Derek van Amerongen,
"Compensation Practices, Planning, and
Challenges", in Fried, et. al., pp. 281-318.
Chapter 12: Dolores Clement, Maria Curran,
and Sharon L. Jahn, “Employee Benefits”, in
Fried, et. al., pp. 319-346.
“Ethical Performance
Appraisal Issues (p.192
Midterm Due
Group 8:
“Rewarding
Volunteers” (p.199)
“Controlling Employee
Healthcare Benefit
Costs” (p.234)
“Ethical and Practical
Compensation
Dilemmas” (p.218)
Group 9:
“Managing Nonmonetary
Compensation” (p.231)
“Retiree Health and
Pension Benefits” (p.
244)
“The Medical Leave
Problem” (p. 249)
Debate #4:
“Immigration”
“U.S. immigration laws
should be changed to
allow more
immigration by
technical specialists
from
emerging/developing
countries”
Affirmative: Group 4
Negative: Group 3
Week 13
Veterans Day
Holiday
Nov. 11- Nov.
17
NO CLASS
Week 14
Nov. 18- Nov.
21
1.
2.
3.
4.
CLASS MEETS
Employee Discipline 1.
Labor Relations
Preventative Labor 2.
Relations
3.
Collective Bargaining
4.
5.
Understand various approaches to
employee discipline.
Develop a labor relations philosophy.
Implement a preventive labor relations
policy.
Develop and implement strategy for
collective bargaining.
Administer a collective bargaining
contract so that the labor contract does
not impede attainment or organizational
goals.
Chapter 14: Donna Malvey, "Managing with
Organized Labor", in Fried, et. al., pp. 359391.
Discussion Board
Nkomo, et. al.
Group #10
“Violence at Work:
Westside Health
Systems” (p.263)
“Surfing the Internet on
Company Time”(p.265)
“Caught in the Act:
Immoral Behavior at
Work” (p.272)
“The Giveback: A Case
of Union Busting”
(p.280)
Debate #5:
“Employment-at-will or
termination-at-will
should remain the basic
doctrine governing
employee dismissal and
should not be subject
to legislative control”
Affirmative: Group 2
Negative: Group 1
Week 15
FINAL PROJECT PRESENTATIONS:
GROUPS 1-5
Nov. 25- Dec. 1
CLASS MEETS
Week 16
Dec. 2
CLASS MEETS
* Note: The Schedule is subject to revision
FINAL PROJECT PRESENTATIONS:
GROUPS 6-10