1
COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Health Care Administration Program
HCA 312 – Health Personnel Management
Fall 2015 Syllabus
Draft 8.11.15
(Subject to Change)
Instructor: Brenda Freshman, PhD
Class Number: 6716
Campus Phone: 562/985-1962
Section #: 3
Office Hours: Mon. & Tue. 2:00 – 3:30pm, Wed.
Class Meets: Monday, 4-6:45pm
2:30-3:30pm & by appt.
Room: HHS1-201
Office Location: HHS2-Bungalow #08
Additional Contact Information:
Office Phone: 562-985-1962
HCA Program Administrative Coordinator:
Best Method of Contact: Email
Deby McGill, deby.mcgill@csulb.edu
brenda.freshman@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
A. Catalog Description
The management of human resources in health care setting. Principles and methods of
personnel work such as employee, recruitment, selection, retention, training, evaluation, and
wage and salary administration, and labor management relations.
Letter grade only (A-F). (Lecture)
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
7developments 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.
5
C. Human
Resource
Management
5
Describe recent developments that impact the
workforce in a healthcare setting. Define
solutions to challenges.
4
C. Human
Resource
Management
B. Healthcare
Personnel
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)
2
C. Required Text:
Fundamentals Of Human Resources In Healthcare (C)
Author: Fried
ISBN: 9781567933635
Status: Required
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. NOTE: Use Internet Explorer as your browser for BeachBoard
E. CLASS SCHEDULE AND ASSIGNMENTS*
Session # - Date
Topic
Reading, Activities & Deliverables*
1) 8/24
Introduction, course overview:
organization, goals, expectations and
assignments
Introduction to Course, Review
syllabus, Ask questions.
In Class Exercise (ICE)
2) 8/31
Strategic Human Resource Management
In Class Exercise (ICE)
Read: Chpt. 1
Submit On-line:
Chpt. 1 Quiz due 8/30
Due: Short presentation outline
3) 9/7
The Healthcare Professional
Short Presentation Taping
ICE
Read: Chpt. 2
Submit On-line: Chpt. 2 Quiz due 9/6
4) 9/14
The Legal and Ethical Environment
Short presentation Taping
Guest Speaker: Robert Siemer, ESQ.
ICE
Job analysis and Job Design
ICE
Read: Chpt. 3
Submit: Chpt. 3 Quiz due 9/13
5) 9/21
6) 9/28
Recruitment, Selection, Retention
Guest Speaker: Cynthia Vuguin??
ICE
7 ) 10/5
Organization Development and Training
Training Plan
Introduce Training Partner Assignment
Discuss Final Presentation assignment
Read: Chpt 4
Submit: Chpt. 4 Quiz due 9/20
Due: Short presentation video &
feedback forms
Read: Chpt. 5
Submit: Chpt. 5 Quiz due 9/27
Read: Chpt. 6
Submit: Chpt. 6 Quiz due 10/4
3
8) 10/12
ON-LINE
9) 10/19
Performance Management
ICE
Read: Chpt. 7
Submit: Chpt. 7 Quiz due 10/18
10 ) 10/26
Compensation Practices, Planning and
Challenges
Employee Benefits
ICE
Chpt. 8 and 9
Submit: Chpt. 8 & 9 Quizzes due
10/25
12 ) 11/9
Health, Safety and Preparedness
ICE
Read: Chpt. 10
Submit On-liine: Chpt. 10 Quiz due
11/08
13 ) 11/16
Organized Labor
Trends Affecting the Healthcare
Workforce
ICE
Work on Presentations
(Campus Closed)
Presentations
Presentations
FINAL
Read: Chpts. 11 & 12
Submit: Chpt. 11 & 12 Quizzes due
11/15
Due: Presentation Case Write Up
14) 11/23
15) 11/30
16) 12/7
17) 12/14
MIDTERM
Study for Mid Term
Due: Training Plan (in drop box) Due:
Due: Presentation topic posted to
discussion board
Peer Feedback
Peer Feedback
Training Plan Summary Due in Drop
Box and Hard copy in class on Final
Day. No late papers accepted for this
assignment
*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.
4
HCA 312
F. Methods of Evaluation
Assignment Description
Short Presentation Outline (DB & HC)
Short Presentation Delivery (IC)…………….
In Class Exercises (14 x 6)………………………
Mid Term Exam…………………………………….
Final Exam……………………………………………..
Training Plan (DB & HC)……………………….
Presentation Case Write Up (DB & HC)
Training Plan Summary (DB & HC)………..
Final Presentation Topic Post
Final Presentation Outline (DB & HC)…...
Final Presentation (IC) ……..……………………
Sign in……………………(15 x 1)
Total Points………………………………………
Pts.
6
10
84
30
30
20
30
30
5
5
30
15
%
1.4
2.4
20
7.2
7.2
4.8
7.2
7.2
1.2
1.2
7.2
3.6
415 100
Deliverable Method Key: DB = Drop box, HC = Hard Copy, IC = In class presentation
Grade Thresholds in % of available course points**
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. Chapter Quizzes - For each chapter reading assignment there will be an on-line quiz
comprised of 10 multiple choice questions. Quiz submissions are due at 11:59pm the evening
before the class session when the reading was assigned. No Late Quiz assignments will be
accepted.
G2. Short presentation Outline and delivery - 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.
5
G3. In Class Exercises
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. Students who
qualify for alternative testing arrangements, please advise the instructor at least 2 weeks prior
to the exam. Bring a #2 pencil and Parscore Form 1712 for each exam. The instructor might
elect to administer these exams in an on-line format through Beachboard. A decision will be
made 2 weeks prior to each exam.
G5. Training Plan
A training plan assignment and deliverable will be presented and in class sessions on training
and development. The training plan format (for download) and dropbox (for up load) delivery
are available on beachboard content.
G6. Final Presentation Case Write up
The case application will look at an HR challenge in a healthcare setting such as, “Staffing, ”
“Executive Compensation,” or “Training.” A method for developing the specific topic and title of
your Final presentation will be discuss in class. You will turn in an 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.
G6B. Training Plan Summary
You will also complete a training plan summary report. SPECIFIC Formats for you to follow will
be posted in "content" under "Assignment Format Files" on the course 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.
6
G7. Final 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 will be posted in course documents.
G9. Sign in Sheet
You are expected to engage with the material, ask questions, respond with answers and
participate fully in the class session. 1 pt will be given for your name on the sign-up sheet. This
sheet will only be available before class. It will not be available for sign in after 8:00 am.
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
clarification in class or make an appointment with me to discuss the problem area(s). Disabled
students requiring special accommodations, please advise instructor.
On occasion you will be asked to conduct some preparatory activities before a class session. To
participate in some in class assignment you will be required to complete a preparatory
assignment and bring it to class. Some class sessions will require textbook access.
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 the7 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/.
Students to provide documentation for excused absences.
7
J. Professional Development Extra Credit:
 Up to 10 extra credit points maximum
 If and when extra credit opportunities arise the professor will announce in class and
post details on Beachboard course announcement page
K. Cheating And Plagiarism. Please be aware of and ensure that your behavior conforms to
University Policy. See:
http://www.csulb.edu/divisions/aa/curriculum_handbook/catalog/0506/documents/regs.pdf. 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.
L. 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.
Specifically NO LATE turn-in for weekly on-line assignments and Training Plan Summary.
M. 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.
N. Bibliography and Additional Readings and On-Line Resources
Leiyu Shi. Managing Human Resources In health Care Organizations. Jones & Bartlett. 2007.
Stephen Shortell, Arnold Kaluzny, Health Care Management, Organization Design and Behavior.
(5th Edition) Thomson Delmar, 2006.
Robert L. Mathis and John H. Jackson, Melissa Acuna. Human Resource Management, Eleventh
Edition Publisher, South-Western, a division of Thomson Learning Copyright, 2005.
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.
Banja, J. (2014). Preventing sexual attacks in healthcare facilities: Risk management
considerations. Journal of Healthcare Risk Management, 33(3), 5-12.
8
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.
Hariharan, Selena,M.D., M.H.S.A. (2014). Physician recruitment and retention: A physician's
perspective. Physician Executive, 40(2), 44-6, 48.
Henchey, K. R., & Reilly, B. (2010). Physician recruitment planning done right: A community
hospital's experience. Physician Executive, 36(1), 50-52,54-55.
Hovmand, P. S., PhD., & Gillespie, D. F., PhD. (2010). Implementation of evidence-based
practice and organizational performance. The Journal of Behavioral Health Services & Research,
37(1), 79-94.
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.
Yap, Q. , & Webber, J. (2015). Developing corporate culture in a training department: A
qualitative case study of internal and outsourced staff. Review of Business & Finance Studies,
6(1), 43.
Zelman, W. N., Pink, G. H., & Matthias, C. B. (2003). Use of the balanced scorecard in health
care. Journal of Health Care Finance, 29(4), 1-16.
On-Line Resources:



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/
9






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
Partial List of Academic (Peer Reviewed) Journals
Academy of Management Journal, Harvard Business Review, Public Administration Review,
Healthcare Executive, Journal of Healthcare Management; Frontiers of 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…..
To find “peer reviewed” articles in the CSULB Library select the option in your search criteria.
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.
10
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