Learning Outcomes: Learning outcomes articulate the broad expectations for student learning. At the end of this course, students should be able to:

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1 BBA 440- ( ) Human Resource Management Spring Credits ( ) Web Department Chair: Department of Business and Administration P.O. Box 6236 Yuma, AZ Instructor: Jane Fletcher Office: Virtual Office Hours: By Appointment Phone: Fax: None Web Page: bblearn.nau.edu Text: Snell and Bohlander Managing Human Resources (16 th Ed) Catalog Description: Principles, functions, and practices relating to managing human resources in organizations. Emphasizes managers' social, ethical, and legal responsibilities and basic management processes, including selection, training, appraisal, compensation, and labor relations. Prerequisite: BBA or MGT 300 Learning Outcomes: Learning outcomes articulate the broad expectations for student learning. At the end of this course, students should be able to: 1. Understand the major laws affecting employment. 2. Explain the role of diversity, equal employment opportunity, and affirmative action in business. 3. Comprehend best practices in employee recruiting and selection, including job analysis, KSAs, job descriptions, resumes, interviewing and other screening tools. 4. Explain principles of compensation, pay-for-performance and employee benefits. 5. Understand training and development programs, performance evaluation, and disciplinary actions. 6. Understand the role of unions and the laws governing the collective bargaining process. SOURCES OF EVIDENCE & GRADING Online Discussions: Since there is no class meeting, as a student, you are expected to actively participate in online discussions of the reading and other homework assignments. Homework may include reading additional articles, interviewing managers, analyzing case studies and so forth. In today s workforce environment, managers often engage in electronic or media forms of communication. Most of the course work occurs within the Discussion Forum. There is a General Discussion Forum in which students can ask questions and interact with both classmates and the instructor. Also there are weekly discussion requirements and it is the student s responsibility to proactively engage in the discussion.

2 Course Organization: Except for the initial chapter (Chapter 2), modules organize the class and each module contains two (2) or three (3) prompts. Each module covers two weeks. In week one, students are to write an initial response post on one of the prompts. In week two, students are expected to read the initial posts from their classmates and write a response post for each of the prompts, i.e., two or three response posts. The responses to other students are to be meaningful and substantive. Please refer to the grading rubrics for specific requirements for initial and response posts. The exception is Chapter 2 (HR Strategy), which is due at the end of the first week. You are expected to write an analysis of the case study. This work will be graded according to the Initial Post Grading Rubric. No response posts are required for Chapter 2 work. Your participation online includes assessment of your ability to effectively communicate in this way during the class. This includes your writing skills. Communication is to be in a business-like, professional manner. Posts are graded upon: Content quality and comprehensiveness of analysis Length Grammar - Poor grammar, spelling errors, etc. will result in lower grades. View this as a formal writing assignment each week. Students are to use APA style in your posts, i.e., do not use casual language, abbreviations, contractions, etc. (Page numbers are sufficient for citations from the text, other citations should follow APA format.) Use of references to support your assertions. Conclusions must be supported by credible evidence (i.e. scholarly or business journals, accepted economic or psychological theories, and/or references to widely acknowledged business practices). Contributing additional thoughts that build upon other students work. The purpose for these assignments is to demonstrate your understanding of human resources, as well as to develop your analytical and writing skills by being able to articulate a clear statement backed up by credible, related sources. Also you are to actively engage with the other students in class through your response posts. Of course, professional communication is appropriate. The deadline for submission is midnight (MST) Sunday each week. Grading for discussions will be 10 points/week (see schedule). Please refer to the Grading Rubrics for the grading criteria and point allocation. There are separate Grading Rubrics for Initial and Response posts. Some examples of excellent discussions are posted on Bb as a guide for you. Chapter Quizzes: There will be a timed online quiz for each chapter. (Note that not all chapters will be covered in the course.) Quizzes are located in Assessments in the menu. Although they are open-book quizzes, students who have not read the text first will have difficulty completing the quiz in the limited time allowed. Grading for quizzes will be 10 points each. Quizzes are to be completed by midnight (MST) Sunday on the due date. Exams: Three exams will be given. They are non-cumulative and are scheduled throughout the semester. These exams will primarily assess the students understanding of the text and supplemental information introduced in the class. Grading for exams will be 100 points per exam. Extra Credit: Students may earn a maximum of 5% (28 points) extra credit through additional reading (human resources books or peer-reviewed research articles) relevant to the class. A list of extra credit options is listed under the Course Materials tab. This will require a formal written report. Assignments must be completed by April 26, Students can earn an additional 10 extra credit points by completing the course evaluation at the end of the semester.

3 Note: The syllabus is the definitive guide for grades. Grade Center holds the grades; however, it can be inaccurate for computing your grade status. Please refer to the syllabus for total points for the course. Online Observer: In an effort to monitor and evaluate the quality of online instruction and learning, our class may have a silent observer. Sources of Evidence Discussion - 20 pts. per Module (10 pts. each for Initial and Response Posts except Chapter 2 Post) Chapter Quizzes (10 pts. each) Exams (100 pts. each) Points Total 560 Grading Summary Grades will be assigned as follows 90% + (504 +) A 80 89% ( ) B 70 79% ( ) C 60 69% ( ) D 59% or less (335 or less) F Course Policies Retests There will be no retests. Students who perform poorly are encouraged to contact the instructor directly by in the Message tab of Bb Learn or by phone to discuss possible ways to improve performance or earn extra credit. Makeup tests Students are expected to take the quizzes and exams as scheduled. If for any reason this is not possible due to reasons beyond their control (documentation required), students must make other arrangements with the instructor in advance. Plagiarism and cheating Don t! It violates NAU policy as well as moral and ethical standards. (See NAU policies on "academic integrity" below.) Students will receive zero points on any specific assignment or exam, and may be expelled from the class or the university, depending upon the severity of the incident. Syllabus changes The instructor reserves the right to make changes in this syllabus as deemed necessary and appropriate to serve the best interests of the class and the learning experience. The instructor will announce any changes through Bb Learn. BBA 440 Class Schedule (Web) Week of Topic(s) Readings 1 1/14-1/20 2 1/21-1/27 3 1/28-2/3 Introduction, Syllabus and Chapter 2 Quizzes, HR Strategy Case Study (No response posts are required for this chapter) Module 1:HR Strategy and Legal Issues (Including Arizona Employment Law) Chapter 2 and Chapter 3 Initial Post Module 1: HR Strategy and Legal Issues cont. (Including Arizona Employment Law) Response Chapter 2 Chapter 3 Chapter 3

4 Posts & Quiz 4 2/4-2/10 Module 2: Job Analysis - Chapter 4 Initial Post Chapter 4 5 2/11-2/17 6 2/18-2/24 EXAM 1 7 2/25-3/3 8 3/4-3/10 9 3/11-3/17 Module 2: Job Analysis - Chapter 4 Response Posts & Quiz Module 3: Chapters 5 & 6 Recruiting, Selection & Career Stages Initial Post Module 3: Chapters 5 & 6 Recruiting, Selection & Career Stages Response Posts & Quizzes Module 4: Performance Management - Training and Performance Appraisals Initial Post 3/18-3/24 SPRING BREAK 10 3/25-3/ /7 EXAM /8-4/ /15-4/ /22-4/ /29-5/5 5/6-5/10 Module 4: Performance Management - Training and Performance Appraisals Response Posts and Quizzes Module 5: Compensation Management Pay & Benefits Initial Post Module 5: Compensation Management Pay & Benefits Response Posts & Quizzes Module 6: Employee Management and Labor Relations Initial Post Module 6: Employee Management and Labor Relations Response Posts & Quizzes EXAM 3 - PLEASE NOTE THIS IS A FRIDAY DUE DATE 5/14 Grades posted Chapter 4 Chapters 5 & 6 Chapters 5 & 6 Chapters 7 & 8 Chapters 7 & 8 Chapters 9, 10, & 11 Chapters 9, 10, & 11 Chapters 13 & 14 Chapters 13 & 14 The Instructor: Jane Fletcher has over 25 years of human resources experience with Marriott International. She worked with a number of Marriott properties in Scottsdale, Arizona and Maui. Prior to her Marriott experience she was the Dean of Students, an administrator for a federal project, and a psychology instructor at Maui Community College. Jane has taught undergraduate Human Resource Management at Scottsdale Community College and graduate level Human Resource classes for Ottawa University. Jane possesses SPHR (Senior Professional Human Resources) designation from SHRM (Society for Human Resource Management). She earned a Bachelor s degree from Michigan State University in Political Science and a M.Ed. from the University of Hawaii in Educational Psychology. Communication with the instructor: You will receive a response to all s, texts, or calls typically within 24 hours and within 48 hours at the outside. This excludes weekends and holidays. I encourage you to use the Message tab within Bb Learn for s.

5 NAU Policies SAFE ENVIRONMENT POLICY NAU s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault, or retaliation by anyone at this university. You may obtain a copy of this policy from the college dean s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean s office, the Office of Student Life ( ), the academic ombudsperson ( ), or NAU s Office of Affirmative Action ( ). STUDENTS WITH DISABILITIES If you have a learning and/or physical disability, you are encouraged to make arrangements for class assignments/exams so your academic performance will not suffer because of the disability or handicap. If you have questions about special provisions for students with disabilities, contact the Counseling and Testing Center. Application for services should be made at least eight weeks before the start of the semester. If the Counseling and Testing Center verifies your eligibility for special services, you should consult with your instructor during the first week in the semester so appropriate arrangements can be made. Concerns related to noncompliance with appropriate provisions should be direct to the Disability Support Services coordinator in the Counseling and Testing Center. INSTITUTIONAL REVIEW BOARD Any study involving observation of or interaction with human subjects that originates at NAU including a course project, report, or research paper must be reviewed and approved by the institutional Review Board (IRB) for the protection of human subjects in research and research-related activities. The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures. A copy of the IRB Policy and Procedures Manual is available in each department s administrative office and each college dean s office. If you have question, contact Carey Conover, Office of Grant and Contract Services, at ACADEMIC INTEGRITY The University takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU s administration, faculty, staff, and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the educational process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner. Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU s Student Handbook. CLASSROOM MANAGEMENT Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. It is the responsibility of each student to behave in a manner that does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus. At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion. ACADEMIC CONTACT HOUR POLICY

6 The Arizona board of Regents Academic contact Hour Policy (ABOR handbook, 2-206, Academic Credit) states: an hour of work is equivalent to 50 minutes of class time at least 15 contact hours of recitation, lecture, discussion, testing, or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit. The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying. SENSITIVE COURSE MATERIALS If an instructor believes it is appropriate, the syllabus should communicate to students that some course content may be considered sensitive by some students. University education aims to expand student understanding and awareness. Thus, it necessarily involved engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter-and crucially appraise-materials that may differ from and perhaps challenge familiar understanding, ideas, and beliefs. Students are encouraged to discuss these matters with faculty

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