Course syllabus Online Model Instructor Version next Cover Online Certificate Fundamentals of Human...

course syllabusO n l i n e M o d e l

I n s t r u c t o r V e r s i o n

nextCover

Online CertificateFundamentals of Human Resource Management | MGT 260

Benedictine UniversityMargaret and Harold Moser Center1832 Centre Point CircleNaperville, IL 60563

Love of Christ and Neighbor Prayer Stability Conversatio Obedience Discipline Humility Stewardship Hospitality Community

Phone: (630) 829-6289Fax: (630) 829-1375

http://www1.ben.edu/programs/adult_cohorts/mission_vision.asp

2

Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs.

Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning.

Provides high-quality, easily accessible educational opportunities for adult learners.

Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments.

Develops new degree and non-degree programs that address the expressed needs of the professional community.

course syllabusb l e n d e d m o d e l

Moser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation.

MGT 260

Fundamentals of Human Resource Management

about this document about Moser Collegeabout blended learninghallmarks of a Benedictine education student expectations attendance policysubmission of work netiquette _________________________course overviewrequired textbooks grading scale learning outcomesIDEA objectives & IDEA descriptioncourse schedule

financial aidlibrary resources Academic Honesty PolicyAPA formatting and styleAPA resources for studentsStudent Success Center (SSC)services for students with disabilities

_________________________Benedictine Current StudentsMoser Center Student InformationStudent Login to D2LStudent E-Mail Login Academic Calendars BenUConnect MyBenU

contents links

Content Links

external links




http://www1.ben.edu/resources/financialaid/

http://www.ben.edu/library/

http://www.ben.edu/academic_programs/ahp.cfm

http://www.apa.org/

http://www.apa.org/about/students.aspx

http://www1.ben.edu/resources/resource_center/





http://www.ben.edu/current_students/index.cfm

http://www1.ben.edu/programs/adult_cohorts/Current_Students.asp




http://www.ben.edu/academic_programs/academic_calendars.cfm

https://webvpn.ben.edu/+CSCOE+/logon.html





3

About Your Program at Benedictine University – Moser College

About This Document

This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning.

About Moser College

The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*.

hallmarks of a Benedictine Education:

About

* http://www.ben.edu/academic_programs/moser/about/index.cfm

About Blended Learning

Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online.

Fundamentals of Human Resource Management | MGT 260

http://www.ben.edu/academic_programs/moser/about/index.cfm

http://www.sxc.hu/browse.phtml?f=download&id=1287062


4

The Ten Hallmarks of a Benedictine Education

A Benedictine Education

Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”. The Ten Hallmarks

Each academic year Moser College will be celebrating two of the Hallmarks. This academic year 2011-2012, the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are:

1. Love of Christ and Neighbor

2. Prayer: a Life marked by liturgy, lection and Mindfulness

3. Stability: commitment to the daily life of this place, its heritage and tradition

4. Conversatio: the way of formation and transformation

5. Obedience: a commitment to listening and consequent action

6. Discipline: a way toward learning and freedom

7. Humility: knowledge of self in relation to God, others and creation

8. Stewardship: responsible use of creation, culture and the arts

9. Hospitality: openness to others

10. Community: call to serve the common good

Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria

Hallmarks


http://www1.ben.edu/programs/centers_institutes/CMI/rule.asp

http://www1.ben.edu/programs/centers_institutes/CMI/The%20Ten%20Hallmarks%20of%20Benedictine%20Education.pdf


Submission of Work

All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Make-up examinations may differ from the original class examination. Per University policy, assignments cannot be accepted by an instructor after the last day of the course. To receive a minimum passing grade on D2L discussions, you must make a posting by midweek of B sessions and a response to at least one other posting by the end of the B session which must be on two separate days. Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.

5

Student Expectations

Expectations of Students

In order to get the maximum use of the time available, it is expected that you will:

• Read the material to be covered in the class and complete required assignments prior to attending the class/session;

• Arrive/login to class/session prepared to participate actively;

• Be prepared to actively participate in the collaborative activities of each class/session; and

• Always feel free to seek additional help from the instructor when the need arises.

Attendance Policy

Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course.

Expectations

information concerning netiquette:

financial aid information



6

Financial Aid Information

Applying for Financial Aid

A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance.

Financial Aid

Types of Financial Aid

Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.“

• After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s).

• Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid.

• Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest.

• Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck.

• Applying for Financial Aid – All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA).FAFSA – Free Application for Federal Student Aid

The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: 001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent information, one parent must also sign you FAFSA.


http://www1.ben.edu/resources/financialaid/documents/2012SAPPolicy.pdf

http://www.fafsa.gov/



http://www.fafsa.ed.gov/

http://www.pin.ed.gov/PINWebApp/pinindex.jsp





7

About Netiquette

What is Netiquette?

"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.

Netiquette

Netiquette Basics

1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with

friends may not be appropriate in a classroom or in an online conversation with an instructor 4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the

web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments

5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier for the poster, but it is not easier for the reader

For more information please review Netiquette by Virginia Shea

Inappropriate Online Usage

1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity.

2. Flaming is neither productive nor appropriate for the learning environment3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to

grammar, punctuation and spelling corrections4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling

and is often seen as a form of aggression5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text

language

Confidentiality and Privacy

1. Email, messaging and posting are forms of written record and are just as permanent as a letter or document

2. Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)

3. Respect copyright and cite any and all sources 4. Do not expect that your communications are private, instead assume all communications are

public



Benedictine’s Library Resources

Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online.

The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access:

• Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library

• Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases

• When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access

• Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is the Library ID number with X’s being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card

• For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or [email protected]. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might have

8

Resources for Success

additional resources for student success:

Library


http://www.ben.edu/library

mailto:[email protected]


University Academic Honesty Policy

The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community.

To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: www.ben.edu/ahp

9

Resources for Success

APA Formatting and Style

All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if a publication or other work is being referenced. For more information on APA, please see the APA Style section at the website of the American Psychological Association, linked here: www.apa.org/

APA resources for students: www.apa.org/about/students.aspx

Services for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program.

Other Resources


http://www.ben.edu/ahp

http://www.apa.org/

http://www.apa.org/about/students.aspx


IDEA Objectives

• Acquiring skills in working with others as a member of a team.

• Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)

• Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.)

• Developing skill in expressing oneself orally or in writing.

• Learning how to find and use resources for answering questions or solving problems.

• Developing a clearer understanding of, and commitment to, personal values.

• Learning to analyze and critically evaluate ideas, arguments, and points of view.

• Acquiring an interest in learning more by asking questions and seeking answers.

10

Individual Development and Educational Assessment

IDEA Description

The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated.

A Focus on Learning

“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5

IDEA


http://www.theideacenter.org/node/5


Course Description

This course will focus on: developing, contributing to, and supporting the organization's mission, vision, values, strategic goals, and objectives; formulating policies; guiding and leading the change process; and evaluating HR's contributions to organizational effectiveness.

11

HRM Faculty Online Course Overview

Course Materials

Required Textbook and Materials

Dessler, G. (2011). Human Resources Management, New Jersey, Prentice Hall, (12th ed.). ISBN 9780136089957

Ulrich, D., & Brockbank, W. (2005). The HR value proposition. (1st ed.). ISBN 9781591397076

The Course Grading Scale

Technological Computer Requirements

Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing.

A = 4.00 90 - 100% EXCELLENT

B = 3.00 80 – 89% GOOD

C = 2.00 70 – 79% SATISFACTORY

D = 1.00 60 – 69% PASS

F = 0.00 BELOW 60% FAIL

I = INC INCOMPLETE

Course Overview

Discussion Forum Guidelines

To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 25 points and the total Response Posts are worth up to 25 points total. Each discussion will total up to 50 points.


12


Faculty HRM On-line Course Outcomes Based in Bloom’s Taxonomy

Learning Outcomes

about Bloom’s Taxonomy


Wk Bloom’s Level

Learning Objective Benedictine Hallmark and/or IDEA Objective

Assignment Pts

1 5- Evaluating

5 -Evaluating

Explain and Illustrate PBL

Explain what HR management is and how it relates to the management process.

IDEA Objective 3: “Learning to Apply Course Material (to improve thinking, problem solving, and decisions),”

IDEA Objective 12: “Acquiring an interest in learning more by asking questions and seeking answers.”

Hallmark: Humility: Accepting the demand for realism and accountability.

PBL Orientation, Review Example (1-6) Step 1

Individual/Team Deliverables

PBL 50 pts.

6- Creating Create a team charter based on provided process and structure.

IDEA Objective 5: “Acquiring skills in working with others as a member of a team.”

Team Assignment 25 pts.

5- Evaluating Critique provided Case Study to understand the presenting problem implications.

IDEA Objective 1: “Gaining factual knowledge (terminology, classifications, methods, trends).”

Team Case Study (PBL) 25 pts.

4- Analyzing Illustrate understanding of concepts and methodologies in Human Resource Management.

IDEA Objective 4: “Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course.”

Discussion Post and two Response Posts on D2LTwo (2) DQs

2 5- Evaluating Appraise how HR professionals can be an integral part of the organization’s strategic planning process.

IDEA Objective 3: “Learning to Apply Course Material (to improve thinking, problem solving, and decisions).”


50 pts. Each

6- Creating Construct a problem statement and design/deploy research methods.

IDEA Objective 5: “Acquiring skills in working with others as a member of a team.”

Executive PBL Briefing PBL 25 pts.

4-Analyzing Examine overall effectiveness of a strategic Human Resources organization.



25 pts. Each

3 4- Analyzing Distinguish with examples how to implement a global Human Resources Management program.

IDEA Objective 2: “Learning fundamental principles, generalizations, or theories.”


50 pts. Each

6- Creating Assemble research findings into a Problem Resolution reporting format.

IDEA Objective 3: “Learning to Apply Course Material (to improve thinking, problem solving, and decisions).”

Executive PBL Briefing 50 pts.

6- Synthesis Discuss the critical success factors for managing a global Human Resources organization.



25 pts. Each

50 pts. Each

25 pts. Each

http://www.roe11.k12.il.us/GES%20Stuff/Day%204/Process/Blooms/Mary%20Forehand%20discussion-Bloom's%20Taxonomy.pdf

13


Faculty HRM On-Line Course Outcomes Based in Bloom’s Taxonomy

Learning Outcomes

Fundamentals of Human Resource Management | MGT

Wk Bloom’s Level

Learning Objective Benedictine Hallmark and/or IDEA Objective

Assignment Pts

4 4- Analyzing Examine the significance of the Human Resources roles within the confines of management across functional disciplines.



50 pts. Each

6- Creating Formulate high level assumptions based on research findings and communicate potential resolutions.

IDEA Objective 12: “Acquiring an interest in learning more by asking questions and seeking answers.”

Executive PBL Briefing

PBL 25 pts.

5- Evaluating Evaluate the strategy of how information flow occur across functional organizations.



25 pts. Each

5 5- Evaluating Discuss the five elements of the HR value proposition and the importance of being a strategic partner.



50 pts. Each

5- Synthesis Create a comprehensive Problem Resolution plan based on identified problem statement.

IDEA Objective 9: “Learning how to find and use resources for answering questions or solving problems.”

Final PBL Resolution 50 pts.

5- Evaluating Evaluate team performance against established Team Charter and its governance.

IDEA Objective 5: “Acquiring skills in working with others as a member of a team,”

Formal Team Feedback/Reflections

25

5- Evaluating Formulate and communicate reflective thoughts regarding Human Resources strategic value and acquired knowledge.

<IDEA Objective 4: “Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course.”


25 pts. Each

Total Points for the Course

Discussion Questions 25 pts. x 2 per wk. x 5 = 250 pts. 25% of the total points

Written Assignments 50 pts. ea. x 4 = 200 pts. 20% of the total points

Team Assignments 50 pts. x 8 = 400 pts. 40% of the total points

Assessments/Charter 25 pts ea x 2 = 50pts. 5% of the total points

PBL project/presentation

100 pts x 1 =100 pts. 10% of the total points

Total Points for the Course =1000pts.

14


Faculty HRM On-Line Course ScheduleWKS Loc. Class Title Assignments

01 online Introduction to Human Resource Management No Pre-Assignment for week 011. Instructor will review Chapter 1, pp. 2-292. Review Problem Based Learning Orientation3. Review Problem Resolution Structure & Case Study

Individual Assignment –HR as a Competitive AdvantageTeam Assignments - Create a Team CharterThreaded Discussions (WK-1) – DQ 1 - DQ 2

02 online Strategic Management Planning 1. Read Chapter 3 in HR Management2. Read Chapters 3 and 4 in The HR Value Proposition.

Individual Assignment- Human Resources Concept QuestionsTeam Assignment: PBL Executive Briefing 1. Construct a Problem Statement 2. Adapt the Problem Resolution structure Team Project:1. HR Strategy Project Sections 1 & 2Threaded Discussions (WK-2) – DQ 1 - DQ 2

03 online Global Human Resources 1. Read Chapter 17 in HR Management2. Read Chapters 10 and 11 in The HR Value Proposition.Individual Assignment- Application Case, "Boss, I think We Have a Problem”Team Assignment: • PBL Executive Briefing • HR Strategy Project, sections 3 & 4Threaded Discussions (WK-3) – DQ 1 - DQ 2

04 online Human Resources role in Management 1. Read Chapters 5 & 6 in The HR Value Proposition

Individual Assignment- HR Metrics Paper

Team Assignments:• PBL Executive Briefing- Detail information on

research methods, trends of data collected and preliminary conclusions.

• Build an Action Plan from the four HR practices

• HR Strategy Project- Section 5Threaded Discussions (WK-4) – DQ 1 - DQ 2

05 online The HR Value Proposition

1. Read Chapter 12 in The HR Value Proposition.Individual Assignment:• Team Evaluation • What HR value means? (Paper)Team Assignments:• Finalize and submit the HR Strategy Project• PBL Final -Complete and submit Problem

Resolution GridThreaded Discussions (WK-5) - DQ 1 - DQ 2

Course Schedule


15


Learning Objectives

By the end of the week the learner should be able to:1. Differentiate between the steps in the strategic management process.2. Explain basic differences among the operational and strategic roles of HR.3. Critique the major roles of the HR management and how these roles have changed.4. Evaluate the concept of human capital and explain various measurements used to qualify the value of human capital.

Faculty HRM On-Line Session 01

Activities, Assignments and Assessments

Session 1A


INDIVIDUAL ACTIVITIES 1. Instructor will provide Chapter 1 in Human Resource Management2. Read chapter 1 and 9 in The HR Value Proposition.3. Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day 3 with a well-organized, 150- to 250-word posting. Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by Day 7 (six postings in total each week).

Discussion QuestionsDiscussion Question One – What is HRM and how does it relate to the management process?Discussion Question Two – Why is it important for companies today to make their human resources into a competitive advantage?

4. HR Metrics Paper (Due End of Week 4)To supplement the required reading, students are required to research the use of HR metrics in modern organizations. Based on this research and the concepts discussed in class, each student will prepare a 1,000- to 1,200-word paper in APA format describing the benefits and challenges of developing HR measurements that transform HR capabilities into measurable, strategic value. At least two credible sources must be cited to support the claims asserted in the paper.

Areas of the paper that will be heavily evaluated include the following: • Explanation of HR metrics theory and links to relevant examples • Use of independent sources to explain and add credibility to the claims asserted• Use of APA format• Inclusion of a title page, source citations, and a reference page• Introduction that provides sufficient background about the topic and previews major discussion points to be addressed.• Conclusion that is logical and comprehensive

TEAM ASSIGNMENT1. Post a new thread in your designated learning team discussion forum, introducing yourself to your learning team members. 2. Create a Team Charter based on process and guidelines in the D2L system under week one instructional module. Document Upload (Team Charter Guidelines)3. Submit a proposal stating the name of the company that your team has decided to use for the HR Strategy Project, and provide a brief rationale for the selection. Consider using a team member’s place of employment. It is recommended that your team do some preliminary research to ensure that the information needed to complete the project will be accessible. Specific instructions on this project can be found in D2L under week one instructional module. (HR Strategy Project)

PROBLEM or PROJECT BASED LEARNING Step 1: Introduce the Problem Introduce the concept of (PBL) Problem Based Learning and its alignment with (PR) Problem Resolution and illustrate its effectiveness as a learning strategy. For additional help on this topic, please see the hyperlink in D2L that goes into more detail on the PBL concept.

Step 2: Prior Knowledge Problem Based Learning (Case Study)After extensive review of “The Evolution of HR: Developing HR as an Internal Consulting Organization” document, orientate yourself to the Problem Resolution structure and then review of the provided case study, as a group you will be required to engage in the following work stream activities:• Construct an additional problem statement that address the

depth of the problem for which you seek resolution• Select a problem area within this professional discipline for

which the team research and generate alternative resolutions to the presenting problem.

• Adapt the Problem Resolution structure as a tool to guide your research and documentation on potential resolution outcomes.

16


Learning Objectives

By the end of the week the learner should be able to:1. Differentiate between the steps in the strategic management process.2. Explain basic differences among the operational and strategic roles of HR.3. Critique the major roles of the HR management and how these roles have changed.4. Evaluate the concept of human capital and explain various measurements used to qualify the value of

human capital.



Session 1A


- CONTINUATION -

INDIVIDUAL ACTIVITIES

5. Due by Day 7 of week 1, complete the Jack Nelson’s Problem Application Case on p.26. Answer questions 1-3. Submit your answers in .doc or .docx Word document (an attachment) in the assignment forum. The response to each question should include a topic sentence and at least three supporting sentences to demonstrate application of the concepts discussed in the reading material for Week 1.

TEAM ASSIGNMENT

Step 3: Develop the Problem Statement

A sample Problem Statement is enclosed below that is specific to the case study provided for clarity and directions. The Problem Statement provided is only for illustration purposes and can not be reused as your teams problem statement . Instructional Illustration: HR as a profession does not have the same “grounding” in legally mandated processes and reporting which tend to be more of an “art” than “science” and possess greater variability in the quality and completeness of how the work is defined and delivered.

Step 4: Brainstorm Solutions This week you will start working on your final project foundation and/or orientation Problem Based Learning (PBL) and Problem Resolution (PR) which is due at the end session 05. No assignment submission is required this week that is focused on Problem Based Learning (PBL).

During week 1 On-Line students are required to access Problem Based Learning orientation tools and familiarize themselves with the learning concept and protocol for implementing this process as a team.

On a weekly basis (The Seventh Day) team leaders for all designated teams are required to provide an executive summary of all work stream activities associated with their identified Problem Statement and account for research efforts toward Problem Resolution.

An Executive PBL Summary Template will be provided. (Executive Summary Template)

(Upload to D2L Drop Box under Problem Resolution Proposal (Weekly, One Page Document)

This methodology will helpful to bring consistency to the decision making process. Student will use these directive points to document week to week progress toward further understanding of the PBL process and obtaining problem resolution. 1. Team agrees on a clear problem statement2. Describe research techniques and strategies used3. Highlight new facts and/or details discovered from week to week4. Information found to support potential problem resolution as stated in problem statement5. Document any critical information that should be added to the scope of your problem statement6. Document and share a brief overview of team dynamics

(Both Positive and Improvement Oriented)

Step 5: Develop an Action Plan Final Problem Resolution Proposal is due the 7th day of week five in the designated drop box area.

17


Learning Objectives By the end of the week the learner should be able to:1. Differentiate how an organization’s competitive advantage is affected by strategic HR management practices.2. Access how HR professionals can be an integral part of the organization’s strategic planning process3. Examine why metrics are absolutely essential for identifying and creating high-performance Human Resources

policies, procedures and practices.4. Defend the importance of transforming Human Resources Management into a competitive advantage with in a business environment.



Session 1B



1. Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day 3 with a well-organized, 150- to 250-word posting Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by Day 7 (four postings).

Discussion Questions 1. Discussion Question One – What is an HR scorecard?2. Discussion Question Two – How would you set motivational goals?

Multimedia In an effort to further develop the students knowledge, strategic skill set and enhancement of critical thinking, a support power point slide deck is provided on HR Score Card Development and Human Capital Management Strategy. Document Upload (HR Score Card Presentation, Week Two)

Reading Assignments

1. Read Chapter 3 in HR Management2. Read chapters 3 and 4 in The HR Value Proposition.

DELIVERABLES (All Due on or before 11:59PM Sunday)

1. Individual and Group Activities Section Assignment2. Continue working on your HRM paper due end of week

4.3. Team Leaders of designated groups, first formal

opportunity to post in team area of D2L an Executive PBL Summary of progressive activity toward Problem Resolution of formulated Problem Statement.

Written Assignments 4. On Page 97 of the individual and group activities

section, review question 4. Answer the following questions. Do all managers seem to mean the same thing when they refer to “HR Scorecards?” How do they differ? The response to each question should include a topic sentence and at least three supporting sentences to demonstrate application of the concepts discussed in the reading material for Week 2.

5. Continue working on your HRM paper due end of week 4.

Team Written Assignment

6. Complete sections 1 and 2 of the HR Strategy Project7. Post during the week in your team forum. 3. Team posting of weekly PBL Executive Summary addressing the following categorical areas:

Team agrees on a clear problem statement Describe research techniques and strategies used Highlight new facts and/or details discovered from week

to week Information found to support potential problem

resolution as stated in problem statement Document any critical information that should be added

to the scope of your problem statement Brief overview of team dynamics (Both Positive and

Improvement Oriented)

18


Learning Objectives

By the end of the week the learner should be able to:1. Assemble alternative strategies to directly influence the Human Resource challenges in providing comprehensive

service delivery across international businesses.2. Evaluate the implications of developing Human Resource programs across domestic and international regions of the

world. 3. Construct and communicate the critical HR core competencies required to become a strategic business partner and

add value to the revenue line in companies.



Session 2A



1. Post and reply to the instructor’s discussion board questions 1, and 2. Respond to each discussion question by the end of Day 3 with a well-organized, 150- to 250-word posting. Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by Day 7 (four postings).Discussion Questions 1. Discussion Question One – What geographic differences affect Human Resource Management?2. Discussion Question Two – Pretend you are an HR Director of a U.S. business that is ‘going international’. What are some of the ways you expect ‘going international’ will affect HR activities in the HR department?

Multimedia (suggested materials)In an effort to further develop the students knowledge, strategic skill set and enhancement of critical thinking, support power point slide deck is provided on HR Shared Service Model designed to assist with understand the nature of establish a strategic Human Resources global footprint. (HR Shared Services Model Presentation, Session Three)

Reading Assignments 1. Read Chapter 17 in HR Management2. Read chapters 10 and 11 in The HR Value Proposition


1. Individual Application case, "Boss, I think We Have a Problem”

2. Team Leaders of designated groups, Second formal opportunity to post in team area of D2L an Executive PBL Summary of progressive activity toward Problem Resolution of formulated Problem Statement.

Written Assignments 3. By Day 7, submit responses to the Application case, "Boss, I think We Have a Problem”, on p. 654 in HR Management. Answer questions 2 & 3. Respond to each question with a written paragraph that contains a topic sentence and at least three supporting sentences that provide rationale and specific examples from the case. Provide more than one paragraph when necessary. 4. Continue working on your HRM paper due end of week

Team Written Assignment1. By Day 7, complete sections 3 and 4 of the HR Strategy Project2. Post during the week in your team forum.

Team posting of weekly PBL Executive Summary addressing the following categorical areas:

Further describe research techniques and strategies used

Highlight new facts and/or details discovered from week to week

Information found to support potential problem resolution as stated in problem statement.

Document any critical information that should be added to the scope of your problem statement or alter its direction.

Brief overview of team dynamics (Both Positive and Improvement Oriented)

19


Learning Objectives

By the end of the week the learner should be able to:1. Appraise the significance of the Human Resource roles within the management structure of an organization and discern how communication of information flows, from an internal/external perspective.2. Report individual research findings and demonstrate in an essay format the benefits and/or challenges associated with developing HR measurements that transform HR capabilities into measurable, strategic outcomes. 3. Examine the impeding forces affecting HR management in transforming into superior services providers within corporations and acknowledge the impact of globalization/outsourcing, rapid technological advancements, and wide spread changes in workforce demographics on business environments.



Session 2B



1. Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day 3 with a well-organized, 150- to 250-word posting. Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by Day 7 (four postings).Discussion Questions 2. Discussion Question One – “Information can move in five basic directions: 1. From outside an organization to inside2. From inside an organization to outside3. From the top – down4. From the bottom – up5. From side–to-side: across individuals, teams, departments, and business units.

Choose one information flow direction that you believe your selected employer, or the organization your team has chosen for the HR Strategy Project, has successfully mastered and describe how this has positively affected the organization.

3. Discussion question two – “What are the benefits of involving HR strategies in managing the work flow design of an organization?” Multimedia In an effort to further develop the students knowledge, strategic skill set and enhancement of critical thinking, support power point slide deck is provided on Strategic Measurement: What’s Your Value Proposition designed to assist with understanding how to build strategic value in Human Resources Management and validate it with metrics. (Strategic Measurement: What’s Your Value Proposition Presentation, Session Four)

Reading Assignment1. Read chapters 5 & 6 in The HR Value Proposition2. By Day 7, complete and submit the HR Metrics Paper


1. By Day 7, complete and submit the HR Metrics Paper

2. Select one of the four HR practices and build an action plan. (See additional details in Written Assignment area.)

3. Team Leaders of designated groups, Third formal opportunity to post in team area of D2L an Executive PBL Summary of progressive activity toward Problem Resolution of formulated Problem Statement.

4. By Day 7, complete section 5 of the HR Strategy Project.

Written Assignment

5. By Day 7, build an action plan. Select one of the four HR practices and build an action plan, using exhibit 6-3 (pp. 145-146 in chapter 6) and exhibit 5-1 (p.109 in chapter 5) in your The HR Value Proposition. Be sure to offer a discussion on your selected practice and what your action plan entails.

Team Written Assignment 6. By Day 7, complete section 5 of the HR Strategy Project.

7. Final Problem Resolution Proposal is due the 7th day of week five in the designated drop box area. Documents should be uploaded to the designated group area by the team leader.The following documents are due:

Upload a word document titled “Overall Research” that captivate all research activity associated with PBL and search of potential Problem Resolution.

This document will not be critiqued as a formal APA written assignment but a reference tool.

It will be reviewed to identify the various resources deployed to obtain information and monitor the progression of understanding regarding the presenting concepts.

The Problem Resolution template completed with high level information addressing the identified team problem statement.

20


Learning Objectives By the end of the week the learner should be able to:1. Clarify and discuss the five elements of the Human Resources value proposition.2. Formulate a successfully a HR strategy that specifically targets a division of an approved company.3. Organize and deploy a PowerPoint presentation that addresses the five major elements of the Human Resources strategy and development process.



Session 3A



1. Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day 3 with a well-organized, 150- to 250-word posting. Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response to the one question by Day 3 (one posting) and a minimum of two additional substantive responses for the one discussion question by Day 7 (two postings).

Discussion Question

Capstone Discussion Question: “Reflecting on the material and discussions over the last 4 weeks, what insights have you gained regarding Human Resources as a profession? What concepts have you found most valuable? Will you be able to use this information to enhance your professional goals? “

Multimedia In an effort to intensify learning depth and clarity, support tool in the form of a power point slide deck is provided on the topic of “The Art of Reflection.” This support tool is designed to provide a brief foundation to enable students to grant themselves permission to slow down, depart a simple methodology to employ when reflecting and repeat the process when requested to do so in future academic settings. (The Art of Reflection)


1. By Day 7, turn in your Team Evaluation Form in the Assignment box.

2. By Day 7, write a one-two page paper on what HR value means, how it is created, why it matters, and HR can be transformed. Be sure to use chapter 12 in The HR Value Proposition for assistance on this assignment.

3. Team Leaders of designated groups, post in team area of D2L the Final Executive PBL Submission which is collective progress over the last five (5) weeks of research findings, crystalize focus on your Problem Statement and final judgments on critical information that lead to Problem Resolution.

Team Written Assignment 4. By Day 7, finalize and submit the HR Strategy

Project. Be sure to turn in the Group Assignment Cover Sheet with the final project.

5. Final Problem Resolution Proposal is due the 7th day of week five in the designated drop box area. The following documents are due:

A word document that captivate all research activity from the onset of week one

This document will not be critiqued as a written assignment

It will be reviewed to identify the various resources deployed to obtain information and monitor the progression of understanding regarding the presenting concepts.

The Problem Resolution template completed with high level information addressing the identified team problem statement.

Documents should be uploaded to the designated group area by the team leader.

21



Threaded Discussion Guidelines

Session 3A


Threaded Discussion Guidelines

You are required to post a minimum of three postings in order to obtain full points. The following arerequirements for posting in the D2L system:

1.) First posting is a direct response to the question and/or content presented in the system. The overall context of the post should be a representation of knowledge acquired from reading your textbook or additional research you have done based on prompting.

2.) Second posting should be a response to one of your class-mates posting commenting on the quality and depth of their post, seeking clarification on content reviewed and voice a difference of opinion.

3.) Personal Reflection Post that summaries the context/flow of the discussion, characterize new learning as a result of your involvement in the discussion and new opinions formed, as well as, personalfeelings experienced as a result of the discussion.

4.) All post should not be more than a reasonable paragraph, form your own ideas and avoid copying from on-line sources to fulfill content requirements. Make a conscious decision to not take short cuts and embrace the opportunity to enhance self-awareness, as well as, improve your learning depth.

Threaded Discussion (Clarification after the First Week)

Team I would like to ensure that we are getting off to a great start in terms of threaded discussions and its overall intent. The only way that I can do this effective and consistently is to foster insight, increase awareness and put forth personal challenges through a feedback format.

The following are observations and/or feedback for your consumption and consideration for ongoing improvement: Receive and/or accept what may apply to you.

• When preparing to implement your first post, ensure that you have read required assignments and glanced through addition support information for clarity on concepts, key terminology and factual details.

• Make a conscious effort to approach this activity with an open mind and demonstrate a level of readiness to engage in personal and professional discovery.

• Remember, whenever you are documenting in threaded discussions that it is a formal communication tool designed to share information, exchange ideas and facilitate a deeper level of critical thinking.

• As a result, your written correspondence should be formal and utilize APA formatting when required. Avoid the use of short cuts and/or texting technology in this formal communication environment. After all, what you document represent you and your personal brand.

• Maintain a consistent presence in threaded discussions so that you can follow the communication flow, as well as ensure that your documentation is relevant.

• As your third (3) posts, embrace the opportunity to reflect. Quite honestly, when do you get an opportunity to re-account what you have learned, form new opinions and communicate how you think and feel about a given topic?

• Always meet and/or exceed requirements for the number of postings. (Never leave low hanging fruit on the table as related to points)

Course syllabus Online Model Instructor Version next Cover Online Certificate Fundamentals of Human...

Documents

Transcript of Course syllabus Online Model Instructor Version next Cover Online Certificate Fundamentals of Human...