course syllabus mgt 6336 section 70 advanced human ... mgt 6336 70...understand the impact of human...

Course Syllabus

MGT 6336 Section 70

Advanced Human Resources Management

Spring 2016

Professor: Ben McLarty, Ph.D.

Class Days/Times/Location: Online Only

Office Location: Classroom Center, Room 213M

Office Hours: Tues 9am-12pm & 1pm-5pm; Wed 9am-11am and by appointment

Office Phone: 806-651-2498

Email: [email protected]

Social Media: Keep up with the latest happenings of your COB on Facebook:

www.facebook.com/wtamucob and Twitter, #WTAMUCOB

Terms of Use A student's continued enrollment in this course signifies acknowledgment of and agreement with the

statements, disclaimers, policies, and procedures outlined within this syllabus and elsewhere in the

WTClass environment. This Syllabus is a dynamic document. Elements of the course structure (e.g.,

dates and topics covered, but not policies) may be changed at the discretion of the professor.

WTAMU College of Business Mission Statement The mission of the College of Business is to provide high quality undergraduate and graduate

business education with a global perspective and ethical awareness. We accomplish this through

emphasis on excellence in teaching, which is strengthened by faculty scholarship and supported by

professional service.

Learning Objectives of the WTAMU College of Business Programs The College of Business (COB) at West Texas A&M University (WTAMU) seeks to prepare

students in the Bachelor of Business Administration (BBA), Master of Business Administration

(MBA), Master of Professional Accounting (MPA), and the Master of Science, Finance and

Economics (MSFE) degree programs for careers in business and to foster their professional growth

and advancement via key learning goals and objectives.

The learning objectives of the College of Business are as follows:

Leadership

Communication

Critical Thinking

mailto:[email protected]

http://www.facebook.com/wtamucob

©2015-2016 === Ben McLarty, Ph.D. ===All rights reserved.

2

Business Integration

Core Business Knowledge

Global Business Environment

Business Ethics and Corporate Governance

Course Description The purpose of this course is to provide students with an overview of human resource management

(HRM) and an understanding of how HRM can enhance organizational effectiveness. Empirical

research has shown that a solid human resources system is related to organizational effectiveness and

employee satisfaction. Unfortunately, the importance of human resources management has not been

fully recognized in organizations, resulting in the shortage of talent and limiting their potential for

growth. Throughout the course we will focus on the role of both managers and human resource

professionals in developing and implementing effective and efficient human resource practices that

support the strategic objectives of their organizations. This is a reading intensive course. You will be

expected to read a lot of material and write based on what you have read/learned.

A sampling of the core human resource practices that we will cover in this course include: strategic

human resources management, job analysis, recruitment and selection, performance appraisal, labor

relations, compensation, training and the legal environment. At the completion of this course,

students are expected to:

1. Understand the impact of human resources practices on the competitive advantages of an

organization.

2. Understand the importance of human resources management for the achievement of

organizational missions and strategies.

3. Translate organizational strategies into specific human resources policies.

4. Develop knowledge and skills that will improve human resources management in the organization

that you belong to.

5. Evaluate the potential pros and cons of the various human resources practices.

6. Create a more legal and ethical work environment.

Course Objectives Upon completion of the course the student should be able to demonstrate a sufficient command of the

subject matter such as to meet the following objectives:

1. Develop skills as an effective communicator (thought paper, course project, exams).

2. Develop interpersonal and decision-making skills that will enhance the ability to lead an

organization and/or improve its performance (case analysis, thought paper, current events).

3. Demonstrate knowledge of concepts and theories that can be used to understand and explain

human resources management in organizations (exams, course project).

4. Acquire the skills to analyze business situations, and apply theories and concepts to the solution of

organizational problems (case analysis, thought papers, exams, course project)

Students will demonstrate their knowledge and understanding of Human Resources Management by

their scores on the various grading elements comprising this course. The final objective is to assist in

preparing you for future managerial roles and success.


3

Course Materials Textbook:

Human Resource Management: Gaining a Competitive Advantage 9th Edition

Authors: Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M.

Publisher: McGraw-Hill

Copyright: 2015

ISBN-13: 978-0078112768

ISBN-10: 0078112761

Readings and cases:

There will be additional readings and cases for this class. The readings are available from the

university library; as such, I will provide a copy. You will also need to purchase a few cases from the

Harvard Business Press (www.hbr.org). A list of these cases is included in this syllabus.

Course Grading Policies

Process of Evaluation: Your grade will be determined by your performance on the criteria described

below.

Grading Components:

Item: Points: Details: Due Date: % of Total:

Getting to Know You Exercise 25 1/20/2016 2.5%

Mid-Term Exam 150 Covers Weeks 2 to 6 2/29/2016 15.0%

Thought Papers 175

9 opportunities to get 7

@ 25 points per paper Various 17.5%

Case Analyses 200

5 opportunities to get 4

@ 50 points per case Various 20.0%

Current Event Articles 100

2 events @ 50 points per

article Various 10.0%

Group Project Paper 150 4/18/2016 15.0%

Group Peer Evaluation 50 4/18/2016 5.0%

Final Exam 150 Covers Weeks 8 to 11 4/25/2016 15.0%

Total 1,000 100.0%

Final Grading Scale:

A (89.5- 100%) = 895 points and above Outstanding Work

B (79.5- 89.4%) = 795 to 894 points Very Good Work

C (69.5- 79.4%) = 695 to 794 points Acceptable Work

D (59.5- 69.4%) = 595 to 694 points Needs Improvement

F (00.0- 59.4%) = 594 points and below Unacceptable Work


4

Course Structure, Evaluation and Other Policies

Course Structure: We will use a combination of methods: online notes, article readings, thought

papers, cases, videos, current events articles, and a group course project. The use of this mixed

methodology rests on the premise that learning comes not only from reading and writing, but also

from interaction with others and systematic self-reflection. How successful you are in this course

depends on what you bring to the class. The following is the basic structure of this course.

Chapter Notes. During each week there will be assigned readings from the course textbook to

provide you with the basic information related to HR issues. These chapter(s) will give you a solid

foundation of the concepts that are important and serve as a springboard toward your understanding

of the supplemental article readings. For each week’s chapter material I will provide you with a file

of notes that summarizes the most relevant information from that chapter. This should help you to

focus your attention on the information that relates to the critical issues of the chapters and help you

with your preparation for the course exams.

Performance Evaluation: Multiple methods will be used to assess your performance in this course.

Because this is a graduate level course it is important that you learn to not only articulate your ideas

and what you have learned in a written but also a group context. Therefore, multiple opportunities

will be provided for you to demonstrate your abilities and mastery of the course content.

Thought papers. You are required to submit seven short papers. Each short paper should focus on

your thoughts on the article readings (not an assigned case or Chapter material) that are assigned for

the week. This short paper should NOT be a summary of the readings. Instead, it should focus on the

following areas: 1) what new (or unexpected) insights you have learned from the readings; 2)

critiques of the points that are discussed in the readings; 3) how can you apply the concepts or

frameworks to solve managerial problems; 4) how are the concepts or theories consistent/inconsistent

with your personal experiences; or 5) how are the concepts or theories related to each other. There is

no need to cover every single point discussed in the readings, nor is it necessary to cover every single

article assigned for the week (my preference is that you focus on a 2 to 3 of the articles as opposed to

all of the assigned readings in each thought paper). The purpose of these thought papers is to

encourage you to think more deeply and critically about the materials. Each thought paper is worth

25 points. You will receive poor grades if you 1) simply summarize the readings; or 2) fail to

demonstrate that you have put enough thought into these papers. Each paper should be at least two

pages but no more than three and written using MS Word. Use Times New Roman 12-point font,

double-spacing, and a 1-inch margin all around each page. You will have nine different opportunities

to submit a thought paper. You can decide which seven topics you prefer to write about. In total, the

thought papers are worth 175 points. Please submit the assignments using the appropriate dropbox in

WTClass before the due dates, which are specified in the table below.

Case analyses. You are required to submit four case assignments and will be given five opportunities

to do so. Research has shown that the most effective way to learn new ideas is not simply to read or

hear about them, but to put them to use in understanding complex, challenging situations. One of our

main tools for learning about managerial effectiveness will be the case assigned for different class

periods. We will use case analyses to 1) apply concepts to understand why specific managerial

actions are effective or ineffective, 2) develop different viewpoints on a given managerial issue or

dilemma, and 3) synthesize different viewpoints. Because of the importance of cases in the course,


5

you will need to read them carefully and critically. It is important not to get lost in memorizing case

details, but to focus on critical incidents and to keep track of the big picture. For example: Why did

this event happen? What would I do if I found myself in this situation? Answering these questions as

well as the questions I have prepared for each separate case is designed to help you understand the

cases and the issues they highlight. Please read each case carefully and answer the questions posted

in detail with support from the case and the material you have learned for that topic. Each paper

should be at least two pages but no more than three and written using MS Word. Use Times New

Roman 12-point font, double-spacing, and a 1-inch margin all around each page. Each case is worth

50 points, for a total of 200 points. Please submit the assignments using the dropbox in WTClass

before the due dates, which are specified in the table below.

Current events analysis. It is one thing to discuss human resources management and to read about

them in a textbook, it is quite another to see how they are applied in the real world context. Your

assignment will be to find one or two articles concerning any HR issue you find interesting/thought-

provoking/cutting-edge, 1) to summarize the article(s) for me; 2) to provide an evaluation of the

article; and 3) to ask questions and answer questions about the relevant issues that could spark an

interesting discussion. These articles can be from newspapers, reputable online content, or magazines

(e.g., New York Times, Wall Street Journal, cnn.com, Newsweek, US News etc.). During the first

week of class, I will let you know on which days you will be expected to submit your current events

article and analysis to me. You will create two current events analyses for me at some point

throughout the semester worth 50 points apiece for 100 points total. Please upload each one of your

analyses to me using the appropriate dropbox in WTClass before the due dates given. Within your

analysis please provide a link to the article(s), or include a copy of the article as an attachment at the

end of your analysis. After this exercise, you should begin to notice HR articles in the press much

more often and make reading about them a habit. Again, this exercise is worth 100 points total for

two analyses. I will evaluate your performance based on these criteria 1) the extent to which the

article is appropriate for an HR topic, and interesting/thought-provoking/cutting-edge; 2) the extent

to which you provide a good summary of it; 3) the quality of the evaluation you provide, and 4) the

questions and answers you pose. Additionally, you will be evaluated based on your ability to follow

formatting and grammar guidelines. Each current events analysis should be at least two pages but no

more than three and written using MS Word. Use Times New Roman 12-point font, double-spacing,

and a 1-inch margin all around each page.

Group HR Project. The purpose of the project is to give you an opportunity to apply the knowledge

and skills that you acquire in this class while. Students in the course will be assigned to groups of

three during the first few weeks of class. Details on the project are provided in an additional

document found in the dropbox for the project. The project consists of a written report worth 150

points. Please submit the final draft of your project using the dropbox in WTClass before the due

date, which is specified in the table below. Members of your group will receive the same score for

the project. However, members of the group will also be given the opportunity to evaluate the

contributions of other team members through a peer evaluation process. Details of the peer review

will be provided in a separate document on WTClass. As many as 50 points can be earned based on

the ratings provided by your group members’ assessment of your contribution to the project.

Exams. Exams will cover material presented in the notes, the textbook, and any assigned readings,

videos, or cases. There will be one (1) midterm exam and one (1) final exam. Each of the exams will

consist of short-answer and multiple-choice questions unless the instructor determines format


6

changes are necessary. The format of the exams will be given in advance so you will know what to

expect of each test. Each exam is worth 150 points, for a total of 300 points. Exams must be taken on

the scheduled day unless previous arrangements are made with the instructor in advance of the test

(minimum 24 hours’ notice required please). If you must miss an exam, please contact the instructor

before the date of the exam. The format of the make-up exam is left to the discretion of the

instructor. A student may take a make-up exam if and only if arrangements have been made with the

instructor prior to the exam. If you fail to notify the instructor prior to the exam regarding your

absence, you will NOT be allowed to take a make-up exam. This behavior will result in a ZERO for

that exam. There are NO EXCEPTIONS to this rule.

Course Topics - Tentative Calendar of Readings, Topics, and Due Dates

The following is a tentative outline of the course. Exact dates and topics are potentially subject to

change depending on the needs and progress of the class. Students are responsible for keeping track

of any changes made in this class. Any changes will be communicated with students by email or

announcement through WTClass. You can work ahead if you like, but I will not grade any Thought

Papers or Case Studies until after the due dates outlined below. Additionally, you must take the

exams on the dates listed below.

TOPIC READING WEEK/DUE DATE

Week 1: Introduction Course Syllabus 1/18

Getting to Know You Exercise 1/20 9pm

Week 2: Strategic HRM Chapters 1&2 1/25

Thought Paper #1 1/25 9pm

Week 3: Job Analysis Chapter 4 2/1


Week 4: Planning & Recruitment Chapter 5 2/8


Case 1: Recruitment of a Star* 2/8 9pm

Week 5: Selection Chapter 6 2/15


Week 6: Performance Management Chapter 8 2/22


Case 2: The Gentlemen’s “three” 2/22 9pm

Mid Term Exam n/a 2/29 7pm to 9:30pm

Week 8: Training & Development Chapter 7&9 3/7


Case 3: Supervalu* 3/7 9pm

Spring Break! n/a 3/14 to 3/18

Week 9: Rewards & Compensation Chapters 11&12 3/21


Case 4: The Best Laid Incentive Plans 3/21 9pm

Week 10: Labor Relations Chapter 14 3/28


7


Case 5: Showdown on the Waterfront* 3/28 9pm

Week 11: The Legal Environment Chapter 3 4/4


Week 12: Work Week with Group n/a 4/11

Project Papers n/a 4/18 9pm

Final Exam n/a 4/25 7pm to 9:30pm

*These three cases will need to be purchased by you from Harvard Business Review at

https://cb.hbsp.harvard.edu/cbmp/access/28123130 I will provide copies of the remaining two cases.

Week One: 1/18/16

Course Overview and Introduction

Your assignment for the first week of class is to thoroughly read the course syllabus and complete

the “Getting to Know You” exercise. I’ll provide you with some background information on myself

to help you understand who I am and my approach to this course. I suggest that you take a look at

that information. In the exercise, you’ll provide me with information about yourself so that I can

learn more about you and put a face to the names I see online. I am also interested in understanding

your experiences with HR to help me see your perspective on this course and what you hope to come

away with from this class.

Week Two: 1/25/16

Strategic Human Resources Management

In recent decades, discontent with the HR department has been brewing in many organizations. Top

executives express misgiving about the functions (such as record keeping and performance appraisal)

that HR traditionally performs. In response to these concerns, researchers and practitioners have

called for a more important role for HR to play in shaping an organization’s strategic direction and

implementing the organization’s strategies. This new role may bring fundamental changes to HR,

ranging from redesigning jobs to benchmarking the supply of talent available to meet the strategic

needs of the organization. Is HR ready for it?

Readings:

Noe et al. (2015). Chapters 1&2

Hammonds (2006). Why we hate HR? Fast Company.

Fox (2011). Paths to the top: Do assignments outside HR pay off? HR Magazine.

Sammer (2011). A marriage of necessity. HR Magazine.

Breitfelder & Dowling (2008). Why did we ever go into HR? Harvard Business Review.

Ulrich (1997). A new mandate for human resources. Harvard Business Review.

Rynes et al., (2002). Seven common misconceptions about human resource practices: Research

findings versus practitioner beliefs. Academy of Management Executive

Week Three: 2/1/16

Job Analysis

The importance of job analysis in organizations can’t be overemphasized. It is the basis of many

important HR functions, such as performance assessment, training and development and personnel

selection. Improperly done, job analysis can create legal and performance issues for the organization.

In this class section, we will learn the various ways to conduct a competent job analysis.

https://cb.hbsp.harvard.edu/cbmp/access/28123130


8

Readings:

Noe et al. (2015). Chapter 4

Brannick & Levine (2002). Job Analysis: Methods, research, and applications for human resource

management in the new Millennium. Chapter 4

Peterson et al. (2001). Understanding work using the Occupational Information Network (O*Net):

Implications for practice and research. Personnel Psychology. Stop on Page 474 before “Technical

Issues”

Leonard (2015). HR analyzes jobs to aid in recruitment. HR Magazine.

Tyler (2013). Job worth doing: Update descriptions. HR Magazine.

Week Four: 2/8/16

Planning & Recruitment

The process of staffing organizations is based on a fundamental assumption: On the basis of

relatively limited information, we can predict future job performance. This session will focus on the

effective way to recruit talents and information we can use to predict future job performance (aka,

predictors).

Readings:

Noe et al. (2015) Chapter 5

Zielinski (2012). Get to the source. HR Magazine.

Segal (2011). Hiring days are here again. HR Magazine.

Roberts (2008). Manage candidates right from the start. HR Magazine.

Weirick (2008). The perfect interview. HR Magazine.

Tyler (2005). Train for smarter hiring. HR Magazine.

Case: Recruitment of a star. Due 2/8/16 at 9pm. (You will need to purchase this case from

https://cb.hbsp.harvard.edu/cbmp/access/28123130).

Case Questions

1) Why was it so difficult to find a replacement for Peter?

2) Which of the candidate do you like the most, and why?

3) If you were Conner, what would you do?

Week Five: 2/15/16

Selection

In this class, we will learn the various tests used in the personnel selection process. We will discuss

common predictors, such as cognitive ability tests, work samples, interviews, and situational

judgment tests. We will discuss their fundamental characteristics, their strengths, and their

weaknesses. Our focus will be on interview which is the most commonly used selection instrument.

Readings:


Tucker (2012). Show and tell. HR Magazine.

Huppke (2012). Facebook and job performance. Chicago Tribune.

Korn (2012). True or false: These tests can tell if you are right for this job. Wall Street Journal.

SHRM Online Staff (2012). Poll: Most organizations don’t use personality tests. HR Magazine.

Roberts (2011). Your cheating heart. HR Magazine.


9

Roberts (2011). Close-up on screening. HR Magazine.

Frase (2007). Smart selections. HR Magazine.

Weber & Dwoskin (2014) Are workplace personality tests fair? Wall Street Journal.

Week Six: 2/22/16

Performance Management

Performance appraisal plays a critical role in organizations. It allows organizations to identify

performance gaps and training needs, validate selection instruments, and justify rewards and

punishment decisions. However, an increasing number of researchers and practitioners have

expressed dissatisfaction with the way performance appraisal is conducted in organizations. In this

class section, we will discuss the criticisms of performance appraisal and the way to address these

problems. We will also learn some good practices to conduct a performance appraisal.

Readings:


Culbert (2008). Get rid of the performance review. Wall Street Journal.

Culbert (2010). Yes, everyone really does hate performance reviews. Wall Street Journal.

Falcone (2012). Held hostage by underperformers. HR Magazine.

Janove (2011). Reviews: Good for anything? HR Magazine.

Case: The Gentleman’s “three.” Due 2/22/16 at 9pm.

Case Questions:

1) What were the problems with the performance management system in Circale Corporation? Why

were these problems serious?

2) Should Ekdahl order around of reviews or use the data that he has? Please present both sides of the

argument.

Week Seven: 2/29/16

Mid-Term Exam 7pm to 9:30pm

Week Eight: 3/7/16 Training & Development

What is a learning organization? It is a place that facilitates the acquisition of new skills, encourages

the sharing of knowledge among members of the organization, and allows people to build on each

other’s ideas. Learning allows organizations to survive and thrive in a competitive environment. One

important way to create a learning organization is to provide employees with training and

development opportunities.

Readings:


Walker (2012). School’s in session at Google. Wall Street Journal.

Tyler (2012). A new U. HR Magazine.

Tyler (2008). 15 ways to train on the job. HR Magazine.

Ericsson et al. (2007). The making of an expert. Harvard Business Review.

Case: Supervalu. Due 3/7/16 at 9pm. (You will need to purchase this case from

https://cb.hbsp.harvard.edu/cbmp/access/28123130).


10

Case questions:

1) What do you think of the training program (including the program participants)? How was it

consistent/inconsistent with the missions and the goals of the organization?

2) How would you address the criticisms of the program?

3) How and why would you do things differently or not?

Spring Break 3/14/16 to 3/18/16

Week Nine: 3/21/16

Rewards & Compensation

Recent surveys suggest that the #1 reason why employees decide to leave an organization is pay. Pay

that is low or unfair may generate discontent, reduce morale, and lead to a lower level of work

performance. However, while low pay is a surefire way to alienate the work force, there is no

guarantee that high pay will generate desirable outcomes.

Readings:


Pfeffer (1998). Six dangerous myths about pay. Harvard Business Review.

Tyler (2011). Design an effective rewards program. HR Magazine.

Zehnder (2001). A simpler way to pay. Harvard Business Review.

Steenburgh & Ahearne (2012). Motivating salespeople: What really works. Harvard Business

Review.

Pfeffer (2007). What were they thinking: Unconventional wisdom about management. Chapter 8

Sammer (2007). Weighing pay incentives. HR Magazine.

Case: The best laid incentive plans. Due 3/21/16 at 9pm.

Case Questions:

1) What were the unintended consequences of the new incentive plan? Why did this happen?

2) If you were Hiram, how would you address this situation?

3) What kind of experience do you have with incentive plans that might be useful in this situation?

Week Ten: 3/28/16 Labor Relations

What is a meaningful employment? While the answers may vary, one underlying theme is the need

for alignment of the interests of the employer with the interests of the employee. Specifically, when

employers care about the well-being of employees, employees may reciprocate by exhibiting a higher

level of performance. However, in the absence of such an alignment, employees turn to unions to

advance their interests. In this class section, we will discuss some of the pros and cons of having a

union in the organization.

Readings:


Grossman (2012). Five labor relations battlefronts. HR Magazine.

Grossman (2012). The NLRB flexes its muscle. HR Magazine.

Grossman (2013). Leading from behind? HR Magazine.

Smith (2015). Quickie election rule could surprise employers. HR Magazine.


11

Darby & Bryant (1997). When unions knock, how should employers answer? HR Magazine.

Pfeffer (2007). What were they thinking: Unconventional wisdom about management. Chapter 26

Belsky (2012). Hockey’s wealth redistribution problem: What’s really behind the NHL lockout.

Time.

Case: Showdown on the waterfront: The west coast port dispute. Due 3/28/16 at 9pm. (You will need

to purchase this case from https://cb.hbsp.harvard.edu/cbmp/access/28123130).

Case Questions:

1) What was the dispute between the two parties? What were the causes?

2) If you were Miniace, what would you do? If you were Spinosa, what would you do?

Week Eleven: 4/4/16

The Legal environment

One HR function is to ensure that the organization follows laws at various levels of jurisdiction.

These laws encompass various issues, such as employment selection, promotion, compensation,

termination and sexual harassment. Failing to attend to legal issues can create significant problems

for an organization’s image, profitability or even survival.

Readings:


Pierce et al. (1998). Why sexual harassment complaints fall on deaf ears. Academy of Management

Executive.

Thomas (1990). From affirmative action to affirmative diversity. Harvard Business Review.

Slobodien and Peters (2012). Beyond harassment prohibitions. HR Magazine.

Brooks et al. (2011). The future of retaliation claims. HR Magazine.

Kohl et al. (2005). Recent trends in pregnancy discrimination law. Business Horizons.

Grossman (2009). Defusing discrimination claims. HR Magazine.

Week Twelve: 4/11/16

Group Time to work on Group Project

Week Thirteen: 4/18/16

Group Project Due at 9pm.

Week Fourteen: 4/25/16 Final Exam 7pm to 9:30pm

Additional Course Policies

Communication: Your instructor will make every attempt to stay in communication with students in

this class by email regarding their current grade situation. E-mail is the most effective way to

communicate to ask questions, set-up appointments, or anything else. Please notify the instructor in

writing if you believe that an error in the grading process has been made (either scoring your work or

recording the final grade). Mistakes have occurred in the past; HOWEVER, if you believe a grade

has been recorded inaccurately, you must notify the instructor within one week of receiving the

grade. Following one week, grades will be assumed to be accurate as previously recorded.


12

Course Etiquette:

If you know you will miss an exam, please notify the instructor in advance, failure to do so will

result in a zero for the exam.

If you have an emergency and are unable to contact the instructor yourself, have a relative,

friend, roommate or anyone else you trust to make every attempt to contact the instructor.

Copyright: All original content in this document, all web-based course materials (be they text,

audio, and/or video), and/or classroom presentations are © by Professor Ben McLarty. No

distribution is permitted without the express written consent of the author. Portions of this document

are adapted from similar materials developed by Professor Andrew Li. Students are prohibited from

selling (or being paid for taking) notes during this course to or by any person or commercial firm

without the express written permission of the professor.

WTAMU COB Student Code of Ethics Each student enrolled in COB courses accepts personal responsibility to uphold and defend academic

integrity and to promote an atmosphere in which all individuals may flourish. The COB Student

Code of Ethics strives to set a standard of honest behavior that reflects well on students, the COB and

West Texas A&M University. All students enrolled in business courses are expected to follow the

explicit behaviors detailed in the Student Code of Ethics.

Code of Ethics

Do not use notes, texts, solution manuals, or other aids for a quiz or exam without instructor

authorization.

Do not copy the work of others and/or allow others to view your answers or copy your work

during a quiz, exam, or on homework assignments.

Do not allow other parties to assist in the completion of your quiz, exam, homework, paper, or

project when not permitted.

Do not work with other students on projects or assignments without authorization from the

course instructor.

Properly cite and specifically credit the source of text, graphic, and web materials in papers,

projects, or other assignments.

Do not forge the signature of an instructor, advisor, dean, or another student.

Provide truthful information for class absences when asking faculty for excused absences or

for a make-up for a quiz, exam, or homework.

Provide truthful information on your resume including work history, academic performance,

leadership activities, and membership in student organizations.

Respect the property, personal rights, and learning environment of all members of the

academic community.

Live up to the highest ethical standards in all academic and professional endeavors.

Students violating the Student Code of Ethics will be reported to the Dean’s office and are subject to

penalties described in the West Texas A&M University Code of Student Life, which may include

suspension from the University. In addition, a violator of the Student Code of Ethics may become

ineligible for participation in student organizations sponsored by the COB and for recognition for

College academic honors, awards, and scholarships.

COB Student Resources Link


13

The COB has developed a Student Resources repository (e.g., APA writing style information,

business core reviews, facilities, and other helpful supplements), which can be found on the COB

Website: http://www.wtamu.edu/academics/college-business-facilities-and-resources.aspx .

Additionally, WTAMU has developed an Academic Study Skills information site to assist students

(e.g., study habits, supplemental instruction, tutoring, writing and math skills), which can be found

on the WTAMU Website: http://www.wtamu.edu/student-support/academic-study-skills.aspx . For

WTAMU Writing Center information (for students needing writing assistance, guidance, and

feedback), please visit: http://www.wtamu.edu/academics/writing-center.aspx .

COB Communications Component Students earning a BBA degree must complete at least one course with a communications component

as part of the business core requirements. The COB communications component is a requirement in

the following courses: ACCT 4373 (Accounting Communications), BUSI 4333 (Cross-Cultural

Issues in Business Communications), BUSI 4350 (Current Issues in Management Communications),

BUSI 4380 (Conflict Resolution and Negotiation), BUSI 4382 (Emerging Media Law), CIDM 3320

(Digital Collaboration and Communication), ECON 4370 (Economics of Health Care), FIN 3350

(Personal Financial Planning), FIN 4320 (Investments), FIN 4321 (Portfolio Theory), MGT 3335

(Organizational Behavior), MGT 4380 (Conflict Resolution and Negotiation), and MKT 3342

(Consumer Behavior).

Students in a communications component course are explicitly required to demonstrate knowledge of

communication skills. Specific objectives may include but are not limited to the following concepts

put forth by the National Business Education Association: (1) ability to organize a written and an oral

message coherently and effectively, (2) ability to use technology for communication, (3) ability to

research a topic, prepare a report, and present the findings to all organizational levels, and (4) ability

to demonstrate critical-thinking skills. Specific course requirements and the role of the

communications component with respect to student grading policy are at the discretion of the course

instructor of record.

Student Travel Opportunities In multiple business courses, there may be opportunities for student travel supplemented by student

fees. If you have an interest in such opportunities as they become available, please notify a faculty

member.

Dropping/Repeating the Course Should a student decide to drop the course, it is the student’s responsibility to be aware of the final

drop dates and adhere to the WTAMU Add/Drop policy. Any student participating in the course after

the WTAMU posted drop date will be considered active and a grade will be administered at the end

of the course for that student. Students are charged a fee for any course attempted for a third or

subsequent time at WTAMU other than a non-degree credit developmental course or exempted

courses.

Scholastic Dishonesty It is the responsibility of students and instructors to help maintain scholastic integrity at the

University by refusing to participate in or tolerate scholastic dishonesty. Commission of any of the

following acts shall constitute scholastic dishonesty. This listing is not exclusive of any other acts

that may reasonably be said to constitute scholastic dishonesty: acquiring or providing information

http://www.wtamu.edu/academics/college-business-facilities-and-resources.aspx

http://www.wtamu.edu/student-support/academic-study-skills.aspx

http://www.wtamu.edu/academics/writing-center.aspx


14

for any assigned work or examination from any unauthorized source; informing any person or

persons of the contents of any examination prior to the time the examination is given in subsequent

sections of the course or as a makeup; plagiarism; submission of a paper or project that is

substantially the same for two courses unless expressly authorized by the instructor to do so;

submission of a paper or project prepared by another student as your own. You are responsible for

being familiar with the University's Academic Integrity Code, as well as the COB Student Code of

Ethics listed in this document.

Viewpoints/External Websites Disclaimer The views expressed in this document, web-based course materials, and/or classroom presentations

and discussions are those of the professor and do not necessarily represent the views of West Texas

A&M University, its faculty and staff, or its students. Views expressed by students are likewise those

of the person making such statements. It is understood and expected that each individual within this

course will respect and allow individual difference of opinion.

Neither the professor, the COB, nor WTAMU are responsible for the content of external websites

discussed in the classroom and/or linked to via online course materials, emails, message boards, or

other means. Referred websites are for illustrative purposes only, and are neither warranted nor

endorsed by the professor, COB, or WTAMU. Web pages change frequently, as does domain name

ownership. While every effort is made to ensure proper referencing, it is possible that students may

on occasion find materials to be objectionable for reasons beyond our control.

Acceptable Student Behavior Classroom behavior should not interfere with the instructor’s ability to conduct the class or the ability

of other students to learn from the instructional program (Code of Student Life). Unacceptable or

disruptive behavior will not be tolerated. Students engaging in unacceptable behavior may be

instructed to leave the classroom. Inappropriate behavior may result in disciplinary action or referral

to the University’s Behavioral Intervention Team. This prohibition applies to all instructional

forums, including electronic, classroom, labs, discussion groups, field trips, etc.

Technology Requirements All technological requirements for the successful completion of this course are the responsibility of

the student, including access to a working computer and or to a device with secure broadband

Internet connection, data storage and retrieval, and state-of-the-art security. The student is

responsible for all technological problems not related to WTAMU, including but not limited to

equipment failures, power outages, and Internet breakdowns. Furthermore, students are responsible

for all necessary technical and operational skills for completing this course, and for being familiar

with WTClass (the Blackboard Learning System) both in a general sense and in a specific sense as

pertaining to this course and any materials stored within. The professor is not responsible for any

technical matters related to WTClass. Students must contact WTClass if they have problems

accessing and/or using the WTClass environment.

Physical or Educational Access - ADA Statement West Texas A&M University seeks to provide reasonable accommodations for all qualified persons

with disabilities. This University will adhere to all applicable federal, state and local laws,

regulations and guidelines with respect to providing reasonable accommodations as required to

afford equal educational opportunity. It is the student's responsibility to register with Student


15

Disability Services (SDS) and to contact faculty members in a timely fashion to arrange for suitable

accommodations. Contact Information: Student Success Center, CC 106;

www.wtamu.edu/disability; phone 806-651-2335.

Title IX Statement

West Texas A&M University is committed to providing a learning, working and living environment that

promotes personal integrity, civility, and mutual respect in an environment free of sexual misconduct and

discrimination. Title IX makes it clear that violence and harassment based on sex and gender are Civil

Rights offenses subject to the same kinds of accountability and the same kinds of support applied to

offenses against other protected categories such as race, national origin, etc. Harassment is not acceptable.

If you or someone you know has been harassed or assaulted, you can find the appropriate resources here:

WTAMU Title IX Coordinator Becky Lopez – Kilgore Research Center 147, or call 806.651.3199

WTAMU Counseling Services – Classroom Center 116, or call 806.651.2340

WTAMU Police Department – 806.651.2300, or dial 911

24-hour Crisis Hotline – 800.273.8255, or 806.359.6699, or 800.692.4039

https://www.notalone.gov/

For more information, see the Code of Student Life.

WT Attendance Policy for Core Curriculum Classes

For the purposes of learning assessment and strategic planning, all students enrolled in Core Curriculum

or developmental courses at West Texas A&M University must swipe their Buff Gold cards through the

card reader installed in the classroom/lab for each class/lab meeting.

Evacuation Statement If you receive notice to evacuate the building, please evacuate promptly but in an orderly manner.

Evacuation routes are posted in various locations indicating all exits, outside assemble area, location

of fire extinguishers, fire alarm pull stations and emergency telephone numbers (651.5000 or 911). In

the event an evacuation is necessary: evacuate immediately do not use elevators; take all personal

belongings with you; report to outside assembly area and wait for further information; students

needing assistance in the evacuation process should bring this to the attention of the instructor at the

beginning of the semester.

to request additional information, please contact the Vice President for Student Affairs.

Copyright All original content in this document, all web-based course materials (be they text, audio, and/or

video), and/or classroom presentations are subject to copyright provisions. No distribution without

the express written consent of the author. Students are prohibited from selling (or being paid for

taking) notes during this course to or by any person or commercial firm without the express written

permission of the professor.

* Syllabus template approved by COB Curriculum Committee May 2015. Annual review of the

syllabus is a formal part of the COB continuous improvement process.

http://www.wtamu.edu/disability

https://www.notalone.gov/

http://www.wtamu.edu/webres/File/Student%20Life/2014-15CodeOfStudentLife.pdf%22%20%5Co%20%22Code%20of%20Student%20Life

course syllabus mgt 6336 section 70 advanced human ... mgt 6336 70...understand the impact of human...

Documents