Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2025

Human Resource Management (Online)

MGMT 3240-30I

Course: MGMT 3240-30I
Credits: 3
Term: Fall Semester 2025
Department: MHRH
CRN: 30287

Course Description

The study of effectively selecting, utilizing, assessing, and developing human resources as well as the role of the human resource department in administering human resources in a changing and demanding environment. (Fall, Spring, Summer) [Graded (Standard Letter)] Prerequisite(s): MGMT 3180 - Prerequisite Min. Grade: D- Registration Restriction(s): None

Required Texts

Textbook
Mastering Human Resource Management, ISBN 979-8-88794-367-1 (Digital version, adapted.) Link: https://students.flatworldknowledge.com/engage/courses/2613931

Course Packet
The course packet (consisting of three cases and three course readings) costs $29.30 and can be purchased using this link: https://hbsp.harvard.edu/import/1312756

Learning Outcomes

Rest assured that HR management is a much more important, existing and dynamic field than the course description suggests. After all, an organization is only as good as the people it has and its ability to align those individuals’ efforts toward a common goal. Thus, HR management – when done well – is a strategic resource that helps to identify, obtain, develop, and manage human capital: the knowledge, skills, and abilities that people bring to every organization, and on which every organization relies.

In this course, we will examine a wide range of HR-related issues, from the hiring process to training and compensation, including some of the potential legal pitfalls along the way, with a focus on how organizations leverage HR into a business asset.

Course Requirements

Exams: Midterms (two at 10% each) and Final (20%)
The exams will cover material from everything from the course: recorded lectures, assigned cases, and assigned readings. They will consist of true/false and multiple-choice questions.

Exams will be available on Canvas. There are two main rules for the exams:
  1. They will be timed and will submit automatically at the conclusion of the allotted time.
  2. You may use the textbook, readings, and notes you have created, but you may not communicate or exchange information in any way (including but not limited to text messages, phone calls, WhatsApp, GroupMe, Google Docs, email, etc.) about the exam with any person or group (roommates, family, friends, classmates, etc.). Violation of this policy at any level–even attempting to do so–will be considered unethical behavior and will subject you to the penalties described elsewhere in this syllabus.

To make sure you are doing the very best you can in this course, I offer the following: 
  • If you score better on the final than on a midterm exam, I will drop the lower midterm grade and add the weight to the final. 
    • For instance, if you scored 77 on Midterm 1 and 64 on Midterm 2, but achieved an 86 on the Final, I will score your 86 as 30% of your course grade, 77 as 10% of your course grade, and ignore the 64 score from Midterm 2. 
  • However, you must have completed both midterms in good faith and on time (or with an extension worked out with me, pursuant to the late policy) to qualify for this benefit; my judgment about what constitutes “good faith” will be final.

Case Analyses (2 at 20% each)
Business cases involve detailed factual scenarios detailing complex problems faced by real business leaders (and are found in the course packet; see above). These assignments provide an opportunity to apply the course material to solve a real-life business problem.

Students will be given an opportunity to prepare written responses to three cases during the term, with the highest two being included in your final grade. If you turn in all three cases on time and in good faith, the third case will receive a 5% bonus, after which I will then drop the lowest score. There are no specific page limits, but a complete analysis almost certainly requires several pages (4-5 pages is typical) to fully address your solution to the problems presented. The focus is on how well you use the data from the case and our course material to solve the problem, not whether you got a “right” answer or if you wrote a sufficiently long essay. More information about how to solve a case will be provided.

Quizzes (10%)
To help motivate you to keep up with readings, there are timed quizzes associated with assigned readings. These will be completed in Canvas. I will drop your lowest quiz score. While these are open-book quizzes, you should resist the temptation to simply find the answers while skipping the reading; after all, the point of the reading is to help you learn the material you need!

Recorded Lectures (10%)
The recorded lectures do not merely parrot the material from the textbook. Instead, as in a face-to-face class, the material will build on what you have read from the text, contextualize concepts, draw links between topics, and provide additional material. Similar to tracking attendance, this portion of the grade will represent the extent to which you participated in the recorded lecture videos. See the Class FAQ in Canvas for more information.

Course Outline

  • Week/Module 1 = covers a class overview and Introduction to Human Resource Management. Involves reading syllabus and Class FAQ in Canvas, quiz, as well as reading Chapter 1, quiz, and reading of "Why Did We Ever Go Into HR?" from course packet.
  • Week/Module 2 = covers Strategy and Workplace Planning (Chapter 2) and Equal Employment Opportunity (Chapter 3). Reading of both chapters and quizzes for both.
  • Week/Module 3 = covers Employment Law (Chapter 3+) and Doing a Case Analysis. Reading of Chapter 3 information on employment law, plus reading the student guide to the case method, notes 1, 2, and 4 from course packet.
  • Week/Module 4 = reading of the first case study and write-up due at end of week.
  • Week/Module 5 = covers Job Analysis and Design (Chapter 4). Reading of Chapter 4, quiz, and completion of Midterm Exam 1 at end of week.
  • Week/Module 6 = covers Sourcing and Recruiting (Chapter 5) and Measurement and Selection (Chapter 6). Reading of both chapters and quizzes for both.
  • Week/Module 7 = covers Talent Development (Chapter 7) and Performance Management and Appraisal (Chapter 8). Reading of both chapters and quizzes for both.
  • Week/Module 8 = reading of the second case study and write-up due at end of week.
  • Week/Module 9 = covers Employee Engagement (Chapter 9). Reading of Chapter 9, quiz, and completion of Midterm Exam 2 at end of week.
  • Week/Module 10 = covers Compensation (Chapter 10) and Benefits (Chapter 11). Reading of both chapters and quizzes for both.
  • Week/Module 11 = covers Labor Relations (Chapter 12) and Workplace Health & Safety (Chapter 13). Reading of both chapters and quizzes for both.
  • Week/Module 12 = covers Global HRM (Chapter 14). Reading of chapter and quiz.
  • Week/Module 13 = reading of the third case study and write-up due at end of week.
  • Week/Module 14 = covers Career Management. Reading of "How Will You Measure Your Life?" from course packet, and final exam.

Instructor's policies on late assignments and/or makeup work

Grading Policies
Some general notes about assignments: 
  1. First, please note that late work, absent an extreme emergency, is either not accepted (in the case of reading quizzes and lecture videos) or heavily discounted (20% per day on exams and/or written assignments). 
  2. All assignments (quizzes, exams, writing assignments) are due BEFORE the due date/time listed within Canvas. As noted above, late work will either not be accepted (reading quizzes and lecture videos) or heavily penalized (20% per day), absent an extreme emergency (of which you should notify me as soon as reasonably possible). I reserve the sole right to determine whether an emergency is sufficiently extreme to warrant the submission of late work.
  3. Do not put your name on the cases you submit through Canvas. Instead, label your submitted case reports with only your SUU T-number. All work is graded anonymously to avoid any real or perceived unintentional bias. Failure to abide by this rule will result in a 5% reduction in the grade for that assignment.
  4. Your grade is assessed based on your output, not a personal evaluation of you or the amount of effort you or I believe you put in (although generally, putting more effort into an assignment translates into a better product and, therefore, a better grade); this is part of the reason for the anonymous grading of papers. I am happy to meet with you at any time to discuss your performance and how you might improve going forward. Thus, emails at the end of the term asking for grades to be adjusted upward will not be granted. Please note: this policy (indeed, all of the policies in this syllabus) are not subject to pressures you may face from parents, scholarships, sports, internships/jobs, etc. While I understand these are real pressures (having experienced some of them myself), basic principles of fairness and integrity prohibit me from incorporating them in the grading process.

This is a course designed for business students. As I anticipate that you intend to enter the professional world following your glorious SUU student experience, I’d suggest it’s time (if you haven’t already) for you to think about the professionalism that will define you in the working world. When people hear your name, what do they think? Are you a consistent, reliable, and purposeful contributor? Do you give your best effort in a timely manner and are proud to submit the work that carries your name? Or are you unreliable, problematic, or contentious? Marketers call the process of developing reputations “building a brand.” To help guide you in your development of a professional brand while still in school, think WWIDITWARJ (“What would I do if this were a real job?”).

You may ask yourself, what does WWIDITWARJ mean for us in this class/course environment? A few examples may suffice. First, please note that late work, absent an extreme emergency, is either not accepted (in the case of reading quizzes and lecture videos) or heavily discounted (20% per day on exams and/or written assignments). Part of this is to encourage you to meet your professional obligations, part of it is for your own benefit (to help you keep on track), and part of it is out of courtesy to me (grading) and your classmates (fairness). To use some extreme examples, things like “my father died” would qualify as emergencies that could justify late work; things like “I waited until the last minute and now I can’t find the materials I need” do not. Also, consider the timing of the notice: it is much better to say, “I was diagnosed with COVID this morning and I’m worried about being able to complete this week’s reading quiz on time”, than it is to email, “I was sick last week and couldn’t do the work” after the deadline has passed. Put yourself in the position of a manager; what would justify your employee coming in and offering late work?

Second, I am more than happy to communicate with you through the course and will endeavor to do so promptly. However, I do have a few requirements:
  1. Contact me by email - I prefer direct email rather than Canvas (my email address is above) because it helps me keep track of our discussions, though Canvas email does work. I don’t get notifications of other types of communications (like comments on assignments or announcements), and I can’t respond if I don’t see them.
  2. I do not respond to email that is unprofessional, rude, or demanding. Before you send me an email on any topic, please ensure that you have taken care to use appropriate tone, punctuation, and spelling. Note that if you’re trying to meet these obligations, you almost certainly have.
  3. I respond most promptly to emails during the workweek (Monday - Friday, 8 am – 5 pm), so this is when you should also be communicating with me if you need something. I will occasionally check my emails over the weekend, but this is rare and is not the expectation. Thus, if you are struggling with questions about an assignment that is due over the weekend, an email sent to me on Saturday or Sunday will likely not get you the help you need in the timeframe you need it in, so plan accordingly to ask your questions and/or communicate with me during regular University business hours.
  4. You should ensure that you have read the syllabus, Class FAQ, course announcements, etc., so that you have consumed the information I’ve already provided. Again, what would you do if you were a manager and someone asked a question you’ve already addressed, or did so rudely? 

Attendance Policy

As an online-only course, there is no required attendance. The main difference between an online course and an in-person course is the extent to which the student is taking responsibility for how they get work done. In an in-person class, the student would see me (instructor) multiple times per week, which would allow me to help students manage their work. In an online environment, this rests entirely on the student's shoulders. Thus, an online class allows you the flexibility to complete your work when you want, but if you try to do it all at the last minute, it's unlikely that you would be as successful than if you were more disciplined.

I STRONGLY ADVISE that students not rely on the “To Do List” or the “Calendar” in Canvas; rather, students should work through the Module for each week. Why? Well, because there’s a reason I put things in the order I do. Each item will build on the next, and this is clearly reflected in the Modules. When you rely on the “To Do” or “Calendar,” these may not be reflected in the same way. When I receive emails from students who are having difficulty in the course and/or not understanding course requirements, they are nearly always failing to use the Modules for guidance.

At any given time, there will be two Modules open: the one with due dates this week and the one with due dates next week (plus any previous Modules so you can go back and re-watch any videos you'd like). There are a number of reasons for this, but two will suffice here. On the student's end, I don’t think it’s helpful for a student to try to rush through the material, nor would it be advantageous for the student to have the option to wait until halfway through the semester to begin working. On my end, this semester I have over 120 students over severals sections of two different classes; it would be way too difficult for me to be bouncing back and forth throughout the semester to accommodate where each student is.

Note that the only exception to this rule is that exams are available starting the Sunday immediately before the Wednesday due date; in other words, the exams are open for only four days. You should look at the syllabus in advance and make sure you are not aware of major conflicts. For instance, if you’re getting married the week of an exam, carefully consider how you will complete the exam during the open time frame. Similarly, if you're getting married the week a paper is due, you should work ahead so that it can be submitted on time.

Course Fees

N/A

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.