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online course Essentials of Compensation and Benefits | MGT 266

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

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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 266

Essentials of Compensation and Benefits

instructor version

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





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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.

Essentials of Compensation and Benefits | MGT 266

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

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


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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


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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

financial aid information


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. Important criteria concerning the submission of work:

• 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.

• Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. information concerning netiquette:


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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





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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

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Resources for Success

additional resources for student success:

home about expectations

resourcescourse

overviewlearning outcomes

IDEAschedule &

sessions

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

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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.

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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


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Course Description

This course will focus on developing, selecting, implementing, administering, and evaluating compensation and benefits programs for all employee groups that support the organization's strategic goals, objectives, and values. Real- time business trends and compensation challenges will be explored through Problem Based Learning in order to develop skills, knowledge and strategic attributes to facilitate problem resolution.

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Faculty Online Course Overview

Course Materials

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

Rappaport, A., Kohn, A., Zehnder, E., Hall, B., Case, J., Pfeffer, J., et al. (2002). Harvard Business Review on compensation. ISBN 9781578517015

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.

Course Overview


The Course Grading Scale

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

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.

12Love of Christ and Neighbor Prayer Stability Conversatio Obedience Discipline Humility Stewardship Hospitality

Community

Faculty Online Course Outcomes Based in Bloom’s Taxonomy

Learning Outcomes Assignments Points

Determine the critical components required to effectively implement a Compensation Pay Rate structure.• Evaluate the basic factors that determine pay rates and explain in detail how they

are established. • Elaborate on the differences between competency-based and traditional pay plans. • Explain how to price managerial and professional jobs. • Appraise and give examples of how to conduct a job evaluation.

Problem Resolution Case StudyCompetency based and traditional pay plans Team CharterDiscussion # 1 DQ 1 DQ 2

50 pts.

50 pts.25 pts. 25 pts. 25 pts.

Examine the structure and processes required to implement Compensation Design.• Discuss the issues involved in compensation design. • Evaluate the specific components of a global assignment compensation plan. • Explain advantages and disadvantages of using market pricing to value jobs. • Describe the use of pay surveys and the importance of identifying benchmark jobs. • Determine why the job families structure is a preferred method and how it is used in

establishing pay structures.

Problem Resolution Case StudyWritten Assignments –Using market pricing in compensation planningDetermining salary Discussion # 2 DQ 1 DQ 2

50 pts.

25 pts.50pts.

25 pts. 25 pts.

Determine the critical success factors required to effectively implement an Incentive Plan.• Elaborate on the concept of variable pay and how it is used to create incentives for

employee performance. • Examine the elements of a successful pay-for-performance plans. • Determine the steps required in designing an effective incentive plans. • Appraise the components of manager and executive compensation ,as well as,

common considerations and concerns.

Problem Resolution Case StudyWritten Assignments –Pay for performance plansTeam Assignments - Determining salary Discussion #3 DQ 1 DQ 2

50 pts.

25 pts.

50 pts. 25 pts. 25 pts.

Explain Benefits Management and the many aspects that hinder or facilitate the process.• Discuss four strategic benefit considerations. • Determine what are the components of effective benefits management. • Assess several examples of voluntary benefits and mandated benefits, and describe

the differences of each type of benefit. • Discuss the challenges of managing the costs involved in providing health benefits.

Problem Resolution Case StudyWritten Assignments – Creating a benefits planTeam Assignments – Creating a cost effective benefits plan Team Evaluation Discussion # 4 DQ 1 DQ 2

50 pts.

25 pts.50 pts.

25 pts. 25 pts. 25 pts.

Discover the ever changing trends of Benefits in Today’s Workplace

• Compare the differences among defined-benefit, defined-contribution, and cash-balance retirement programs.

• Discuss how financial benefits, such as insurance, financial services, and educational assistance, provide support to employees.

• Explain the types of family-oriented benefits that have been designed in response to the

change in the composition of American families over the past several decades.

PR Case Study CompletionWritten Assignments –compensation and benefits overview (final term paper)

Discussion # 5 DQ 1 DQ 2

75 pts.

150pts.

25 pts. 25 pts.

Total Points for course1,000

pts.

Learning Outcomes

Bloom’s Taxonomy


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

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Faculty Online Course Schedule

Week Loc. Class Title Assignments

01

Online Compensation Pay Rates

Read Chapter 11 in Human Resource Management, pp. 384-427Individual• Review Problem Based Learning Presentation• Week 01 Written Assignments – Competency based and

traditional pay plans Team• Develop Team Charter• Review and start the Problem Resolution (PR) process• Complete and submit an executive (PR) summary

02 Online Compensation Design Read the following articles in Harvard Business Review on Compensation: • a. ―When Salaries Aren’t Secret, by John Case pp. 119—

140.• b. ―A Simpler Way to Pay, by Egon Zehnder, pp. 77—92.• c. ―Growing Pains, by Robert D. Nicoson, pp. 167-196• Week 02 Written Assignments –Using market pricing in

compensation planning• Week 02 Team Assignments - Determining salary • Complete and submit an executive (PR) summary

03 Online Effective Incentive Plans

• Read Chapter 12 in Human Resource , pp. 432-459Management.

• Read the following articles in Harvard Business Review on Compensation:

a. ―Why Incentive Plans Don’t Work, by Alfie Kohn , pp. 29-76.b. ―Rethinking Rewards, by Alfie Kohn • Week 03 Written Assignments –Pay for performance

plans• Week 03 Team Assignments – Motivation and

compensation• Complete and submit an executive (PR) summary

04 Online Benefits Management

Read Chapter 13 in Human Resource Management, pp. 464-497.• Week 04 Written Assignments – Creating a benefits plan• Week 04 Team Assignments – Creating a cost effective

benefits plan • Complete and submit an executive (PR) summary

05 Online Benefits in Today’s Workplace

• Reading –No assignment• Week 05 Written Assignments –compensation and

benefits overview (final term paper)

• Week 05 Team Assignments – PR Case Study Completion (Due)


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Faculty Online Week 1

Activities, Assignments and Agenda

Individual Assignments

Week 01 Written Assignments – Competency based and traditional pay plans Individual1. Read chapter 11 in Human Resource Management pp. 384-4272. Review and start the Problem Resolution (PR) process

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 question one – Should the job evaluation depend on the appraisal of the job holder’s performance? Why or why not? In your discussion explain the role of a job evaluation in determining salary structure.

4. Discussion question two – Do small companies need to develop a pay plan? Discuss why or why not. Due by Day 7 of week 1, complete the Application Case: Salary Inequities at Acme Manufacturing, pp. 417-418, answers questions 1-3. Submit your answers in .doc or .docx Word document (an attachment) in the assignment drop box. 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. Be sure to number your answers to the corresponding questions.

5. Pay Rates & Pay Plans Paper. Students will write a paper addressing the following compensation topics; explain how companies establish pay rates and discuss the differences between competency-based and traditional pay plans. Be sure to discuss why a company would select one pay plan over the other. All papers must be 300–500 words; comply with APA format; and include a title page, in-text citations, and a reference page. Be sure to listed at least two credible sources to support the claims asserted in the paper 6. Compensation & Benefits Term Paper (due in week 5). Each student will complete an 800- to 1,000-word final paper, which will be due in Week Five. Each student must select one of the following broad essay topics for the final paper, as follows: the growing concern of retirement benefits for employees and employers, the importance of health care cost management and strategies available for controlling costs, employee benefit packages used as a competitive advantage, cultural changes leading to adjustments in family-oriented benefits provided by employers, or submit a topic for approval by week 2. When creating the thesis statement, the student should visit the St. Cloud University Literacy Education Online (LEO) Web site (http://leo.stcloudstate.edu/acadwrite/thesistatement.html). The paper must include two outside research sources and comply with APA format Students will write a paper on their selected thesis topic. All papers must be minimum 800 words; comply with APA format; and include a title page, in-text citations, and a reference page. Be sure to list at least two credible sources to support the claims asserted in the paper. Be sure to review the grading requirements found in the grading rubrics at the end of the syllabus.

Session 1A


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Activities, Assignments and Agenda (Continuation)

Team Assignments

Week 01 Team Assignments - Team charter

1. Post a new thread in your designated learning team discussion forum, introducing yourself to your learning team members. 2. Create a Team Charter that includes the following items in a well-organized document, and submit it to your instructor. (Each learning team member must retain a copy of this charter throughout this course.) Learning team members will work together to create a Team Charter that addresses five specific areas of concern: contact information, individual competencies, goals and expectations, team rules, and conflict resolutiona. Contact InformationLearning team discussion forums will be created for each team, to be used as the primary means of collaboration and communication throughout this course. In addition, each team member should share a phone number and/or an e-mail address that may be used as a secondary means of contact throughout this course. b. Individual CompetenciesEach learning team member has specific strengths to offer the team. Identify each member’s competencies, professional skills, academic experience, and unique aptitudes that will contribute to the success of this team.c. Goals and ExpectationsDiscuss and provide a brief summary of each member’s goals and expectations for this course, including grades, assignment quality and completion time frame, communication frequency, and time commitment.d. Team RulesIdentify basic rules that all team members agree to abide by during this course. Include member roles and responsibilities, as well as any established times that team members are to check in or post progress updates in the learning team discussion forum. Remember, this program does not require face-to-face meeting time, so plan to organize your time in the online environment. e. Conflict ResolutionIt is unrealistic to expect a team of any type to work successfully without experiencing some degree of conflict. The key to successful team collaboration is to anticipate and address any possible sources of conflict and to agree upon a plan of resolution for any unexpected controversies. The team should identify steps to be taken in order to resolve any team member grievances. Feel free to include a team conference with the instructor as a source of resolution.Learning team members will work together to create a Team Charter that addresses five specific areas of concern: contact information, individual competencies, goals and expectations, team rules, and conflict resolution.

Session 1A


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Activities, Assignments and Agenda (Continuation)

Team Assignments

Week 01 Team Assignments - Complete and submit an executive (PR) summary

Problem Statement (Peoplefluent Case Study: Scotiabank)

The Scotiabank is an international workforce comprised of 68,000 associates dispersed across fifty (50) countries that use many different currencies which promotes extreme difficulty in mitigating risk and assuring accuracy of compensation data.

Problem Based Learning (Case Study)

After in-depth review of the Peoplefluent Case Study: Scotiabank , Carefully review the Problem Resolution structure and apply it to the provided case study. You may access the actual case study under course content module one. As a team, you are 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

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

On a weekly basis (The Seventh Day) the team leader is required to provide an executive summary of the following critical actions: Upload to D2L Drop Box under Problem Resolution Proposal (Weekly, One Page Document)

• Describe research techniques and strategies used• Highlight new facts and details discovered• Information found to support potential problem resolution as documented in problem statement• Provide a brief overview of team dynamics (Both Positive and Improvement Oriented)

2. Final Problem Resolution Proposal is due the 7th day of week five in the designated drop box area. The following document 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.

Session 1A


17



Session 1B

Activities, Assignments and Agenda Individual Assignments

1. Read the following articles in Harvard Business Review on Compensation: a. ―When Salaries Aren’t Secret, by John Case b. ―A Simpler Way to Pay, by Egon Zehnder c. ―Growing Pains, by Robert D. Nicoson

2. 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 question one – You have been named Human Resources Manager for a company that has 180 employees and no formal base pay system. What steps will you take to develop such a coordinated system?Discussion question two – What are the advantages and disadvantages of using market pricing to set compensation in organizations?3. Due by Day 7 of week 2, Complete a 300- to 500-word paper, focusing on one article selected from assigned readings in Harvard Business Review on Compensation in week 2. For the paper, students will summarize the articles’ key points and the authors’ perspectives as well as analyze and reflect on issues presented. In addition, students will apply topics from the article to concepts in Human Resource Management and/or other credible sources. Each paper must comply with APA format and include a title page, in-text citations, and a reference page.4. Due by Day 7 of week 2, Turn in your thesis topic. Each student must select one of the following broad essay topics for the final paper, as follows: the growing concern of retirement benefits for employees and employers, the importance of health care cost management and strategies available for controlling costs, employee benefit packages used as a competitive advantage, cultural changes leading to adjustments in family-oriented benefits provided by employers, OR submit a topic for approval by week 2. When creating the thesis statement, the student should visit the St. Cloud University Literacy Education Online (LEO) Web site (http://leo.stcloudstate.edu/acadwrite/thesistatement.html).

Team Assignments1. As a group, complete the following activity. Access relevant Web sites to determine what equitable pay ranges are for sites to determine what equitable pay ranges are for the following jobs; chemical engineer, marketing manager and HR managers; all with a bachelor’s degree and 5 years experience. Do so for the following cities: New York, NY; Chicago, IL; Miami, FL; and Los Angeles, CA. Question 1: for each position in each city, what are the pay ranges and the average pay? (create a graph)Question 2: Does geographical location impact the salaries of the different positions? If so, how? Response to question two must be in paragraph form and include topic sentences and at least three supporting sentences.

2. On a weekly basis (The Seventh Day) the team leader is required to provide an executive summary of the following critical actions: Upload to D2L Drop Box under Problem Resolution Proposal (Weekly, One Page Document)



http://leo.stcloudstate.edu/acadwrite/thesistatement.html

18



Session 1A


Individual Assignments 1. Read Chapter 12 in Human Resource Management. 2. Read the following articles in Harvard Business Review on Compensation: a. ―Why Incentive Plans Don’t Work, by Alfie Kohn b. ―Rethinking Rewards, by Alfie Kohn

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 question one – What are some examples of individual incentives used by an organization? Be sure to describe why those plans can successful and/or be unsuccessful. Discussion question two – Why pay-for-performance plans have become more popular? What elements are required to make them successful?

4. Due by Day 7 of week 3, Complete a 300- to 500-word paper, focusing on one article selected from assigned readings in Harvard Business Review on Compensation in week 3. For the paper, students will summarize the articles’ key points and the authors’ perspectives as well as analyze and reflect on issues presented. In addition, students will apply topics from the article to concepts in Human Resource Management and/or other credible sources. Each paper must comply with APA format and include a title page, in-text citations, and a reference page.

5. Due by Day 7 of week 3, complete the Application Case: Inserting the Team Concept into Compensation – or Not, pp. 457-458, answers questions 3 & 4. Submit your answers in .doc or .docx Word document (an attachment) in the assignment drop box. 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 3. Be sure to number your answers to the corresponding questions

Team Assignments

1. As a group, complete the following activity, Experiential Exercise, Motivating the Sales Force at Express Auto, on p. 457, questions 1 & 2. Responses to each question must be in paragraph form and include topic sentences and at least three supporting sentences.




19



Session 1B


Individual Assignments

1. Read Chapter 13 in Human Resource Management. 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 question one – Why are benefits strategically important to employers, and what are some key strategic considerations?Discussion question two - Why are retirement benefits of growing concern to employees and employers? What are the main types of retirement benefits? Describe their advantages and disadvantages from the point of view of the retiree and of the employer?3. Due by Day 7 of week 4, complete the Continuing Case: Carter Cleaning, pp. 495, answers questions 1, 2 & 3. Submit your answers in .doc or .docx Word document (an attachment) in the assignment drop box. The response to question 1 should be a policy statement regarding vacations, sick leave and paid days off. The responses to questions 2 & 3 should each include a topic sentence and at least three supporting sentences to demonstrate application of the concepts discussed in the reading material for Week 4. Be sure to number your answers to the corresponding questions for questions 2 & 3.4. By Day 7, turn in your Team Evaluation Form (found under week 4 class module) in your individual Assignment area. Group Assignments

1. As a group, complete the following Application Case, Striking the Benefits on pp. 494-495, questions 1, 2 & 3. Response to question 1 can be in a list form. Responses to each question in # 2 & #3 must be in paragraph form and include topic sentences and at least three supporting sentences to demonstrate application of the concepts discussed in the reading material for Week 4. Be sure to number your answers to the corresponding questions.




20



Session 1A

Activities, Assignments and Agenda Individual Assignments 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 (six postings in total each week).

Discussion question one – Health-care costs are out of control in the United States, and increasing conflicts between employers and employees are likely as employers try to reduce their health-benefits costs. What are the possible implications for Americans if this statement is accurate?Discussion question two - The growth in dual-career couples, single-parent households, and increasing work demands on many workers has increased the emphasis some employers are placing on family-oriented benefits. Do you think family-oriented benefits significantly contribute to an organization's ability to retain employees? Why or why not?

2. Compensation & Benefits Term Paper (due in week 5). Each student will complete an 800- to 1,000-word final paper, which will be due in Week Five. Each student must select one of the following broad essay topics for the final paper, as follows: the growing concern of retirement benefits for employees and employers, the importance of health care cost management and strategies available for controlling costs, employee benefit packages used as a competitive advantage, cultural changes leading to adjustments in family-oriented benefits provided by employers, or submit a topic for approval. When creating the thesis statement, the student should visit the St. Cloud University Literacy Education Online (LEO) Web site (http://leo.stcloudstate.edu/acadwrite/thesistatement.html). The paper must include two outside research sources and comply with APA format Students will write a paper on their selected thesis topic. All papers must be minimum 800 words; comply with APA format; and include a title page, in-text citations, and a reference page. Be sure to list at least two credible sources to support the claims asserted in the paper. Be sure to review the grading requirements found in the grading rubrics at the end of the syllabus.

Team Assignments

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


course syllabus blended model next cover online course essentials of compensation and benefits | mgt...

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