Assessment Plan for Student LearningHRM Practices & Policies to Enhance Business Results. Students will demonstrate skills in using HRM techniques for example criteria to assess and

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Assessment Plan for Student Learning

Major in Human Resource Management

Student Learning Goals & Objectives

Department of Management

College of Business & Public Administration

University of North Dakota

October 2017

Prepared by Department of Management Faculty

Sharon Sheridan

Kathy Jones

Sean Valentine

Kay Powell

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The Bachelor of Business Administration with a major in Human Resource Management

(HRM) at UND ensures our students meet specific learning goals and objectives as described

below.

Goal Objectives

Management Concepts

Students will understand the traditional

functions of management including

planning, organizing, leading and

controlling and become familiar with

current management and business theory

and practice.

Objective 1.1

Organization structure, organizational culture, and

stakeholders. Students will understand the dimensions of

and differences in variations of organizational structure &

culture and organizational stakeholders.

Objective 1.2

Decision making and internal & external organizational

environments.

Students will understand elements of decision making and

key factors of internal and external organizational

environments.

Analytical Problem Solving

Students will demonstrate decision

making skills and apply analytical

problem solving techniques used to

diagnose, recommend and communicate

solutions to business problems.

Objective 2.1

Behavioral approaches to problem solving.

Students will demonstrate the ability to apply interactional

techniques to solving business problems.

Objective 2.2

Quantitative approaches to problem solving.

Students will demonstrate the ability to apply

measurement techniques to business problems, for

example to determine magnitude and capacity issues.

Human Resource Management (HRM)

Concepts and Related Laws

Students will understand concepts in the

major areas of HRM and related laws

including staffing organizations,

administering wages & salaries,

performance management systems and

training and development.

Objective 3.1

Staffing and Performance Management.

Students will demonstrate skills in HRM processes to

recruit and hire staff, and to design and conduct employee

job performance appraisals.

Objective 3.2

Wage Administration and Training.

Students will demonstrate skills in HRM processes to

design and oversee base pay and incentive plans, and to

design and conduct employee training and development in

job related skills.

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Goal Objectives

Application of HRM Concepts and

Related Laws

Students will understand concepts in the

major areas of HRM and related laws

including staffing organizations,

administering wages & salaries,

performance management systems and

training and development.

Objective 4.1

HRM Practices & Policies to Enhance Business Results.

Students will demonstrate skills in using HRM techniques

for example criteria to assess and methods to evaluate job

candidates and employee job performance.

Objective 4.2

HRM Tools & Techniques to Enhance Business Results.

Students will demonstrate skills in using HRM tools for

example job and pay structures for wage systems and

needs assessment and evaluation of results to rate the

success of employee training programs.

In order to assess students’ mastery of the learning goals and objectives, the Management

Faculty plans to perform assessments within the following core HRM courses each semester they

are adminstered:

Human Resource Management (MGMT 302)

Wage and Salary Administration (MGMT 407)

Recruitment and Selection (MGMT 410)

Training and Development (MGMT 412)

The assessments were developed to ensure they comprehensively address core content

areas as identified by the Society for Human Resource Management (SHRM) and the learning

goals and objectives of the HRM major. First, because the HRM major at UND is SHRM

certified, SHRM content areas were evaluated and mapped onto the relevant courses offered to

students majoring in HRM. For a detailed description of topics covered under each content area,

please visit the SHRM Guidebook and Template for Undergraduate and Graduate Programs at

https://www.shrm.org/academicinitiatives/Documents/2016%20SHRM%20HR%20Curriculum

%20Guidebook%20and%20Templates%20for%20Undergraduate%20and%20Graduate%20Prog

https://www.shrm.org/academicinitiatives/Documents/2016%20SHRM%20HR%20Curriculum%20Guidebook%20and%20Templates%20for%20Undergraduate%20and%20Graduate%20Programs.pdf


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rams.pdf. Second, content areas were designated as primary or secondary for purposes of

assessment. Primary areas reflect content that directly addresses a learning goal or objective of

the HRM major; secondary areas indirectly support the learning goals and objectives of the HRM

major and are identified as required content areas by SHRM. As a result, seven content areas

were identified as primary and five as secondary. The table below provides a description of the

content mapping and the designation:

SHRM Content Area Relevant HRM

Course(s)

Designation

Employee and Labor Relations MGMT 302

MGMT 408

Secondary

Employment Law MGMT 302 Primary

Ethics MGMT 310* Primary

HR’s Role in Organizations MGMT 302 Secondary

Job Analysis and Job Design MGMT 302

MGMT 407

Secondary

Managing a Diverse Workforce MGMT 302 Primary

Outcomes: Metrics and Measurement of

HR

MGMT 302 Secondary

Performance Management MGMT 302 Primary

Staffing: Recruitment and Selection MGMT 410

MGMT 302

Primary

Total Rewards (compensation and

benefits)

MGMT 407

MGMT 302

Primary

Training and Development MGMT 412

MGMT 302

Primary

Workforce Planning & Talent

Management

MGMT 302

MGMT408

Secondary

Note: *Assessment of ethics is addressed through the AOL Plan developed by the

Management major and administered via the Organizational Behavior course (MGMT

310)

It is important to note that the most relevant course for each SHRM content area is listed

first in the table and, as such, the content area will be largely assessed in that specific course. The

content areas are addressed via multiple choice questions administered to students in the four

core HRM courses listed above. Faculty in each course are required to choose from a pool of

questions designed to address the primary and secondary content areas. The question pool


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provides sufficient coverage of the required topics but allows flexibility for instructors to slightly

vary the assessment focus depending on the needs in a particular semester. Limiting the question

pool to a small number of focused questions will ensure there is enough consistency from

semester to semester for student performance on each content area to be examined over time.

The process is outlined below:

1. Faculty teaching MGMT 302 choose 6 questions from the course specific pool

(Appendix A) and 2 from the secondary pool (Appendix B) to include on an exam

of their choosing.

2. Faculty teaching MGMT 407, 410, and 412 choose 3 questions from the course

specific question pool (Appendix A) and 2 questions from the secondary pool

(Appendix B) to include on an exam of their choosing.

3. Student performance on the questions is collected at the end of the semester by

the Chair of the HRM AOL Committee.

4. On an annual basis, the HRM AOL Committee evaluates student performance and

discusses remediation or revision strategies as necessary.

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APPENDIX A

COURSE SPECIFIC QUESTION POOL

Course: MGMT 302 – Human Resource Management

Choose 6 questions from the set below and 2 from Appendix B to include on an exam. Bolded

choices represent correct answers.

Employment Law & Managing a Diverse Workforce

1. Individuals who fall within a group identified for special treatment under equal

employment laws and regulations, are member of a/an

a. oppressed minority.

b. protected class.

c. employment caste.

d. special treatment class.

2. In order to ward off a complaint of discrimination, every requirement for employment

must be

a. benchmarked against industry best practices.

b. approved by the EEOC.

c. consistent with past practice in the company.

d. directly job related for the position.

3. For purposes of job similarity under the Equal Pay Act, jobs must have

a. identical job titles.

b. same work unit

c. a common core of tasks.

d. similar value of contributions to the organization.

4. ________ is the modification or adjustment to a job or work environment that

enables a qualified individual with a disability to enjoy equal employment

opportunity.

a. Access improvement

b. Workplace restructuring

c. Job modification

d. Reasonable accommodation

Performance Management and Appraisal

1. ____ is the process of determining how well employees do their jobs relative to a

standard and communicating that information to the employee.

a. Employee development

b. Performance management

c. Process improvement

d. Performance appraisal

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2. One of the items on the performance appraisal form at Bioengineering Devices, Inc.,

is “The employee demonstrates creativity, inventiveness and openness to new ideas.”

This can be considered ____ performance information.

a. results-oriented

b. behaviorally-based

c. objectively observable

d. trait-based

3. Michael, the owner of a moving company, has developed a performance appraisal

system for his customer representatives and truck drivers. He evaluates each of these

employees on accuracy of weight estimates, meeting delivery deadlines, and dollar

value of breakage. Michael’s performance appraisal system is ____ based.

a. trait

b. results

c. behavior

d. productivity

4. The main responsibility for conducting performance appraisals lies with

a. HR specialists

b. managers

c. consultants

d. top management

Course: MGMT 407 – Wage and Salary Administration



Total Rewards (Compensation and Benefits)

1. In a true pay-for-performance system, which of the following employees would

qualify for incentive reward?

a. Jack has met his sales quota even though he was hospitalized for appendicitis

during the year.

b. Otto manages to meet the minimum required sales on his store location despite

the fact that the business building next door, where he receives most of his

customer traffic, has closed.

c. Charlene performs up to expectations as a science teacher at a magnet high

school.

d. Chris brings in 20 percent more new clients for the branch bank than is

required.

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2. Performance incentives include all the following EXCEPT

a. plane tickets to a resort destination.

b. commissions.

c. cost-of-living increases.

d. profit-sharing.

3. Which of the following would be an example of an intrinsic reward?

a. a grant of stock options

b. additional medical insurance coverage

c. tuition reimbursement

d. satisfaction from positive supervisor feedback and support

4. A flexible benefits plan

a. allows employees to set their own work schedule with a few limitations and

guidelines

b. continuously updates benefit options as employee needs and desires change.

c. combines all time-off benefits into a total number of hours that employees can

take off with pay.

d. allows employees to select the benefits they prefer from groups of benefits

established by the employer.

Course: MGMT 410 – Recruitment and Selection



Staffing: Recruitment and Selection

1. When applying for a job as a history instructor at local college, Catherine was

required to teach a class of sophomores on a history topic of her choosing. This is an

example of a

a. work sample.

b. situational judgment test.

c. behavioral interview.

d. realistic job preview..

2. Of the following types of selection interview, which is the LEAST valid?

a. Behavioral

b. Situational

c. Competency

d. Informal

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3. All of the following are examples of flexible staffing EXCEPT

a. hiring permanent regular part-time employees.

b. Hiring temporary independent contractors.

c. using seasonal workers..

d. hiring temporary workers.

4. Recommendations for successful recruiting include all the following processes

EXCEPT

a. using different recruiting media for different external labor markets.

b. tracking recruiting metrics to monitor the effectiveness of its recruiting efforts.

c. using professional and social networking on the Internet as recruiting tools.

d. keeping all recruiting functions in-house for all organizations to better mesh

recruiting with organizational strategy.

Course: MGMT 412 – Training and Development



Training and Development

1. Development is distinguished from training, in that

a. development is broader in scope, focusing on individuals gaining new

capabilities useful for both present and future jobs.

b. EEO laws and regulations apply primarily to training not development.

c. training is usually provided internally whereas development takes place in

external learning environments.

d. development provides people with specific, identifiable knowledge and skills for

use on their present jobs.

2. The planned introduction of new employees to their jobs, coworkers, and the

organization is a definition of

a. orientation.

b. organizational entry.

c. socialization.

d. indoctrination.

3. In the ____ phase of the training process, organizational and employee performance

issues are considered to determine if training can help.

a. needs assessment

b. implementation

c. evaluation

d. design

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4. The most common method for delivering training in the workplace is

a. on-the-job training.

b. cross-training.

c. web-based training.

d. outside training.

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APPENDIX B

SECONDARY TOPICS QUESTION POOL

Choose 2 questions from the set below to include on an exam.

Note: Bolded choices represent correct answers.

Employee and Labor Relations

1. The process whereby representatives of management and workers negotiate over

wages, hours, and other terms and conditions of employment is called:

a. joint decision-making.

b. collective bargaining.

c. contract arbitration.

d. bipartite negotiation.

e.

2. In the U.S., all of the following are factors leading to unionization EXCEPT

a. non-competitive pay compared with equivalent jobs and firms.

b. arbitrary management decision making.

c. poor working conditions.

d. political party of affiliation.

HR’s Role in Organizations (and HR Strategy)

1. __________ is the use of human resource management practices to gain or keep a

competitive advantage.

a. Manpower planning

b. Strategic HR management

c. HR business integration

d. Competitive HRM.

2. ________________ is the assessment of internal and external conditions that affect

the organization.

a. Data mining

b. Environmental scanning

c. Labor market analysis

d. Strategic planning

Job Analysis and Job Design

1. The veterinary assistants at a large veterinary practice alternate between working at

the reception desk, working in the lab and X-ray department, and assisting the vets

during office visits with patients. This is a type of__________

a. job enrichment.

b. job rotation.

c. job enlargement.

d. job re-design.

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2. In which of the following scheduling arrangements do employees work a set number

of hours per day at the workplace but vary starting and ending times?

a. telecommuting

b. compressed workday

c. work sharing

d. flextime

Outcomes: Metrics and Measurement of HR

1. Which of the following is a source of inflow in the current staffing level?

a. Internal transfers

b. Turnover

c. Demotions

d. Retirements

2. Which of the following is a mathematical method of HR forecasting?

a. The rule of thumb

b. Estimates

c. Staffing ratios

d. Nominal groups

Workforce Planning & Talent Management

1. Paula is the vice president for HR of Prairie Belle Foods. It has just acquired

Mountain Mills. Paula will oversee considerable layoffs as the company dismisses

redundant employees. In considering HR planning for the next year, Paula knows to

be prepared for

a. a decline in morale of remaining employees.

b. an upsurge in applications for jobs from external candidates..

c. heightened productivity by survivors.

d. increase in creativity and innovation among employees.

2. In mergers and acquisitions, the HR planning process begins with

a. Conducting due diligence early in the process to assess potential fit of the two

organizations for long term success.

b. Expansion of HR staff to accommodate a doubling of the size of the

administrative staff

c. Analyzing hiring metrics.

d. Training the new combined workforce.

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Risk Management & Worker Protection

1. ____ was passed to "assure as far as possible every working man or woman in the

Nation safe and healthful working conditions and to preserve our human resources."

a. Worker's compensation legislation

b. The Occupational Safety and Health Act

c. The Fair Labor Standards Act

d. The Americans with Disabilities Act

2. ____ provide(s) counseling and other help in a non-work setting to employees having

emotional, physical, or other personal problems.

a. An employee wellness program

b. Industrial psychologists

c. An organizational ombudsman

d. Employee assistance programs

Submitted October 21, 2013.

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Assessment Plan for Student Learning


Student Learning Goals & Objectives

Department of Management College of Business & Public Administration

University of North Dakota October 2013

Prepared by Department of Management Faculty


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A. Learning Goals: Universal Management Learning Goals

1. Management Concepts. Students will understand the traditional functions of management including planning, organizing, leading and controlling and become familiar with current management and business theory and practice. 2. Analytical Problem Solving. Students will demonstrate decision making skills and apply analytical problem solving techniques used to diagnose, recommend and communicate solutions to business problems.

Specific Human Resource Management (HRM) Learning Goals:

3. Human Resource Management (HRM) Concepts and Related Laws. Students

will understand concepts in the major areas of HRM and related laws including staffing organizations,

administering wages & salaries, performance management systems and training and development.

4. Application of HRM Concepts and Related Laws. Students will demonstrate skills

to apply HRM concepts and related laws through a variety of HRM practices, policies, tools and

techniques to enhance business results.

B. Learning Objectives

Universal Management Objectives

1a. Organization structure, organizational culture, and stakeholders. Students will

understand the dimensions of and differences in variations of organizational structure & culture and

organizational stakeholders.

1b. Decision making and internal & external organizational environments.

Students will understand elements of decision making and key factors of internal and external

organizational environments.

2a. Behavioral approaches to problem solving. Students will demonstrate the

ability to apply interactional techniques to solving business problems.

2b. Quantitative approaches to problem solving. Students will demonstrate the

ability to apply measurement techniques to business problems, for example to determine magnitude

and capacity issues.


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Specific HRM Learning Objectives

3a. Staffing and Performance Management. Students will demonstrate skills in

HRM processes to recruit and hire staff, and to design and conduct employee job performance

appraisals.

3b. Wage Administration and Training. Students will demonstrate skills in HRM

processes to design and oversee base pay and incentive plans, and to design and conduct employee

training and development in job related skills.

4a. HRM Practices & Policies to Enhance Business Results. Students will

demonstrate skills in using HRM techniques for example criteria to assess and methods to evaluate job

candidates and employee job performance.

4b. HRM Tools & Techniques to Enhance Business Results. Students will

demonstrate skills in using HRM tools for example job and pay structures for wage systems and needs

assessment and evaluation of results to rate the success of employee training programs.

C. Assessment Techniques – Direct Measures: Multiple Choice Test as part of CoBPA exam for admission qualification to enroll in Mgmt 475

D. Assessment Techniques – Indirect Measures: Senior Survey of Student Perception of Skills Improved as part of CoBPA Dean’s survey near end of Mgmt 475

E. Assessment Timing – Annually during initial years NOTE: We expect to enhance assessment techniques and change timing after review of several annual data collection cycles.