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Course_Syallabus.pdf
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SYLLABUS (SPRING 2019)
MGMT 535: EMPLOYMENT LAW, ETHICS &
HUMAN RESOURCES MANAGEMENT
COURSE DESCRIPTION: This course provides a rigorous and comprehensive
approach to understanding the management of the law of employment, human resources
management, and business ethics in a framework of current workplace trends, practices,
and legal environment. Emphasis is placed on practical, theoretical, and ethical
management principles well as examples and methods of promoting best practices. The
course seeks an understanding of the day-to-day legal, ethical, and moral forces
impacting employees within public organizations both domestically and in a global
economy where local practices and cultural norms differ from our own. Situational
public policy case studies, analysis, and problem-solving approaches to enhancing
commitment to sound practices are highlighted.
COURSE OBJECTIVES:
• Grasp important approaches to employment law, human resources, and ethics.
• Understand legal and moral restraints in the fields of human resources and ethics.
• Examine assumptions, goals, principles, and actions as they affect the workplace
and society as a whole.
• Gauge the impact of individual and corporate decisions on employees, the general
public, and the environment.
• Learn strategies or methods for making decisions with a human dimension.
• Evaluate/examine current career goals and ideals and consider new ones.
• Compare and contrast various aspects of international management practices as
they relate to human factors, sustainability, and/or ethics.
• Utilize theological, moral, and legal values to construct the beginnings of a
personal code for sound business practices.
• Present (and write) effectively to defend a position with an ethical, legal, or
human resources dimension as it may affect the current business climate.
INSTRUCTOR: Montressa L. Washington, PhD
RM 212 Harry F. Byrd School of Business
Office Hours:
One hour before each class.
Other: By Appointment
Phone (443) 540-7385 cell
E-Mail [email protected]
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In the Byrd School of Business we utilize a rigorous Assurance of Learning process
through which we measure student learning against a set of well-defined learning
goals and objectives. The learning goals and objectives are derived directly from our
mission statement and are assessed for all Byrd School students. The results of the
assessment process inform our actions to improve learning for our students and
ensure that our graduates are educated to become successful, principled leaders
with a global perspective.
The following learning goal and objective from our Assurance of Learning process
will be directly assessed in this course:
Ethical Conduct (i.e. Principled Conduct): Application and Synthesis
PREREQUISITES: It is assumed that the student will have a working knowledge of
organizational practices. Knowledge may be acquired experience within the business
world, public sector, or through completion of course work in management, philosophy,
sociology, administration, organizational behavior, or industrial psychology.
TEXT: HR(3): DeNisi & Griffin – print or e-book are acceptable (available at SU
bookstore). 2nd Editions are also acceptable. This is a “basic” textbook that
provides a foundational level introduction to Employment Law and Human
Resources, but NOT ethics. The TEXT will be supplemented with additional online
readings and handouts.
CASES: As assigned
HIGHLY RECOMMENDED ACTIVITY: SHRM Student Membership - $40
http://www.shrm.org SHRM membership is a tremendous resource for anyone
interested in Human Resources Management (or just wishes to be a better informed
and/or effective leader of any type of organization). Regular membership (which I
pay for myself) is 160.00 per year. The student membership includes the monthly
HR Magazine subscription.
In addition to texts based readings, there will be a significant number of outside readings
provided in this syllabus, in class, and via Canvas System emails. All materials are
“testable.” The course moves quickly. It is very important that you stay on top of the
reading assignments. Please arrive in class on-time and prepared to participate.
COVERAGE OF KEY PERSPECTIVES FORMING THE CONTEXT FOR
BUSINESS ETHICS (estimated number of class hours of coverage):
Course Specific 40%
Foundations of Ethics 10%
Global 10%
Legal/Regulatory 40%
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EXAMINATIONS AND EVALUATION: Grades are based upon two take-home
exams, a topic analysis (“think”) research paper, and one team presentation (Two
students/20 minutes). All exams must be completed and turned in at the beginning of the
next class period after they are assigned/distributed. In-class presentations will be
scheduled for the last two or three class meetings. All written assignments are strictly
non-collaborative (unless designated as a group project), typed in MSWord format, and
will comply with all applicable Shenandoah University documentation policies
(plagiarism, Honor Code etc.). Late exams and papers submitted after the deadline will
be assessed a letter grade reduction for each 24 hours they are late. Papers and exams
will not be accepted 48 hours after they are due.
Course Grading Scale 94% – 100% A
90% – 93.9% A-
87% – 89.9% B+
83% – 86.9% B
80% – 82.9% B-
CLASS SEQUENCE:
This course combines lecture, case studies, and class discussion. Although the class is
traditionally a bit crowded, students are encouraged to share their knowledge and
personal experiences as well as opinions about assigned readings, current events, etc.
Selected videos may also be utilized to enrich the learning environment. Students may
submit articles, cases, and situations from newspapers, magazines, or the Internet – as
well as from their own experiences.
The following is the general sequence of events for class sessions. This sequence
is flexible and may be altered as necessary. The final class session will be exclusively
devoted to student presentations.
Current issues/topics/discussion
Instructor’s overview of Central Topic & Student Questions
Case Studies/Questions/Discussion
Instructor's Review
PAPERS AND PRESENTATION TOPIC/SUBJECTS:
Hardly a day passes without a significant news story or other event touching upon HR,
Employment Law, of Business Ethics. If you are not in the habit of keeping up with
news and current events, you should begin doing so. Employers expect you to know
what is going on around you and around the globe. Each class typically begins with
“news” related to the course. If you are unable to conceive of a paper or presentation
topic, I maintain a list of previously approved paper (or presentation) topics from
previous semesters. You and/or your partner may review the list for ideas during my
office hours.
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BE SURE YOUR TOPIC(S) IS/ARE IN CONFORMITY WITH THE COURSE
OBJECTIVES (SEE ABOVE).
***NOTE: TEAM PRESENTATION TOPICS MAY NOT BE THE SAME OR
SIMILAR TO INDIVIDUAL TEAM MEMBER(S) PAPER TOPICS.***
All students must complete the PROPOSAL FORM at the end of this syllabus and
obtain Instructor Approval before you begin work on papers or presentations. This
avoids wasted effort and ensures no two students or teams are pursuing the same topic.
PRIOR SEMESTER APPROVED TOPIC EXAMPLES:
PETA, Green-Peace, and Sea-Shepherds (Non-Profits): Are They Ethical?
The "Fairness" of Executive Compensation Policies.
Gender Pay Disparity (Fact or Mostly Fiction?)
Medical Marijuana: Challenges in the Workplace
Confronting/Solving Workplace Obesity/Diabetes Challenges
Medical/Drug Trials: Time for 100% Transparency?
Technology Worker Shortage (H1B Visas): Fact or Mostly Fiction?
Ban the Box: Should there be Uniform Federal Legislation?
Restrictive Covenants in Physician Contracts—First, do no harm
Unlimited Paid Time Off—A Tool for Employee Empowerment
INSTRUCTOR ASSISTANCE (Presentations/Papers): You and/or your partner are
very welcome to speak to me before you begin presentations. I am happy to review
slides or other proposed presentation content. I am also HAPPY to review research
paper OUTLINES AND ABSTRACTS (within reason). I will ONE TIME ONLY
review, edit, and provide feedback of the FIRST PAGE of your final draft. This must be
done IN PERSON in my office on HARD COPY ONLY (Leesburg students may email
me their first page). I can also suggest research methods and sources if requested. I will
NOT review, discuss, or accept completed paper “drafts” prior to grading them.
Please do not send me completed emailed drafts or I will GRADE THEM as your
submitted final paper!!
THINK PIECE (PAPER) ASSIGNMENT : Write a persuasive/analytical/insightful
essay of at least six (6) full pages (double-spaced, one inch margins, 11 point type) on
any relevant, current, or topical issue covered by or directly-related to the course
objectives (i.e. HRM, Ethics, or Employment Law). Your think piece should have a
distinct (personal) point of view and deal in a clear and intelligent way on a position
which is controversial, topical, and/or subject to CURRENT debate.
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YOU MUST BEGIN YOUR PAPER WITH A ONE PARAGRAPH SUMMATIVE
“ABSTRACT” DEFINING YOUR POSITION/THESIS. You have great deal of
latitude in how you execute the assignment, but your paper must be based upon your own
basic research that marshals evidence in support of your stated position. It should not
fail, however, to explain opposing viewpoints fairly and concisely. Your final
conclusions should be intellectually sound, and academically appropriate.
Your paper should be balanced between (1) background, (2) general research, and
(3) your PERSONAL insight and analysis. A paper may be well-researched and
documented, but not reflect significant personal analysis (i.e. doesn’t reflect your
thinking/thoughts/insights). There are many factors that go into a superior essay. I am
primarily interested in the quality, depth, and complexity of your arguments; the use of
evidence to support the thesis and the clarity of your prose. Spelling and grammar errors
are unacceptable for MBA-level work
GUIDELINES FOR WRITTEN ASSIGNMENTS:
Students are expected to extend to this course, and others, the principles of writing that
are taught in general English courses. Improvement in expressing yourself clearly in
writing is essential for success in any field. Students are encouraged, but not required, to
utilize the APA Citation Style (Publication Manual of the American Psychological
Association) for documentation of written work. Students may also use MLA, Chicago,
APSA, or basic endnotes or footnotes. If you use text from any outside source
(periodical, book, Internet, etc.), enclose that text with quotation marks and provide a
proper bibliographical reference. If you do a "close paraphrase" (not a verbatim or word-
for-word quote) of statements that are not your own, provide a proper reference (footnote
or endnote) also. Likewise, all ideas and concepts not of your own creation will
require proper documentation. All work must be in compliance with the SU Honor
Code.
I strongly recommend that ESL and/or other students with less academic writing
experience work with the SU Writing Center before turning in papers. Please
explain that you are in the MBA Program, that you are in “Dr. Washington’s
MGMT-535 course,” and that you are seeking a NON-UNDERGRADUATE
STUDENT to help you. Phone: (540) 665-4845. [email protected]
Your written work will be evaluated on the basis of the writing quality expected of
graduate-level students attending an AACSB Accredited Business Program. The
following four (see below) criteria will apply.
I. Organization
II. Mechanics
III. Content
IV. Documentation
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PAPER GRADING CRITERIA:
A-/A+ Well-researched, well-written, and insightful. Demonstrates or draws
connections between distinct concepts in pursuit of new knowledge. Formulates unique
or novel solutions (i.e. ‘out-of-the-box’ critical thinking) to challenging problems. An
“A” paper should have no more than one or two minor spelling or grammar errors.
B-/B+ Solid research and writing. Demonstrates the ability to understand and analyze
subject matter. Draws appropriate conclusions and proposes viable solutions to
challenging problems. May include a few (i.e. 3 to 5) minor spelling or grammar errors.
C-/C+ (or lower) Papers with minimal research, weak organization, and/or weak
analysis. This INCLUDES ANY PAPER (however thoughtful or well-researched)
with significant grammar and/or spelling errors. These include: Sentence
Fragments; Misplaced/Dangling Modifiers; Faulty Parallelism; Pronoun/Case
Errors; Omitted/Superfluous Commas; Comma Splices; Apostrophe Errors; Run-
On Sentences; Poor Organization, Excessive Paragraph Length; Excessive
Wordiness, Passive-Voice, and/or Significant Word Usage/Choice Problems. Use
spell/grammar checks!!
SENTENCE/PARAGRAPH LENGTH: Please try and keep sentences concise and
paragraphs SHORT. Consider the writing found in any important English
language newspaper (i.e. Washington Post, New York Times, etc.) as a general
guide. Paragraphs longer than five or six sentences will be subject to very close
scrutiny.
GUIDELINES FOR TEAM PRESENTATIONS:
WARNING: BE SURE YOUR TOPIC IS IN CONFORMITY WITH THE
COURSE OBJECTIVES (SEE ABOVE) . THE APPROVAL FORM
(ATTACHED) MUST BE SUBMITTED BEFORE YOU BEGIN WORK.
Student will be graded on a team presentation. Excluding follow-up discussion,
student presentations will normally not exceed twenty minutes. Proposed
topics must be submitted and approved by week five. Students will be expected to use
media to enhance their presentations. This includes but is not limited to PowerPoint,
web-links, video, charts, and/or other visual or auditory aids.
Students may prepare one-page handout “summaries” of presentations. Handouts
may include discussion questions of Power-Point slide-summaries.
Do not read from slides!
Presenters who read from slides or notes will be interrupted and reminded of expectations
for this assignment. If the problem continues, the presentation will be
terminated and re-scheduled for a later date (with grade reduction).
No one “sells” an idea, position, plan, or product by reading text from slides.
Maintain eye contact with your audience.
You may not stand behind the podium or desk.
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Avoid excessive references to the screen/slides.
Slides should contain minimum written text.
Visual Imagery (pictures) is/are preferred over text.
Imbedded videos may be used, but should not exceed two or three minutes in length.
***NOTE: TEAM PRESENTATION TOPICS CANNOT BE THE SAME OR
SIMILAR TO ANY TEAM-MEMBER’S PAPER TOPIC.***
CLASS ATTENDANCE POLICY: In light of Shenandoah University policies and the
very limited number of class meetings, students must attend ALL CLASS SESSIONS.
You are professionally obligated to notify me in advance if you will be absent from class
(unless the nature of the emergency prevents you from communicating with me).
Although there is no specific class participation grade, failure to attend all classes may
result in a lowered course grade. Failures to email me in advance about unavoidable,
absences and/or same-day (i.e. ‘last-minute’) communications are unprofessional and
unacceptable. For team presentations, failure to attend and present with your partner will
result in a “zero” points for this assignment absent truly exigent circumstances. TWO
ABSENCES (FOR ANY REASON) WILL NORMALLY RESULT IN COURSE
FAILURE.
CLASS PARTICIPATION AND PREPARATION: There is ample opportunity for
active in-class participation. In order to effectively participate, it is essential that you
prepare by carefully reading and considering the assigned materials. Participation
includes the following: preparing for class, attendance/lateness, ability and willingness to
contribute to class discussion and/or group activities, contributions from newspapers,
topic proposals, innovative learning, etc.
WEB-SURFING AND TEXTING: Computers may be used for note-taking only.
Internet windows should be closed (not merely minimized). Texting in the classroom is
disruptive and rude. Cell-phones must be turned OFF in class. Web-surfing (or texting)
may result in your exclusion from the class and negative consequences on your course
grade for repeated violations. Exceptions may be made for special needs or emergencies.
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HONOR CODE:
EXAMINATIONS MAY BE TAKE-HOME. YOU MAY NOT WORK WITH,
SEEK, OR ACCEPT ASSISTANCE, DIRECT OR INDIRECT, FROM ANY
LIVING PERSON. YOU MAY NOT USE THE ASSISTANCE OF THE SU
WRITING CENTER ON YOUR EXAM. IF YOU HAVE ANY QUESTION
ABOUT THE EXAM, YOU MUST BRING THE MATTER TO ME
PERSONALLY (OR VIA EMAIL OR PHONE). VIOLATION RESULT IN
AUTOMATIC COURSE FAILURE AND HONOR CODE CASE.
PAPERS/HOMEWORK: ALL WRITTEN WORK, EXCEPT AS NOTED IN
PROPER CITATION FORMAT, MUST BE ESSENTIALLY “IN THE
STUDENTS OWN WORDS.” UTILIZATION OF COMMERCIAL
HOMEWORK/PAPER WRITING SERVICES RESULTS IN AUTOMATIC
COURSE FAILURE. STUDENTS MUST, UPON REQUEST, CLEARLY
ARTICULATE HOW THEY DEVELOPED, RESEARCHED, AND/OR
DRAFTED ANY WRITTEN WORK.
STUDENTS WHO ARE UNABLE, OR UNWILLING, TO DEMONSTRATE
THEY ARE THE SOLE AUTHORS OF ANY WRITTEN WORK WILL BE
AWARDED AN “F” FOR THAT ASSIGNMENT (WHETHER OR NOT THE
MATTER IS REFERRED AS AN HONOR CODE CASE).
ADA COMPLIANCE: Shenandoah University recognizes the mandates of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by adopting
this policy which directly reflects the requirements of these acts. It is the policy of the
university that no otherwise qualified individual is denied reasonable and appropriate
access to or participation in any program or activity of the university because of a
disability. Pursuant to this policy, the university employs a Coordinator of Disabilities
Services as a resource for students, faculty, and staff. If you need accommodation
because of a disability, have emergency medical information to share, or need other
special arrangements, please discuss with me or the Academic Support Center.
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CLASS SCHEDULE & READINGS:
SEE BELOW (SPRING 2019)
PLEASE NOTE: LESSONS ARE NUMBERED AS CONSECUTIVE BLOCKS.
WE WILL MOVE THROUGH THE SYLLABUS IN THE SEQUENCE BELOW.
YOU ARE EXPECTED TO “KEEP UP” ON YOUR OWN. IF YOU MISS A
CLASS, YOU WILL NEED TO FIND OUT WHAT YOU MISSED TO ENSURE
YOU ARE PREPARED FOR THE NEXT CLASS SESSION. SOME BLOCKS
MAY REQUIRE TWO CLASS SESSIONS TO REVIEW.
Reading Assignments
BLOCK 1
JAN 18 Reading Assignments (Legal Aspects Employment Pt. 1) TEXT: Denisi-Griffin CHAP 2 & CHAP 12
READ: The American Legal System (Summary)
http://library.findlaw.com/1999/Jan/1/241487.html
READ: Vicarious Liability and Insurance
http://www.techinsurance.com/blog/business-liability-insurance/what-is-vicarious-liability-
how-does-it-affect-it-businesses/
AND: http://smallbusiness.findlaw.com/liability-and-insurance/an-
employer-s-liability-for-employee-s-acts.html
AND: http://www.insureon.com/insureonu/costs/general-liability
READ: Labor Laws & Regulations in a Workplace
http://www.ehow.com/about_4809730_labor-laws-regulations-
workplace.html SKIM: http://www.eeoc.gov/laws/other.cfm
READ: http://www.observer-
reporter.com/20160904/labor_unions_facing_tough_times_in_new_economy
READ: Employment at Will, What Does it Mean
http://www.nolo.com/legal-encyclopedia/employment-at-will-
definition-30022.html
Reading Assignments (Legal Aspects Employment Pt. 2)
TEXT: Denisi-Griffin CHAP 8
Equal Employment Opportunity; (PART ONE)
READ: http://www.eeoc.gov/laws/statutes/index.cfm
Equal-Employment Opportunity (PART TWO)
READ: http://www.fklaborlaw.com/faqs/employment-law-
discrimination-eeoc.html
Affirmative Action:
TEXT: Chapter 8
READ: http://www.nytimes.com/2012/10/14/sunday-
review/rethinking-affirmative-action.html
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READ:
http://www.slate.com/articles/life/history/features/2014/the_liberal_failure_on_race/affirmat
ive_action_it_s_time_for_liberals_to_admit_it_isn_t_working.html
Sexual Harassment
READ: http://www.eeoc.gov/policy/docs/harassment-facts.html
TEXT- Chapter 11 Labor-Management Relations:
(The Unionized Workplace)
Immigration Issues
SKIM http://www.midwestcoalitiontoreduceimmigration.org/
and http://www.washingtontimes.com/news/2013/dec/25/obamas-
immigration-reform-agenda-may-lead-amnesty/
and
http://blogs.rollcall.com/218/immigration-reform-life-gop-house/?dcz=
and
http://www.cfr.org/immigration/birthright-citizenship-debate/p23900
******************************************************************************
BLOCK 2 Materials, Cases, and Reading Assignment
FEB 15 Materials, Cases, and Reading Assignment
Employment Contracts (incl. Non-Comp./Confid. Agreements)
Severance Agreements & Termination Strategies
READ: http://www.reuters.com/article/2009/04/06/businesspropicks-
us-findlaw-10-things-ab-idUSTRE53569C20090406
and
http://www.employmentlawfirms.com/resources/employment/employment-
contracts/written-employment-contract.htm
and
READ:
http://employeeissues.com/severance_agreement.htm
and
http://www.ncsl.org/research/labor-and-employment/at-will-
employment-overview.aspx
and
http://www.fed-soc.org/publications/detail/virginia-supreme-court-expands-wrongful-
discharge-cause-of-action
Text Chapter 1
Topic: HR Strategy & Planning
Text Chapter 5
Topic: Human Resources Decision-Making & Job Analysis
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Text Chapter 7
Topic: Recruitment, Screening, Due-Diligence Investigations, &
Selections
and
https://hbr.org/2012/07/i-wont-hire-people-who-use-poo
and
http://www.forbes.com/sites/cherylsnappconner/2012/10/21/i-dont-
tolerate-poor-grammar/
and
http://www.infortal.com/PDF_files/BestPracticesinExecutiveDueDiligence.pdf
and
How Google Recruits the Best Workers (Wired Magazine):
http://www.wired.com/2015/04/hire-like-google/
and
http://www.businessnewsdaily.com/2377-social-media-hiring.html
Topic: Business Taxes and Payroll Taxation
READ: http://www.yesvirginia.org/ProBusiness/StableTaxes
READ: http://www.investopedia.com/articles/taxes/08/business-
payroll-tax.asp READ/SKIM: http://www.bizfilings.com/toolkit/sbg/tax-info/payroll-
taxes.aspx
Reading Assignments Topic: Training, Development, Retention, Compensation & Benefits
TEXT: Chapter 7
TEXT: Chapter 9
Make More Money by Making Your Employees Happy (Forbes):
http://www.forbes.com/sites/stevecooper/2012/07/30/make-more-money-by-making-your-
employees-happy/#512488be7223
Employee Discipline & Severance Issues
TEXT: Chapter 6
TEXT: Chapter12
Topic: Health/Safety/Security/Privacy Monitoring
TEXT: Pages 319-320
READ: Mujitaba: Ethical Implications of Employee Monitoring: What
Leaders Should Consider. http://www.huizenga.nova.edu/Jame/articles/employee-
monitoring.cfm
(OR, shorter version same article is @) http://smallbusiness.chron.com/ethical-implications-
observing-employees-knowledge-18586.html
READ: Data Loss Prevention:
http://www.cisco.com/c/en/us/solutions/collateral/enterprise-networks/data-loss-
prevention/white_paper_c11-506224.html
Topic: HR Intellectual Property Issues:
READ: http://workplaceinfo.com.au/recruitment/employment-
contracts/analysis/intellectual-property-the-rights-of-employers-and-
employees#.WEmAJ7lCxME
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http://www.forbes.com/forbes/welcome/?toURL=http://www.forbes.com/sites/ciocentral/201
2/08/27/intelectual-property-theft-beware-the-enemy-
within/&refURL=https://www.google.com/&referrer=https://www.google.com/
***************************************************************************
BLOCK 3 Materials, Cases, and Reading Assignment MARCH 22 Reading Assignments
Text Chapter 10
Topic: Performance Management/Evaluations
READ: http://www.businessnewsdaily.com/5760-write-good-
performance-review.html
READ: http://www.forbes.com/sites/ericjackson/2012/01/09/ten-reasons-
performance-reviews-are-done-terribly/
Topic: The Looming Pensions Crisis:
READ: http://www.investors.com/politics/editorials/the-looming-
pension-crisis-of-state-and-local-governments/
READ: http://www.dallasnews.com/news/dallas-city-
hall/2016/12/08/dallas-police-fire-pension-board-ends-run-bank-stops-154m-withdrawals
SKIM: http://www.wsj.com/articles/china-slowdown-deepens-looming-
pension-crisis-1478165548
EVALUATIONS: CASE STUDY HANDOUT
PART 2 *******************************************************************
BUSINESS ETHICS (PART I)
Ethics & Business: (explore this website)
http://www.northropgrumman.com/CorporateResponsibility/Ethics/Pages/default.aspx
Conventional Morality/Relativism:
READ:
http://www.cameron.edu/~abbasj/cap_project_examples/dottie/mm2132/ethical_final.htm
Utilitarianism
READ:
https://philosophicalinvestigations.co.uk/index.php?option=com_content&view=article&id=
377:utilitarianism-and-business-ford-pinto-case&catid=67:applied-issue-8-business-
ethics&Itemid=54&limitstart=4
AND: Moral Duty, Rights, Justice
READ: http://plato.stanford.edu/entries/justice-virtue/
Ethics & Business:
READ: http://en.wikipedia.org/wiki/Business_ethics
Justice & Economics:
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READ: http://plato.stanford.edu/entries/justice-distributive/
American Capitalism
http://www.benzinga.com/general/politics/12/05/2610408/is-
capitalism-ethical-looking-for-morality-in-the-marketplace
READ: Is Ethical Capitalism Possible?
https://www.commondreams.org/view/2010/03/15-7
TAKE-HOME (INDIVIDUAL WORK) EXAM #1:
HRM & EMPLOYMENT LAW
DUE: FEB 22
***************************************************************************
BLOCK 4 BUSINESS ETHICS (CONT.) APRIL 5 Marketing & Advertising Ethics:
READ:
http://www.marketing-schools.org/types-of-marketing/ethical-marketing.html
AND:
https://archive.ama.org/Archive/AboutAMA/Pages/Statement%20of%20Ethics.aspx
Banking and Financial Fraud:
READ: http://www.newyorker.com/business/currency/wells-fargo-and-a-
new-age-of-banking-scandals
AND: http://www.americanbanker.com/gallery/the-seven-largest-
sanctions-related-fines-against-banks-1068360-1.html (Slide Show)
Corporate Governance & Accounting
TEXT-Chapter 4 (SKIM)
READ: http://smallbusiness.chron.com/sarbanes-oxley-code-
conduct-requirements-4060.html
READ:
http://www.americanbar.org/groups/young_lawyers/publications/the_101_201_practice_ser
ies/ehical_considerations_in_corporate_representations.html
Materials, Cases, and Reading Assignment
International Business & Globalism (Globalism Debate):
READ: Globalization:
http://www.stlouisfed.org/publications/itv/2008/a/pages/lead_story.cfm
AND:
https://www.stlouisfed.org/Publications/Inside-The-Vault/Spring-2008/Crossing-Borders-
The-Globalization-Debate
Corruption & Transparency in International Business:
READ: http://www.worldbank.org/en/about/what-we-do
AND:
http://web.worldbank.org/WBSITE/EXTERNAL/EXTABOUTUS/EXTANNREP/EXTANNRE
P2013/0,,contentMDK:23461227~pagePK:64168445~piPK:64168309~theSitePK:9304888,00.h
tml
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AND: http://corporatescorecard.worldbank.org/
AND: Corruption and Development:
http://www.imf.org/external/pubs/ft/fandd/1998/03/pdf/gray.pdf
EXPLORE: http://www.transparency.org/
EXAM #2: BUSINESS ETHICS TAKE-HOME
DUE: MARCH 22
*******************************************************************
STUDENT PRESENTATIONS
FINAL THINK PAPER ABSTRACTS
MUST BE APPROVED: NLT MARCH 7
RESEARCH/THINK PAPER
DUE: APRIL 12
CONSULTING PROJECT
DUE: APRIL 29
COURSE PERCENTAGE BREAKDOWN
MGMT 535
EXAM I (EMP-LAW/HRM) 20%
EXAM II (BUS. ETHICS) 20%
THINK PAPER 20%
STUDENT/TEAM PRESENTATION 20%
CONSULTING PROJECT 20%
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MGMT 535 (Spring 2019)
TOPIC PROPOSAL PAPER ____ PRESENTATION ____
NAME: ____________________ (Paper Only)
TEAM: ________________ & _________________ (Presentation Only)
TITLE:
______________________________________________________
______________________________________________________
ABSTRACT: (Short Summary/Thesis)
______________________________________________________
_____________________________________________________
______________________________________________________
______________________________________________________
RELATIONSHIP TO COURSE OBJECTIVES:
_____________________________________________________
______________________________________________________
INSTRUCTOR APPROVAL _________
DATE: ________________
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CRITICAL ANALYSIS (“Think”) PAPER: MGMT-535
An analysis paper differs from other types of writing in that its primary concern is to
explain something in greater or newer detail using a unique PERSONAL point of view.
This assignment requires you to select a current issue or problem within the current
business environment that is directly related to the learning outcomes specified in the
course syllabus. Your paper shares with the reader your position(s) about a controversial
issue that may lead to an appropriate resolution, solutions, or other positive outcomes.
You cannot write a critical essay about a topic in which there is little public debate or
disagreement. For example, everyone agrees that “puppies are cute” or “racism is bad.”
On the other hand, whether “Walmart is an evil empire?” is a matter or significant debate.
There are many well-informed people who believe that Walmart is a monolithic predator
that ruthlessly crushes all competition, exploits workers, to (amorally) achieve low prices.
Others feel that Walmart is a positive force in our economy by providing jobs and saving
low-income families thousands of dollars in household expenses.
RECOMMENDED STRUCTURE:
ABSTRACT: Your critical analysis papers MUST begin with a relatively short
“abstract” or “thesis” paragraph that briefly summarizes your subject, purpose, and
particular point of view (i.e. your “argument”) as well as your conclusions or
recommendations.
INTRODUCTION/FOCUS:
Identify the issue or topic.
Present/restate your subject/purpose.
Preview how you will prove your argument.
SUMMARY OF ISSUE:
Explain the background/history of the issue in question.
Discuss theories, arguments, and positions held/made by others.
ARGUMENT/METHODOLOGY/PROOFS/RESULTS:
(This should be the bulk of your paper)
Explain your argument/thesis.
May include “sub-arguments.”
Support/Prove/Argue your position with historical, scientific research, logic, etc.
CONCLUSION/RECOMMENDATIONS:
Reflection upon how you have proven your argument.
Why important etc.
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May discuss future needs, additional research, or make other final suggestions.
PREVIOUSLY-APPROVED TOPICS (PAPER & PRESENTATIONS)
PETA, SPCA, and Green-Peace: Are They Ethical?
Whale-Wars (Sea Shepherd) Criminal Pirates or Environmental Heroes
Drug/Alcohol Testing in the Age of “Medical Marijuana”
Americans with Disabilities Act: Current Issues and Controversies.
Is Wal-Mart an Evil Empire?
Health-Care/Obamacare/Healthcare Reform
The "Fairness" of Executive Compensation Policies
The Pay/Gender Gap: Does it really exist?
The Gay Workplace: Sexual Orientation Issues in Business
Animal Testing of Consumer Products/Medicines
Fair Trade/Ethical Supply Chain Practices: Do they really make a difference?
The Mommy Track: Women, Family, and Work
Understanding and Managing Employee Theft
Nutrition, Health, and Fast Food Marketing: “You want fries with that?”
Alcohol Abuse in the Workplace: Legally Managing Problem Drinkers
Affirmative Action: Where are we/Where should we be?
The Glass Ceiling: Does It Still Exist for Women and/or Minorities?
Truth in Advertising (let’s explore the edges)
The Pharmaceutical Industry (marketing and sales issues)
Disability Racket: Getting marginal/malingering workers back into the workforce?
Workplace Bullying: Who, what, why, and how do we fix it?
Fortune 500 Lawbreakers: Some current problems and (unique/possible) remedies.
Employment Checks: Criminal & Credit Histories (what should/not be OK)?
“Speed/Grease Money/Bakshesh” Legal and Ethical Limits in the Global Environment
Sports Corruption: (FIFA, Cricket, USOC, NFL, Olympics etc.): What should be done?
AIDS/HIV: Protecting Drug Patents or Saving Lives?
The Jones Act (Time for Repeal?)
Genetically Altered/Enhanced Foods (Talking Celery or the end of Global Hunger?)
Dual Research of Concern (Do we need to be worried?)
Lufthansa Flight 9525: What happened and how do we prevent this in the future?
Locked and Loaded: Carrying (legal) Firearms in Schools and Workplaces:
The Clinton Foundation: Charity or Profit-Center?
Ebola Crisis: Impact of Public Perceptions of Government Corruption
Employee Incentives, Benefits, & Awards: Outside the Box Ways to Keep/Recruit Talent
For Profit Prison Industry
Workers Compensation Opt-Out Laws/States
Elephant Ivory Poaching in Africa: Deadly Harvest (Problems & Solutions)
Menstrual Leave Policies
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ABSTRACT EXAMPLES
Humanistic Psychology in the Workplace
Reviewing applications of Humanistic Psychology (HP) in the workplace, we focus on the work of
Maslow and other key theorists, as applied in the workplace and management theory. This
includes how they are often trivialized or instrumentalized, the limitations and decline of HP,
and possible new directions drawing on the rich history of HP and new opportunities.
Leading teaching and learning - Instructional leadership versus transformational leadership
Instructional leadership is different from and can be separated from its parent, transformational
leadership. Whilst it is noted that the variant ‘instructional leadership’ is unique to education, its
intention is to focus on the behaviors of staff that affect the quality of teaching and learning.
Although leading schools requires a full array of both transformational and instructional
approaches, there are significantly larger effects for ‘instructional’ as compared with
‘transformational’ leadership practices.
The relationship between corporate social responsibility and financial performance through
the mediating role of corporate image: Evidence from Egyptian hotel industry
Corporate social responsibility (CSR) can be understood as a company’s voluntary activities “that
appear to further some social good, beyond the interests of the firm and that which is required
by law”. Examples include reducing the environmentally hazardous materials, the creation of
products integrating social attributes, and support for local businesses. The relationships
between corporate social responsibility (CSR) and financial performance (FP) have been
extensively reviewed and tested in the management literature, but their results are widely
varied. This study utilizes models derived from the Hospitality Sector in Egypt to highlight the
link between social responsibility and increasing profitability.
Islamic Leadership Models--Lessons from early Islam
Few events in history are as commonly misunderstood in the West as the Muslim Conquests of
the 7th and 8th Century or the “Crusade Periods” of the 11th and 12th Centuries. Typically,
Islam and its leaders are portrayed as fanatical religious zealots, violently intolerant of other
religions or cultures. While there were certainly some instances of “conversion by the sword,
what have not been adequately critiqued, at least in a contemporary business/management
context, are successful leadership traits of both the Prophet Muhammad and his early civil and
military successors. Meritocracy, honesty, tolerance, personal courage, and compassion for
others were essential underpinnings of the successful and rapid expansion of Islam. A model for
a conceptualization and examination of Islamic Leadership has been developed. The model
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involves a refinement of previously proposed, but not fully conceptualized, frameworks of
Islamic Leadership.
THINK PAPER CHECKLIST
YES/NO:
DOES YOUR PAPER SUPPORT/FULFILL ONE OR MORE COURSE OBJECTIVES IN THE SYLLABUS
DOES YOUR PAPER DISCUSS A CURRENT ISSUE, CONTROVERSY, CHALLENGE, OR PROBLEM?
DOES YOUR PAPER HAVE A DISTINCT/PERSONAL POINT-OF-VIEW OR POSITION?
DOES YOUR PAPER BRING FRESH/PERSONAL INSIGHTS/IDEAS TO THE ISSUE?
IS YOUR PAPER (GENERALLY) BALANCED? IN OTHER WORDS, MOST PAPERS INCLUDE
BACKGROUND, CURRENT RESEARCH, AND PERSONAL INSIGHTS AND ANALYSIS.
IS YOUR PAPER WELL-RESEARCHED AND UP-TO-DATE?
HAVE YOU USED A GRAMMAR CHECK AND/OR WORKED WITH THE SU WRITING CENTER TO
ENSURE YOUR PAPER IS WELL-ORGANIZED AND FREE OF GRAMMAR ERRORS?
HAVE YOU CAREFULLY CHECKED YOUR PAPER TO AVOID PLAGIARISM INCLUDING
PATCHWORK/CLOSE-COPYING PLAGIARISM?
TYPICAL GRAMMAR ISSUES:
Sentence Fragments Misplaced/Dangling Modifiers
Faulty Parallelism Pronoun/Case Errors
Comma Errors Apostrophe Errors
Wordiness/Run-On Sentences Poor Organization
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Excessive Paragraph Length Word Usage/Choice Problems
Passive Voice
(PASSIVE: “The fish was caught by the seagull.” ACTIVE: “The seagull caught the fish.”)
ANALYSIS PAPER: GUIDELINES/SUGGESTED FORMAT: What is the problem or issue to be solved? ABSTRACT: State the problem and best course of action (i.e. solution) in the absolute fewest words possible. INTRODUCTION: Restate the problem and proposals/solutions CLEARLY. Provide any necessary background information. Explain/Summarize why your proposed course(s) of action are worthwhile/best, etc. Explain key terms needed to understand the problem. BODY (Part One): What are the causes of the problem? Why/How did it happen? For whom is this a problem? What are the effects of the problem? Why is it a problem? The better you, the writer, understands the problem/issue and all its implications, the better solutions you will find. Properly document/support your arguments/findings, etc.
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BODY (Part Two): Discuss and examine each solution, course of action, etc. Why is it feasible. Why is this the best course of action. What are the advantages over other courses of action or solutions. What resources are available or will be necessary? Use logic and critical thinking in your discussion. Apply learned or researched theories and/or principles. Fully and properly DOCUMENT your work/paper. Discuss and consider all sides/arguments and look for repercussions. What could go wrong; what might not work; what might not be supported? BODY (Part Three/Conclusion): Discuss which/why your proposed course of action/solution is the most feasible and why you chose it, developed it, etc. Make sure your justification of the “value” of the chosen solution is fully supported/rationalized.
PROCESS: 1. Critical Reading!! 2. Thoughtful ANALYSIS (thinking) 3. Research 4. Listing Sources 5. Developing Arguments 5. Drafting the Abstract 6. Outlining (organization of your paper)
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7. Preparing First Draft 8. Revising and writing your Second Draft EDITING: (writing for CLARITY). Are all your arguments/reasoning logical and supported? Are your transitions and connections clear and do they flow together?. Are all your ideas, arguments, sources moving the reader further from one idea to the next? Is there a constant “nexus” between what you are writing and your abstract? Are you using correct words? Short sentences? Short paragraphs? Complete sentences? Punctuation, capitalization, spelling, word-choice, word usage? RESOURCES: Shenandoah University Writing Center (SU MAIN CAMPUS & LOUDON CAMPUS). 540-665-4845 | [email protected] https://su.mywconline.com/
