HRIR 4410 A01 (3 CH) STAFFING AND MANAGEMENT DEVELOPMENT

WINTER 2021 Thursday 8:30 AM – 11:15 AM (On-line)

CONTENTS CONTENTS ............................................................. 1

INSTRUCTOR ......................................................... 1

COURSE DESCRIPTION........................................... 1

COURSE OBJECTIVES ............................................. 1

COURSE FORMAT AND ONLINE ACCESS ............... 2

COURSE MATERIALS .............................................. 2

ASSESSMENT OF LEARNING .................................. 3

MISSED EXAM AND LATE SUBMISSION POLICY .... 6

ELECTRONIC DEVICE POLICY ................................. 8

OUT-OF-CLASS COMMUNICATION ....................... 8

CLASS SCHEDULE (Tentative) ................................ 8

IMPORTANT DATES ............................................... 9

INTENDED LEARNING OUTCOMES ...................... 10

ACADEMIC INTEGRITY POLICY ............................ 11

Typical Penalties for Academic Dishonesty in the Asper School ....................................................... 12

STUDENT SERVICES AND SUPPORTS ................... 13

ABOUT THE INSTRUCTOR .................................... 14

INSTRUCTOR Name Janet Eisbrenner

Office: Virtual Office via ZOOM

Phone: 204-480-1085 (Calls to this number are forwarded to my cell phone)

Email: Janet.Eisbrenner@umanitoba.ca

Office Hours (Virtual): Monday and Wednesday 11:15 AM to 12:15 PM

I welcome e-mail inquiries and typically respond the same or next day. If your question requires a lengthier or more direct response, we can arrange a phone call or a Zoom conference.

COURSE DESCRIPTION

A review of: employment planning; recruitment and selection; internal placement; out placement; performance appraisal; career development. Training needs analysis, methods, and evaluation.

COURSE OBJECTIVES

This course is designed to give you an advanced understanding of the staffing and employee development functions in Human Resource Management (HRM). The material will build on concepts and theories introduced in the introductory HRM courses. The objective of this course is to give you an opportunity to put theory in action primarily using challenging exercises and case analyses. Moreover, the major project for the course is a demanding one that will require you to apply much of the material covered to an organization you are familiar with. Upon completion students should:

1. Acquire a rudimentary understanding of staffing terminology and issues.

2. Understand Canadian Legal Issues to address while understanding staffing functions.

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3. Prepare and execute a behavior-based job interview.

4. Develop a staffing strategy plan at an organization of your choosing.

5. Understand the appropriate role of testing in selection decisions.

6. Have exposure to staffing practices from entry level positions to executive searches.

7. Understand appropriate decision-making functions.

8. Understand the process of establishing employee training programs.

9. Gain recognition of retention management and management development practices.

COURSE FORMAT AND ONLINE ACCESS

This course is conducted “live” via videoconferencing using “Cisco Webex” and will not involve in-person

instruction. Classes will be during the scheduled class time. To join the class, log in to the UM Learn course

and then choose CommunicationCisco Webex from the top menu and then click Join. Detailed

instructions are available here.

For recording attendance and class participation, I expect you to turn on your camera and microphone

during class time and exams. I appreciate it if you leave your camera on for the duration of the class. Have

your microphone muted and unmute yourself only when you speak. Please note that I will record classes.

Be mindful that there is a possibility that students might share the recordings with others; however, please

note that I ask you not to share the recordings. The classes will comprise of lectures, discussions,

simulation, activities, and exercises. There is a significant participation component where I will ask you to

submit in-class feedback and analysis using various forums, including UMLearn (i.e., discussion and

Dropbox areas). Students are encouraged to participate in lecture and class discussions by sharing insights

and ideas about the text reading and course themes. The course has a participation grade to reward you

for contributing to the in-class discussions, assignments, group, and individual activities.

NOTE: The course may be conducted via ZOOM, in rare circumstances. To use ZOOM, go to: https://zoom.us/j/2048459524 (password: xyz123). To join the class from your computer, install Zoom Client for Meetings from zoom.us/download. To join from your smartphone, install the Zoom app. Always assume the course is conducted via Cisco Webex unless otherwise notified by me via UM Learn News and e-mail announcements.

COURSE MATERIALS

Required Materials:

Heneman III, H. G., Judge, T. A., and Kammeyer-Meuller, J. (2018). Staffing Organizations. (9th Edition). Montreal, ON: McGraw Hill Companies

o Print: ISBN 9781260092400 (Available at the U of M Bookstore – in-store; curbside pick-up; delivery; shipping, including outside of North America).

o E-Text: ISBN 9781264939831

Instructions to purchase the E-Text:

Step 1 – they purchase and get an access code at U of M bookstore

Step 2 - Go to Campus ebookstore to redeem -

https://campusebookstore.com/account/MyAccessCodes.aspx

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If you are a new user, click the "Create an Account" link and follow the prompts to complete the registration process

If you already have an account, sign-in using your existing log in detail

Once signed-in, click "Manage" and then "Redeem" on the upper right side of the Bookshelf site.

Where prompted, enter the Access Code: Click “Redeem”

Please respect copyright laws. Photocopying textbooks or other reading material is a violation of copyright laws and is unethical unless permission to copy has been obtained.

As classes will be delivered synchronously via videoconferencing, a device enabled with a camera and microphone is required. Further, you are expected to be in a location with a reliable Internet connection that is strong enough for streaming video.

Quizzes/exams, will be administered via the Respondus Lockdown Browser (RLB); you will need a device (computer or iPad; smartphone will not work) with one of the following operating systems:

Windows 10, 8, or 7 (note: will not work with Windows 10S)

Mac OS 10.15 to 10.12, OS X 10.11, or OSX 10.10

iOS: 11.0+ (iPad only)

You will need the Chrome browser. Other browsers such as Safari may not work.

ASSESSMENT OF LEARNING

Test 1 – 25%

Test 2 – 25%

Group Project – 25% (Presentation and Written Paper)

Essay – 15% Participation – 10% (includes in-class assignments)

Of the above, grades for Test 1 will be communicated to you prior to the VW date.

ASSESSMENT NOTES

Exams: The tests are online during class time and will consist of multiple-choice and written response.

Tests delivery is through submission to an assigned drop box or UM Learn quiz. For tests delivered via an

UM Learn quiz, a trial test is uploaded on UM Learn for you to practice online exam procedures and upload

the Respondus Lockdown Browser. I will announce in-class, and UM Learn “news” about the test format

and delivery sufficiently in advance.

To protect the academic integrity of education at the Asper School, certain protocols will be observed for

online exams. For instance, for UM Learn Quiz test delivery, the online exam will be set up such that each

student will get a random subset of questions from a larger question bank, which means no two students

will get the same exam. Further, a very small number of questions will appear on a screen and you do not

have the option to move back to questions you have already answered.

Note: The university approved Respondus Monitor (RM) might be used for exams which will require you to have your

camera and microphone on for the entire duration of the exam. As the software detects unusual movements, please

sit in a location where there are no people/pets or other moving objects in the camera’s view during the exam. Your

instructor will announce on UM Learn News and in class if the RM is used for an exam.

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Group Project: The group project will offer students an opportunity to develop a staffing plan using an

organization where a student(s) has worked or one where the team can obtain meaningful information.

You will base your staffing strategy plan on the "Staffing Organizations Model" in Chapter 1 of the course

text, 9th edition. You will work in groups of three to four students. I will assign the groups. If you wish to

form your team, please e-mail me your team list - A list of four is preferred, but not absolute (I appreciate

that the online environment brings unique circumstances; therefore, I want to extend provisional

flexibility, when possible). If you wish to work on the project on your own, e-mail me to discuss if it is

practical for you. The project consists of two parts - Presentation (brief, time TBA) and Written Paper. The

project's presentation component is a small percentage of the project mark, whereas the written part

features the larger potion. For the presentation, the team will share a particular aspect of the research

and analysis with the class. The feature that you select to share should advance your classmates' learning

about staffing organizations, in the context of your organization and relevant course material. I will

evaluate the team's presentation on content, creativity, and ability. On the day of your presentation,

please upload your PowerPoint to the assignment drop box. (If you are not showing a power point, please

upload a word document of your presentation outline). I will assess your paper on content, support,

research and analysis, and writing (I.e., grammar, organization of the material, format, clarity, spelling,

etc.). Electronically submit your report to the assignment dropbox on UM Learn by the due date (word

document format). For both submissions, designate one team member to submit your document. The

following outlines details for your written report:

Your written report should be 1500 words (+/- 150 words), seven pages, double-spaced, 12 font, plus

bibliography and appendix pages. (Note, you can integrate some materials within the content of the paper

- graphs, and tables, for example, instead of an appendix area, when feasible). You do not tally titles, in-

text citations, or the bibliography and appendix pages in your word count. You should develop a template

for your report and incorporate the titles in your paper. I will provide a sample template(s) on UM Learn.

Your project work should integrate and reflect a broad array of materials, including course and research

items. The research should reflect a comprehensive study on the company and industry it is part of (i.e.,

websites, manuals, articles, etc.), relevant government sites, educational materials, and library-based

resources (i.e., peer-reviewed journal articles). Refer to additional assessment notes in the course

syllabus for other important information about assignments. I will discuss this assignment in class.

Note: I expect that each team member equitably contributes, participates, and engages fully in all project stages. Failing to do so will result in a reduced or zero grade. Please refer to sections of the course syllabus concerning Class Policy - Group work and Social Loafing and Academic Integrity (Group Projects and Group Work) for group work expectations and policy. I will provide a confidential peer evaluation to rate your own and your team members' contributions to the group project. I reserve the right to mark individually, when appropriate. I will downgrade a team member(s) mark who receives a low peer evaluation and does not contribute totally to all the project stages.

Essay: You will write an essay about a situation relating to retention, training, and development. I will

provide you with a list of topic areas. I will evaluate your report based on the extent to which you

demonstrate a comprehensive understanding of a retention, or training and development circumstance,

integration of relevant course concepts, applicable research materials, analysis, support, and writing

apparatus. Your report should be roughly 1200 words (+/- 75 words), four to five pages, double-spaced,

12 font, and a bibliography page containing source material. You should develop an outline for your paper

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and incorporate the titles in your report. You do not tally the headings, in-text citations, or the

bibliography page in your word count. Use APA, 7th edition format for your in-text citations and

bibliography. Include a title page. Your paper should have an introduction that contains your hypothesis

or purpose statements and a conclusion that presents advocacy for your work. Electronically submit your

report to the assignment dropbox on UM Learn by the due date. Provide page numbers and a running

header (upper left corner of each page - your last and first name, course name, assignment, date, and

word count). Your paper should integrate relevant course concepts and demonstrate educational (i.e.

peer-reviewed and scholarly journals), and other research pertinent to your topic area. Take an objective-

based approach to the topic of your topic and include a wide-array of materials. Refer to additional

assessment notes in the course syllabus for other important information about assignments. I have placed

a list of topic ideas on UM Learn, content. I will discuss the report in class. (Note: You may work as a pair

or pick your topic; however, please discuss either of these scenarios with me before moving forward).

Class Participation: I will base your class participation mark on attendance, discussion, engagement with

the lecture material, class discussions, group, and individual in-class assignments, activities, and exercises.

I expect that you read the assigned course text chapter(s) and cases before class. I reward quality

contributions. Quality means offering a unique and relevant perspective, moving the analysis forward,

providing evidence, demonstrating course material recognition, integrating these with reflective thinking,

and linking course concepts to current events. You need to attend to complete the in-class assignments.

Many in-class assignments and exercises will be due during instruction hours, where you work on them

during class time only. If you miss class, even if it is an excused absence, you lose out on completing the

task and the participation credit. To record your class participation, please turn on your camera and

microphone when you speak.

Additional Assessment Notes:

Submit assignments to the assignment drop box on UM Learn on the due date. Use a file name that

includes the name, course, assignment (Smith, A._HRIR4410_Paper).

Assignments must be double spaced. Always keep a copy of your work. Use Times New Roman,

Calibri, or Arial 12 font. Put a header at the top left corner of EACH page: Name, course number, date,

word count.

All material referred to in any assignment MUST be appropriately referenced. Plagiarism is a serious

academic offence. Refer to the syllabus' departmental academic integrity pages.

Academic honesty is imperative. You should work alone in writing your papers, although you may discuss problematic issues with other students. Your paper should not resemble anyone else’s paper for this or any other class and should not be like a paper prepared for another course. You should not quote directly from other sources unless you use quotation marks and identify your source. Close paraphrasing should be avoided. All statements you obtain from published sources should be carefully documented. Collaborating with anyone else constitutes academic dishonestly. Not writing your own paper is cheating and a form of academic misconduct. Please refer to “Academic

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Integrity Policy” and “Typical Penalties” on this course outline to see what is (un)acceptable. (Note:

The above rules apply to all assignments, including team work).

All assignments are to include theory and concepts from the course material. These should be briefly

explained and noted how they apply to the situation you are discussing. Inclusive language and

formal writing are expected.

Introduction and Conclusion: Academic work should have a clear and easily identifiable purpose. You

first begin the paper with an introduction. A thesis statement is helpful in setting out a clear purpose

but may not be enough by itself. Hence, you may want to include one or two sentences to explain

your purpose. These will identify what you set out to do in your paper and how you will go about it.

The thesis statement is the last sentence in your introduction. Your paper should end with a

concluding paragraph that emphasizes the main point in your introduction. (It should not be a

repetitive summary of your purpose statements). The conclusion allows you to restate your thesis

persuasively and succinctly. It presents advocacy of your work – it is a place to explain the strength

of your argument presented in the content paragraphs. Be mindful that the ending is not the place

to introduce new information or new ideas.

Written assignments require the application of basic rules of grammar, organization, spelling, and

good communication in response to assignment expectations. Use the APA style of referencing for

the in-text citations and the bibliography. To learn about the APA style, please consult a librarian in

the Management Library or look up http://libguides.lib.umanitoba.ca/citationmanagers/referencemanagers.

I will re-grade work if requested in writing via my university e-mail. Grading appeals must include a

detailed written description of your concern and reasons why your mark should be changed. After a

re-grade, your grade might raise, stay the same, or drop.

LETTER GRADE SCHEME

Final Grades are submitted as follows: *

*In the event of a skewed distribution of grades, the total course marks may be curved up or down as necessary

(the weighting of each component will remain unchanged).

MISSED EXAM AND LATE SUBMISSION POLICY

1. In the absence of acceptable extenuating circumstances, missed assessments, including exams, will

receive a score of zero. I do not provide make-up exams unless there are extraordinary circumstances.

Marks Letter Grade

95-100 A+

90-94.99 A

85-89.99 B+

78-84.99 B

70-77.99 C+

60-69.99 C

50-59.99 D

Below 50 F

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The Asper School also has a list of events for which we accommodate for a missed term exam (not the

final exam). Please refer to the “list of events” link provided above to learn about the policy and

procedure for a missed exam. Inform me via my U of M email before the exam start. Unless you have

a valid reason (i.e., medical emergency), informing me after the exam will not suffice. I cannot

guarantee that the format and difficulty level of the make-up exam is the same as the one I gave to the

rest of the class.

2. Final Exam – In the event you miss the Final Exam for a valid reason, a request for a deferred exam

must be made at your home Faculty’s Undergraduate Program Office (b_comm@umanitoba.ca, if you

are an Asper student). Applying for a deferred exam does not guarantee your request will be granted.

I cannot guarantee that the difficulty level and format of a deferred exam will be the same as the test

that the rest of the class was given. The Winter 2021 deferred exam is tentatively set for Friday, May

14, 2021 on UMLearn.) NOTE: There is no final exam for this course. Instead, there is an essay due

on the first day of the final exam schedule. For information about the paper, refer to assessments,

in this course syllabus.

3. For the tests, a forgiveness buffer of five minutes is allowed. This means that you can submit up to five minutes beyond the deadline to account for any technology challenges. After five minutes, a penalty of one percentage point per minute late will apply.

4. Late submissions are accepted. * Be mindful that late assignments will have 5% of total marks for the assignment deducted for each day/partial day (including weekend days) beyond the due time. * For the group project paper, I do not accept late submissions two (2) days past the due date.

ATTENDANCE AND GROUP POLICY

Attendance – For recording attendance, you will be required to have your camera on during the class. A

screenshot and random roll calls will be taken as a record of the attendance. All students are expected

to attend class regularly. Attendance is not considered optional. Excused absences include a significant

medical reason, approved academic event as per this Faculty-approved list of events, death of a close

family member, or religious observation. No other reason is considered valid.

If a student has over four absences, it may result in an automatic F grade in the course, as per the Asper

School’s Debarment Policy. If you feel you will miss a significant number of classes, you are strongly

encouraged to VW.

Attendance will be taken daily, officially on the first class day that follows the U of M course add date.

Entering the on-line class over 10 minutes late or leaving more than 10 minutes early (without your

instructor’s prior approval) will be considered an absence for that class.

Group Work – I expect that ALL group members contribute equitably. Social loafing is NOT accepted.

Social loafing occurs when a group member relies on other members to complete group tasks and does

not add to group work. If the team feels that a group member(s) is not adequately contributing, follow

these steps: 1) Address your concern early, directly and respectfully with that team member(s), 2) Outline

the team's expectations and include instructions about how they can better contribute to the group, 3) If

the team member(s) is not responsive to the team’s concerns, express them via email, and copy me, and

4) If the problem persists, please e-mail me directly. I will give team members the option to fill out a team

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evaluation form, confidentially. If a group member(s) scores poorly (i.e., <6 on a scale of 1-10), marks for

the group work or participation may be reduced, at the instructor’s discretion.

ELECTRONIC DEVICE POLICY

Using a computer or smartphone with a camera/mic during class and exams is necessary for this course.

Cisco WebEx lectures will be recorded and made available through UMLearn Cisco WebEx. Although this

course is taught in a remote teaching format, we will observe the protocols that would be expected during

in-person classes. Please make sure your cellphone does not ring during class. No frivolous posting of

messages in the Chat area during class. Practice self-control—don’t browse the Internet or check your e-

mail/social media/text messages while class is in progress. Do not video/audio record class lectures or

take pictures of the screen without the instructor’s permission.

OUT-OF-CLASS COMMUNICATION

I will post class material on UM Learn as we move through the course. For example, I will regularly post

weekly class agendas and essential announcements on UM Learn “news.” For the course modules, I will

upload all material (i.e., PowerPoint, associated reading, and cases not in the course text) on UM Learn

“content” in the corresponding module. Please note that I have uploaded the course syllabus and a writing

tips word document on UM Learn, “content” in Module 1. Submit your assignments via UM Learn to the

assignment dropbox. I will post scores and feedback on UM Learn or to your University of Manitoba email.

If you have an inquiry, email me. I typically reply the same day or the next. If it is not feasible to answer

via email, we can arrange a virtual conference or phone call. You must use your U of M email address for

our correspondence. Please check your email and the UM Learn site regularly to ensure you receive all

information. Saying that you have not checked in a while is not an excuse for not accepting messages.

CLASS SCHEDULE (Tentative)

Exam dates and assignment due dates are not tentative unless otherwise announced in class and UM Learn news.

DATE TOPICS REQUIRED READINGS

AND MATERIALS

January 21

Class 1

Introduction to Staffing and Management Development

Module 1: Staffing Models and Strategy

Chapter 1

January 28 Class 2

Module 2: Support Activities

A. Legal Compliance B. Planning

Excerpt from Catano text (Part A Legal)

(Electronic Hand-out on UM Learn); and Chapter 3 (Part B)

February 4 Class 3

Module 2: Support Activities (cont.)

Job Analysis and Rewards

Chapter 4

February 11 Class 4

Module 3: Staffing Activities: Recruitment

A. External Recruitment B. Internal Recruitment

Chapters 5 and 6

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- February 15 – Louis Riel Day (University Closed) February 16-19 – Winter Term Break (No classes)

-

February 25 Class 5

Test 1

Module 4: Staffing Activities - Selection A. Measurement

Chapter 7

March 4 Class 6

Module 4 (Cont.)

B. External Selection I C. External Selection II D. Internal Selection

Chapters, 8, 9, 10

March 11 Class 7

Module 5: Staffing Activities: Employment

Decision-Making and the Final Match

Module 6: Staffing System and Retention Management

A. Staffing System Management

Chapter 11, 12

March 18 Class 8

Test 2

Group Project Check-in

-

March 25 Class 9

Module 6: (cont.)

Retention, Training and Development

Training Programs

Chapter 13, Reading articles, training

exercise hand-out (on UM Learn)

April 1 Class 10

Group Project Presentations -

April 8 Class 11

Group Project Presentations -

April 15

Class 12

Activity, Course Closing, Final Comments -

IMPORTANT DATES

1. Last day to drop a course (full refund) - January 29, 2021

2. Last day to add a course – February 1, 2021

3. Test 1 (online, during class) – February 25

4. Last day for voluntary withdrawal without academic penalty (no refund) – March 31

5. Test 2 (online, during class) – March 18

6. Group Project Presentations* – April 1, April 8, April 15

7. Group Project Paper – Due April 8 (Electronic submission to the assigned drop box on UM Learn.)

8. Essay Due April 19 (first day of the final exam schedule) (Electronic submission to the assigned

dropbox on UM Learn)

*For logistical reasons, presentation dates may vary.

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INTENDED LEARNING OUTCOMES

AACSB Assurance of Learning Goals and Objectives. The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement of the School and our students. Part of “student improvement” is ensuring that students graduate with the knowledge and skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below for the Undergraduate Program. The checked goal(s) and objective(s) will be addressed in this course and done so by means of the items listed next to the checkmark.

Goals and Objective in the Undergraduate Program

Goals and

Objectives

Addressed

in this

Course

Course Item(s) Relevant to these

Goals and Objectives

1 Quantitative Reasoning

A. Determine which quantitative analysis technique is appropriate for solving a specific problem.

- -

B. Use the appropriate quantitative method in a technically correct way to solve a business problem.

Possibly the group project

C. Analyze quantitative output and arrive at a conclusion. - -

2 Written Communication

A. Use correct English grammar and mechanics in their

written work.

Exams, staffing report, group project paper

B. Communicate in a coherent and logical manner Papers, presentations, discussion, in-class assignments.

C. Present ideas in a clear and organized fashion. Written report, discussion, Presentations, in-class assignments

3 Ethical Thinking

A. Identify ethical issues in a problem or case situation All chapters and the group project.

B. Identify the stakeholders in the situation. All chapters and the group project

C. Analyze the consequences of alternatives from an ethical standpoint.

Entire course, most notably Chapter 12 and 13.

D. Discuss the ethical implications of the decision. All chapters, most notably 11

4 Core Business Knowledge Entire Course

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ACADEMIC INTEGRITY POLICY The online format of class delivery does not lower the Asper School’s academic integrity standards. The same high levels of academic integrity are expected in Winter 2021 courses as they are in regular terms.

It is critical to the reputation of the Asper School of Business and of our degrees that everyone associated with our faculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading “Plagiarism and Cheating.” Specifically, acts of academic dishonesty include, but are not limited to:

using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words (includes Chat messages posted during class)

duplicating a table, graph or diagram, in whole or in part, without referencing the source paraphrasing the conceptual framework, research design, interpretation, or any other ideas of

another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source

copying the answers of another student in any test, examination, or take-home assignment recording exam questions using any method, regardless of whether those are shared with others sharing exam questions with those who are yet to take the exam, including future students or

attempting to sell exam questions providing answers to another student in any test, examination, or take-home assignment taking any unauthorized materials into an examination or term test (crib notes) impersonating another student or allowing another person to impersonate oneself for the purpose

of attendance, earning class participation marks, submitting academic work or writing any test or examination

stealing or mutilating library materials accessing test prior to the time and date of the sitting changing name or answer(s) on a test after that test has been graded and returned submitting the same paper or portions thereof for more than one assignment, without discussions

with the instructors involved Group Projects and Group Work

Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic integrity. All group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to specific individuals.

Some courses, while not requiring group projects, encourage students to work together in groups before submitting individual assignments. If it’s unclear whether it is allowed, students are encouraged to seek clarification from the instructor to avoid violating the academic integrity policy. In the Asper School of Business, all suspected cases of academic dishonesty in undergraduate courses are reported to the Dean's office and follow the approved disciplinary process. See following table for typical penalties for academic dishonesty in the Asper School. See following table for typical penalties for academic dishonesty in the Asper School

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Typical Penalties for Academic Dishonesty in the Asper School

If the student is from another Faculty and the academic dishonesty is committed in an Asper course, the student’s Faculty could match or add penalties beyond the Asper School’s. F-DISC on transcript indicates the F is for disciplinary reasons.

ACADEMIC DISHONESTY PENALTY

Cheating on exam (copying from or providing answers to another student)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Sharing exam questions electronically during exam

F-DISC in course Suspension from taking Asper courses for 2 years Notation of academic dishonesty in transcript

Possession of unauthorized material during exam (e.g., cheat notes)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Altering answer on returned exam and asking for re-grading

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Plagiarism on assignment F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Submitting paper bought online F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Inappropriate Collaboration (collaborating with individuals not explicitly authorized by instructor)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Group member had knowledge of inappropriate collaboration or plagiarism and played along

F-DISC in course Notation of academic dishonesty in transcript

Signing Attendance Sheet for classmate

F-DISC in course Notation of academic dishonesty in transcript

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STUDENT SERVICES AND SUPPORTS The University of Manitoba provides many different services that can enhance learning and provide support for a variety of academic and personal concerns. You are encouraged to visit the below websites to learn more about these services and supports. If you have any questions or concerns, please do not hesitate to contact your instructor or the Undergraduate Program Office.

For Information on… …follow this link

Tech-related issues with UM Learn or videoconferencing Information Services & Technology

Admission, Registration, Tuition Fees, Important Dates, Final Exams, Graduation, and Transcripts

Registrar’s Office

Academic policies & procedures, regulations, Faculty-specific information, degree and major requirements

Academic Calendar

Help with research needs such as books, journals, sources of data, how to cite, and writing

Library Resources

Tutors, workshops, and resources to help you improve your learning, writing, time management, and test-taking skills

Writing and Learning Support

Support and advocacy for students with disabilities to help them in their academic work and progress

Student Accessibility Services

Copyright-related questions and resources to help you avoid plagiarism or intellectual property violations

Copyright Office

Student discipline bylaws, policies and procedures on academic integrity and misconduct, appeal procedures

Academic Integrity

Policies & procedures with respect to student discipline or misconduct, including academic integrity violations

Student Discipline

Students’ rights & responsibilities, policies & procedures, and support services for academic or discipline concerns

Student Advocacy

Your rights and responsibilities as a student, in both academic and non-academic contexts

Your rights and responsibilities

Full range of medical services for any physical or mental health issues

University Health Service

Information on health topics, including physical/mental health, alcohol/substance use harms, and sexual assault

Health and Wellness

Any aspect of mental health, including anxiety, stress, depression, help with relationships or other life concerns, crisis services, and counselling.

Student Counselling Centre

Support services available for help regarding any aspect of student and campus life, especially safety issues

Student Support Case Management

Resources available on campus, for environmental, mental, physical, socio-cultural, and spiritual well-being

Live Well @ UofM

Help with any concerns of harassment, discrimination, or sexual assault

Respectful Work and Learning Environment

Concerns involving violence or threats, protocols for reporting, and how the university addresses them

Violent or Threatening Behaviour

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ABOUT THE INSTRUCTOR Janet Eisbrenner joined the Asper School of Business in 2012. She teaches various business administration

courses, including human resource management, organizational behavior, staffing, organizational theory

and management, collective bargaining, and labour, and employment relations.

Janet has a Master of Conflict Resolution and Reconciliation from Abilene Texas University, a Bachelor of

Administration degree from the University of Regina, and a Bachelor of Arts degree in Conflict Resolution

Studies from Menno Simons College in affiliation with the University of Winnipeg. She also has two years

of study at the University of Saskatchewan in the Bachelor of Education degree program. She holds

certifications in Counseling Skills, and Basic and Family Mediation. She accomplished grades 2, 4, 6, and 8

piano examinations and Theory 1 and II with First Class Honours from the Royal Conservatory of Music,

University of Toronto. Currently, Janet is working on a Ph.D. in Human Resource Management.

Her professional work experience includes entrepreneurship, administration, and management in public

and private-sector organizations. Janet has an assortment of published work and presentations. When

not teaching at the Asper School of Business, Janet is involved in mediation and counseling consulting,

facilitation of online conflict resolution and business courses, and teaching courses in conflict resolution

at Menno Simons College. In her spare time, she enjoys reading, swimming, walking, movies, and

experiencing wildlife and the environment in its natural form.