| (a) General requirements. This course is recommended
for students in Grades 11 and 12. Students shall be awarded one-half
credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Business Management and Administration Career
Cluster focuses on careers in planning, organizing, directing, and
evaluating business functions essential to efficient and productive
business operations.
(3) Human Resources Management is designed to familiarize
students with the concepts related to human resource management, including
legal requirements, recruitment and employee selection methods, and
employee development and evaluation. Students will also become familiar
with compensation and benefits programs as well as workplace safety,
employee-management relations, and global impacts on human resources.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills required by business and industry. The student is expected
to:
(A) communicate effectively with others using oral
and written skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself
in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by
performing assigned tasks as directed;
(E) comply with all applicable rules, laws, and regulations;
and
(F) demonstrate time-management skills by prioritizing
tasks, following schedules, and tending to goal-relevant activities
in a way that uses time wisely and optimizes efficiency and results.
(2) The student demonstrates an understanding of the
traditional human resources functions. The student is expected to:
(A) define the term human resources;
(B) classify the basic human resources functions such
as recruiting, selecting, training, developing, and compensating;
(C) explain contemporary issues facing human resources
managers such as globalization, diversity, new technologies, knowledge
workers, and changing trends in the workplace;
(D) explain strategies used by contemporary human resources
management such as proactive, reactive, downsizing, outsourcing, offshoring,
and employee leasing to deal with change;
(E) illustrate how the changing demographic trends
in the workplace impact diversity in human resources management;
(F) categorize the basic responsibilities of a human
resources manager, including advice and counsel, service, policy formulation
and implementation, and employee advocacy;
(G) explain the basic competencies required of an effective
human resources manager, including business mastery, human resources
mastery, and personal credibility; and
(H) define the need and proper steps for strategic
planning in human resources such as mission, vision, and values; environmental
analysis; internal analysis; strategy formulation; strategy implementation;
and evaluation and assessment.
(3) The student understands and explains how to meet
human resources requirements. The student is expected to:
(A) analyze the major Equal Employment Opportunity
laws;
(B) discuss federal laws and executive orders that
influence human resources management;
(C) explain the importance of establishing and implementing
strong policies and procedures for dealing with sexual harassment;
(D) examine the contemporary social and political issues
facing human resources such as sexual orientation, immigration reform
and control, and Uniform Guidelines on Employee Selection Procedures;
(E) explain the proper procedures to comply with Equal
Employment Opportunity Commission rules and regulations;
(F) analyze the contemporary concepts of job analysis,
employee involvement, and flexible work schedules;
(G) create a job description; and
(H) research current cases dealing with equal employment
using appropriate online technology.
(4) The student demonstrates the proper methods and
sources of recruitment. The student is expected to:
(A) evaluate the proper methods of recruiting externally;
(B) explain the proper methods of recruiting internally;
(C) hypothesize how to develop a diverse pool of talent
for employment consideration; and
(D) explain the application of Equal Employment Opportunity
Commission guidelines to the recruitment process.
(5) The student demonstrates the proper methods of
employee selection. The student is expected to:
(A) explain how to match an applicant to a job using
job analysis and a job description;
(B) explain the different types of commonly used pre-employment
tests such as polygraph tests, honesty and integrity testing, graphology,
physical examination, and drug testing;
(C) clarify the relevant factors that should be considered
in conducting a criminal background check; and
(D) demonstrate the proper methods of conducting pre-employment
interviews.
(6) The student describes the need for training. The
student is expected to:
(A) analyze the information necessary prior to the
implementation of any job-related training, including task analysis
and person analysis;
(B) design a training program;
(C) explain how to implement a training program;
(D) evaluate a training program;
(E) illustrate the necessity for new employee orientation
and the topics that should be covered;
(F) explain the concept of on-the-job training and
other forms of skills training; and
(G) understand the need for training newly hired employees
in proper Equal Employment Opportunity Commission rules and procedures,
including training on sexual harassment.
(7) The student describes the need to develop and evaluate
employees. The student is expected to:
(A) explain why employees often need additional training
such as learning new skills and technologies and complying with new
laws and regulations;
(B) construct an employee appraisal program that complies
with all applicable laws; and
(C) explain who should evaluate employees, including
supervisors and managers, peers, customers or clients, and subordinates.
(8) The student describes how to implement a compensation
program. The student is expected to:
(A) interpret the basis of compensation and how it
meets with organizational objectives;
(B) explain the factors that influence the pay and
benefits system;
(C) summarize pay for performance, commission, and
piece-rate systems;
(D) explain how to perform a wage and salary survey;
(E) interpret competence-based pay;
(F) understand the major federal regulations that influence
employee compensation, including Davis-Bacon Act, Walsh-Healy Act,
and Fair Labor Standards Act;
(G) identify some of the contemporary issues regarding
compensation, including equal pay, wage-rate compression, comparable
worth, low salary budgets, and employee stock ownership plans;
(H) explain pay for performance incentives such as
bonuses, merit pay, profit sharing, recognition, and stock options;
(I) explain the ethical and public relations issues
regarding executive compensation; and
(J) research contemporary cases dealing with executive
compensation using appropriate online technology.
(9) The student masters the intricacies of creating
and implementing a benefits plan. The student is expected to:
(A) explain the federally mandated benefits, including
Federal Insurance Contributions Act Tax, Federal Unemployment Tax
Act, workers' compensation, Consolidated Omnibus Budget Reconciliation
Act, Family and Medical Leave Act, and Older Workers Benefit Protection
Act;
Cont'd... |
