EDHR 885 Human Resource Recruitment and Selection Spring 2017

Transcription

1 EDHR 885 Human Resource Recruitment and Selection Spring 2017 VALUES EDUCATION SERVICE Course Section: Meeting Time and Place: Course Credit Hours: Not Applicable Per Doctoral Class Schedule / Cedar Bluff Campus Three (3) Credit Hours FACULTY CONTACT INFORMATION: L. STEVENSON-BURGER, PH.D.; CEDAR BLUFF - 126; ; LYNN.BURGER@LMUNET.EDU I. COURSE DESCRIPTION: This course examines recruitment, selection, and training of personnel for organizations in private and public sectors. Candidates will learn how to approach the recruitment and selection process systemically and to build a plan that ensures the organization has the necessary skills, knowledge and attributes to meet current and future strategic and operational requirements. In studying the selection process, focus will be provided on interviewing, reference checking, testing and other skills inherent within this function. Emphasis will be placed on how to ensure employment equity in principles and practice. The implications of the EEOC law as it effects sex and age discrimination; disability; race, color, religion, and national origin will be examined as it applies to different employment situations. II. COURSE OBJECTIVES: a. Develop and apply HR information systems (HRIS) that support effective decision-making in all HR areas (i.e., staffing, training, performance management, compensation and reward systems, and labor-management practices. b. Demonstrate understanding of job descriptions to identify important job-related skills for particular occupations in a variety of public and private organizations. c. Identify recruitment sources and techniques / strategies for the design of effective recruitment ads using traditional as well as Internet media. d. Demonstrate ethical understanding and reasoning abilities, including an understanding of the ethical responsibilities of organizations, by evaluating how stakeholders will be affected by various possible solutions to ethical dilemmas, and by making ethical decisions. e. Develop an understanding of the new business paradigm (knowledge-based) with the role of humans as an organizational resource. f. Develop and apply HR planning, recruitment, and selection practices that conform to commonly accepted professional standards and are legally sustainable. Revised 12/07/2016 Page 1 of 9

2 III. IV. TEXTS/MATERIALS FOR THE COURSE: a. Heneman, Judge & Kammeyer-Mueller. (2011). Staffing Organizations. (7 th Ed.) New York: McGraw-Hill Irwin (ISBN ) b. Noe, R.A., Hollenbeck, J.R. Gerhart, B., & Wright, P.M. (2012). Human Resource Management: Gaining a Competitive Advantage. (8 th Ed.) McGraw- Hill/Irwin.Online ISBN: c. Robert Wendover. (2007). Smart Hiring At The Next Level. (2007). Sourcebooks Inc, ISBN: COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVALUATION METHODS: Attendance Policy: At the graduate level, direct interaction with the course instructor and with other candidates is integral to each candidate s ability to acquire, integrate, and obtain a better context for, the knowledge and skills that the course is designed to deliver. Therefore, each candidate is expected to attend each class and to interact with the professor and other candidates when possible and appropriate during, as well as outside of, class hours throughout the course. However, in the event a candidate is unable to attend a regular class session due to circumstances beyond his or her control, the professor may request a face-to-face or Web-based meeting to ascertain the extent to which the candidate has met the course obligations and to assign additional study should such be required. Candidates who violate the policy will be given the option to accept a lower grade for the course or to accept an incomplete until the attendance requirements have been met (unless a class absence qualifies for make-up assignments under ADA requirements). Learning Outcomes: Candidate demonstrates values congruent with the disposition and practices of the education profession. The candidate demonstrates in-depth general and content-specific knowledge of a high quality and distinguished educator. The candidate serves as a leader in the education profession. Requirements / Assignments: A. Directed Research (DR) within the Doctoral Program 1. The candidate is expected to have a thorough understanding of the structure, design, requirements and accountabilities as delineated within the document entitled Directed Research (DR) within the Doctoral Program. As this document provides an outline for the work that the candidate will undertake within this course, she should review the 1 As liberally adopted from work done by: ME 598: Directed Research Guidelines; Dr. James Van de Ven; and Ming Hsieh Department of Electrical Engineering; Revised Nov. 3, 2010; Revised 12/07/2016 Page 2 of 9

3 text carefully and direct any questions or request any clarifications as might be required to ensure she is able to execute the work as delineated within this document. B. Directed Research Project. The requirements for the design and development of the research project are carefully set forth in the Directed Research (DR) within the Doctoral Program. Through an expansive review of the literature, the candidate should strive to create a piece of work that will add value to the area of study through its contribution of new ideas; redirection to possible alternatives; questioning of current practice; and/or in other ways as might be identified by the candidate as bringing significant benefit to the organization and/or party being researched. The purpose of a directed research project is to explore a theoretical or experimental research problem towards a well-defined goal. DR requires personal, one-to-one interaction between faculty and candidate according to a mutually agreed-to format and research plan. The interaction can be by telephone, , and office visits, or any form of electronic communication. Obviously, regular, direct personal interaction is strongly preferred. The exact assignment for DR is by agreement between the faculty member and candidate. It can be original research on a defined topic, a project, programming in support of a project, or any other learning experience at the appropriate level. If deviations from the plan occur during the term, the faculty member and candidate must both agree to changes in the research plan. Over a term, the candidate will explore a mutually agreed upon research topic and present deliverables, which will include a written paper. Regular, frequent, meetings will be scheduled and weekly progress reports will be submitted for purposes of monitoring project progress. Although the amount of time required for the project will vary from week to week, the candidate should expect to spend an average of at least 15 hours per week for a three credit graduate level directed research project. Because much of the work is unstructured, it is mandatory that the candidate takes the initiative and is self-motivated. C. Presentation / Discussion / Evaluation. The candidate will deliver a presentation of his research and facilitate a focused discussion around the primary findings and recommendations emanating from his work. His colleagues studying in the areas of higher education and executive leadership who will provide meaningful feedback shall review this presentation and, as might be of value, direction for future studies the candidate might undertake. The candidate will, in turn, provide benefit of his experience and knowledge by serving in the same role for his colleagues. And, finally, the candidate will select a rubric from the Academy of Human Resource Development (AHRD); the Society for Human Resource Management (SHRM); and/or another professional accreditation organization to use in a self-directed assessment of his work. D. Leadership Seminars and Videos. Attend and participate in scheduled leadership seminars as might be offered onsite as well as online. Revised 12/07/2016 Page 3 of 9

4 E. Design and Development of an Organization. Over a period of two terms, work online with candidates from the higher education and executive leadership concentrations to: a. Research a variety of approaches from a diverse set of professions to identify models and strategies that have proven to optimize organizational performance and produce unequaled results. Build a bibliography that captures these resources and post on the group Wiki website. b. Review comments, observations, research citations, and other materials and information shared by your colleagues who are studying topics related to their respective areas of study. c. Identify and draw together strands and threads of information and data as each appears in the collective forum being used for project development. Contribute new ideas, concepts, and thinking as well as build upon those ideas that are being contributed by others on the design team. d. Engage in out-of-the-box and creative thinking investigating nontraditional concepts and radical design models. Place this information in the Wiki for review by other members of the design team. e. Additional information to be published as the design team designs, develops, extends and enhances the strategies, processes, and models in the process of being created. Grading: Study. Candidate work will be assessed against the extent to which the directed research addresses the requirements and accountabilities as clearly stipulated within Directed Research (DR) within the Doctoral Program. The candidate is expected to undertake a thorough and rigorous review of the knowledge base that undergirds the organizational function of human resource development. Themes to be addressed within the candidate s research should be subject to a methodical and meticulous review with care to ensure proper citation for all sources. A detailed outline should provide direction and support for the research to be undertaken. Paper. It is expected that the paper produced as a result of this course be prepared in proper APA format. Candidates should submit their written work for analysis and evaluation to the instructor via (lynn.burger@lmunet.edu). Submissions must be in the form of document files (Microsoft Word format (e.g.,.doc or.docx files)) attached to the message. Candidates should use the following format in the submission of their document: Lastname_Firstname Assignment Title. The instructor encourages candidates to submit drafts of their work to her well before the due dates to obtain feedback (preliminary evaluation, editing suggestions, and comments). The candidate and instructor shall collaborate on the design of a scoring rubric to be used in the assessment process for the paper. The candidate should reference the section Structure of the Paper in the document entitled Directed Research (DR) within the Doctoral Program to obtain additional information regarding the specific sections of the paper. These sections include: a title page; an abstract; an introduction; a body; and a set of references. Presentation. His peers; the instructor; and the candidate himself will critique the Revised 12/07/2016 Page 4 of 9

5 candidate s presentation. As discussed above, a rubric created by the candidate will be used for the purposes of data collection and reporting. It is expected that the candidate will develop a strong presentation addressing research design, findings, and recommendations. The candidate will also be tasked with developing a methodology for engaging his peers in a meaningful discussion around the topic that was subject to research. Research Competencies. This course will provide the candidate with ample opportunity to develop a myriad of research competencies. V. METHODS OF INSTRUCTION: The candidate and instructor will collaborate to identify tools, applications, activities, lectures, and / or a myriad of other resources that may be used to effectively and efficiently facilitate learning around this area of study. VI. VII. INFORMATION LITERACY/TECHNOLOGICAL RESOURCES: Materials related to this course are available in Blackboard and can be accessed by the candidate as might be required. To complete the course project, the candidate will be required to use various Internet applications. The instructor will provide an initial set of bibliographic resources associated with the study of the function of human resource development. The candidate will need hold a license to ViaLiveText and will be required to enter at least two key assignments into this software application. UNIVERSITY POLICIES: STUDENTS WITH DISABILITIES POLICY: LMU is committed to providing reasonable accommodations to assist students with disabilities in reaching their academic potential. If you have a disability which may impact your performance, attendance, or grades in this course, please contact Dr. Dan Graves, Director of Accessible Education Services, to discuss your specific needs. If your disability requires an accommodation, you must register with the Office of Accessible Education Services. The Office of Accessible Education Services is responsible for coordinating classroom accommodations and other services for students with disabilities. Please note that classroom accommodations cannot be provided prior to the course instructor s receipt of an Accommodations Form, signed by you and the Director of Accessible Education Services. To register with the Office of Accessible Education Services, please contact the Director of Accessible Education Services, Dr. Dan Graves at dan.graves@lmunet.edu and/or ( ext. 6531). COUNSELING: LMU counselors are available to help current students with personal, career and academic concerns that affect academic success and quality of life. The Director of Counseling, Jason Kishpaugh, can be contacted at jason.kishpaugh@lmunet.edu and/or ( ext. 6401). DISCRIMINATION, SCHOLASTIC DISHONESTY, CHEATING, AND PLAGIARISM POLICIES can be found in the student handbook: LMU s website: Revised 12/07/2016 Page 5 of 9

6 MANDATORY REPORTING FOR TITLE IX SEX DISCRIMINATION AND HARASSMENT: LMU is committed to providing a campus environment free of all forms of prohibited discrimination and sexual harassment (sexual assault, domestic and dating violence, gender or sex-based bullying and stalking, etc.). As an instructor, one of my responsibilities is to help create a safe learning environment for my students and for the campus as a whole. As a member of the University community, I have the responsibility to report any instances of sexual harassment, sexual violence and/or other forms of prohibited discrimination of which I become aware. This means that if you tell me about a situation of sexual harassment or sexual violence that may have violated university policy or state or federal law, I am required to share the information with my supervisor and/or the University s Title IX Coordinator. If you would rather share information about sexual harassment, sexual violence, or sex discrimination with an employee confidentially who does not have this reporting responsibility, you may share the information with campus counselors at the Office of Counseling Services. If you have experienced any form of gender or sex-based discrimination or harassment and would like to file a complaint, please contact the Title IX Coordinator, Jeana Horton, at jeana.horton@lmunet.edu or titleixcomplaints@lmunet.edu or by phone at Know that help and support are available. LMU has staff members trained to support survivors in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, helping with legal protective orders, and more. COURSE EVALUATIONS: In addition to meeting degree requirements specified in the graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations. OUTCOMES ASSESSMENT TESTING: Degree requirements include participating in all outcomes assessment testing (e.g., general education assessment, major field tests, etc.) and activities when requested. Students may be required to complete one or more questionnaires and to take one or more standardized tests to determine general educational achievement as a prerequisite to graduation (see appropriate catalog for additional information). All Associate of Science Nursing; Associate of Science Veterinary Health Science; and Associate of Science Veterinary Medical Technology students must take the General Education Proficiency Profile examination. LMU S INCLEMENT WEATHER POLICY can be found at the following link to LMU s website: Students should check their LMU during delays/closures to receive information from individual faculty regarding potential assignments and/or other course information. INSTRUCTIONAL CONTINUITY IN CASE OF TEMPORARY CAMPUS CLOSURE POLICY: Faculty and students should expect scheduled instruction to continue even if class meetings are cancelled due to weather, epidemic illness, or other factors. Students will be required to complete alternate instructional activities online as directed by the course instructor. Revised 12/07/2016 Page 6 of 9

7 VIII. MISSION STATEMENTS LINCOLN MEMORIAL UNIVERSITY MISSION STATEMENT can be found at the following link to LMU s website: DEPARTMENT OR PROGRAM MISSION STATEMENT: The mission of the Doctor of Education program is to facilitate the development of investigative, individual, interpersonal, and innovative skills needed for leaders to address emerging issues in organizational settings. This is accomplished through academic experiences which challenge professionals to transform the institutions and communities they serve by advancing ethics, change, and social justice through the decision sciences. IX. COURSE OUTLINE/ASSIGNMENTS/UNITS OF INSTRUCTION OR CLINIC SCHEDULE: Due dates and deliverables as presented in the table that follows. Project Proposal: This paper is due one week after the start of the term or on a mutually agreed upon date that maps against the academic term it is a one - two page document that will include an / a: a) Introduction: Briefly describe the project to be completed; ensure it maps against the curricular objectives that have been established for the experience b) Problem Statement: State the problem or gap in knowledge the research project will address. Describe why the problem is important. c) Objective(s): Explain the ultimate goal and objectives (ensure these address the problem statement) d) Method: Describe the procedures or plan of action that will be used to accomplish the objectives. e) Schedule: Build a schedule that identifies deliverables that will be available and benchmarks for achieving specific points of progress. This will help determine if the scope of the project is reasonable. Weekly Progress Reports: Progress reports are due 24 hours before each scheduled meeting. The candidate will submit a short report on the progress that has been made during that week. The purpose of the progress reports is to provide documentation of the work; help the candidate regularly collect his or her thoughts; look at where the project is headed; provide an auxiliary means for assessment beyond the final report; and enable more focused discussions during the weekly meetings. The progress reports can include pictures, graphs, figures, screenshots, or tables as may be appropriate. Use the reports to sum up the work that is completed during each week and upload them to the Blackboard site that has been designated for this project. Final Paper Outline: This document is due 2.5 weeks before the end of the term or on a mutually agreed upon date that maps against the academic term. An outline helps organize ideas, develops a logical flow to the work, and makes writing the paper easier. Recommended steps: brainstorm the ideas to be included in the paper, organize these into related groups, and develop an appropriate order or flow for the information. There is no right format for an outline. A good outline takes time to develop, but will pay for itself Revised 12/07/2016 Page 7 of 9

8 multiple times in writing a cohesive paper that flows logically. Rough Draft of Final Paper: A rough draft of the final paper is due 1.5 weeks (10 days) before the end of the term or on a mutually agreed upon date that maps against the academic term. Feedback will be provided on the draft to assist in the development of the paper. Final Paper: This paper is due the last day of the term or on a mutually agreed upon date that maps against the academic term. The format for the final paper is similar to that found within a journal article with the exception that the paper will include additional details that cannot be included in a journal article due to length constraints. X. HONORS CONTRACT ADDENDUM INFORMATION (IF APPLICABLE): NOT APPLICABLE XI. [EACH INSTRUCTOR MAY INSERT MISCELLANEOUS COURSE ELEMENTS HERE, AS DESIRED NUMBERED IN SEQUENCE]: Date Focus Deliverable Resource(s) Jan. None 13 Jan. 20 Feb. 10 Mar. 10 Apr. 7 Project Orientation mechanics, structure, timeline, idea generation; publication considerations Project Proposal; resource identification; refinement of idea / focus for research Introduction, Problem Statement, Objectives, Method, Schedule Final Paper Outline - brainstorm the ideas to be included in the paper, organize these into related groups, and develop an appropriate order or flow for the information. Research conducted todate Rough Draft of Final Paper Initial ideas regarding Project Focus Project Proposal; Progress Report Additional development of Project Proposal; fleshed out topics / focus Final Paper Outline; Progress Report; Rubric for paper evaluation Rough Draft of Final Paper; Progress Report Course Syllabi; Directed Research (DR) within the Doctoral Program; Bibliographic References for EDHR 884 New materials identified by candidate Directed Research (DR) within the Doctoral Program Directed Research (DR) within the Doctoral Program Directed Research (DR) within the Doctoral Program Publication Manual of the American Psychological Association Directed Research (DR) within the Doctoral Program Revised 12/07/2016 Page 8 of 9

9 Apr. 20 Review of Instructor assessed Final Paper Final Paper; Progress Report Edited Final Paper May 13 Collegial discussion and review of research project Presentation critique / review Presentation materials; Project Rubric XII. IMPORTANT DATES IN THE ACADEMIC CALENDAR SPRING 2017: Last Day to Add Classes January 18 Last Day to Drop Course without WD February 7 Mid-Terms February 27- March 3 Last Day to Drop Course without F March 17 Spring Break (no classes) March Good Friday (no classes) April 14 Last Day of Classes April 28 Final Exams May 1-5 Commencement May 6 XIII. XIV. Student Community Engagement: A cornerstone of the University s mission is service to humanity. As part of the University s Student Service Initiative, undergraduate students receiving any form of institutional aid participate in at least 10 hours of service learning per semester. Students are encouraged to network with one another in classroom settings and with instructors and advisors for searching out and creating appropriate service learning projects related to their field of study. For more information visit: or contact the Associate Dean of Students, Elise Syoen, at Elise.Syoen@LMUnet.edu. THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED IN WRITING AND/OR BY OF ANY SUCH REVISIONS, ALTERATIONS AND/OR AMENDMENTS. [OPTIONAL SECTION/LANGUAGE.] Revised 12/07/2016 Page 9 of 9