Australian School of Business School of Organisation and Management MGMT 5948 HUMAN RESOURCES RECRUITMENT SELECTION AND DEVELOPMENT

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1 Australian School of Business School of Organisation and Management MGMT 5948 HUMAN RESOURCES RECRUITMENT SELECTION AND DEVELOPMENT COURSE OUTLINE MGMT5948 Human Resources Recruitment Selection and Development Page- 1

2 WEEKS AT A GLANCE 3 1. COURSE STAFF Communication with Staff Error! Bookmark not defined. 2. INFORMATION ABOUT THE COURSE Teaching Times and Locations Units of Credit Parallel Teaching in the Course Relationship of This Course to Other Course Offerings 4 3. COURSE AIMS AND LEARNING OUTCOMES Course Aims Student Learning Outcomes Approach to Learning and Teaching Teaching Strategies 6 4. CONTINUAL COURSE EVALUATION AND IMPROVEMENT 6 5. LEARNING ASSESSMENT Formal Requirements Assessment Details Assignment Submission Procedure Late Submission Special Consideration and Supplementary Examinations ACADEMIC HONESTY AND PLAGIARISM STUDENT RESPONSIBILITIES AND CONDUCT Workload Attendance General Conduct and Behaviour Keeping Informed STUDENT RESOURCES Course Resources Other Resources, Support and Information 13 MGMT5948 Human Resources Recruitment Selection and Development Page- 2

3 WEEKS AT A GLANCE Week 1 Topic Strategic HRM and Recruitment, Selection & Development 2 Managing the Recruitment Process and HR Planning 3 Job Analysis and Description 4 Attracting Employees 5 The Selection Process 1 6 Selection Process Legal Issues in Recruitment and Selection 1. The Evaluation of Recruitment & Selection 2. The Induction Process Human Resource Development and Human Capital Investment (No workshop this week) NB. Assessment 1 to be submitted in lecture Contemporary Issues in RS&D: Managing Diversity - concepts and legal foundations Managing Diversity - Key elements and best practice diversity interventions in RS&D Managing Diversity in practice - Challenges and Opportunities MGMT5948 Human Resources Recruitment Selection and Development Page- 3

4 1. COURSE STAFF 2. INFORMATION ABOUT THE COURSE 2.1 Teaching Times and Locations 2.2 Units of Credit This course has a 6 Unit of Credit (UOC) value. 2.3 Parallel Teaching in the Course There is no parallel teaching in the course. 2.4 Relationship of This Course to Other Course Offerings The Master of Commerce degree consists of 12 courses (4 core courses, 6 disciplinary courses and 2 elective courses). The disciplinary courses selected will depend on the chosen specialisation. Fifteen specialisations are available within the MComm program ( The Human Resource Management (HRM) specialisation is aimed at students interested in acquiring a working knowledge of all key HRM functions and processes. Specialists in HRM are increasingly sought after in private and public sector organisations, both as managers and as management consultants. A good knowledge of HRM issues is also important for those interested in a general management career. This specialisation provides a strong applied and theoretical grounding in all aspects of the management of people. The study of Human Resource Management provides a strong practical and theoretical grounding for understanding the policies and processes associated with the management of people in paid employment. In a climate of rapid economic and technological change, effective labour management is being seen as a critical component of the operation and strategic planning of both private-sector firms and public sector organisations. MGMT5948 Human Resources Recruitment Selection and Development Page- 4

5 MGMT5948 Recruitment, Selection and Development is one of the courses in the HRM specialisation and examines the recruitment, selection and development of people in organisations. Issues addressed include: staff recruitment and selection policy and practice; human resource planning; new employee induction; key techniques and issues association with employee development; and the law affecting these HRM functions. Particular attention is given also to contemporary issues in recruitment, selection and development - including psychological testing, evaluation of practices, and diversity management. Diversity management is explored both as a contemporary issue in recruitment, selection and development, and to provide an extended and applied focus on these HRM functional areas. 3. COURSE AIMS AND LEARNING OUTCOMES 3.1 Course Aims The purpose of this course is to examine organisational approaches to workforce management in a changing environment, with a focus on the recruitment, retention and development of staff. It seeks to do this by: locating human resource management within a diagnostic framework for identifying strategic choices in managing organisational change; examining the ways in which the human resource activities of planning, recruitment, selection and development are interrelated as strategic responses to change; exploring contemporary policy and legal issues affecting organisational approaches to recruitment, selection and development; and identifying and developing the skills associated with these human resource management practices. 3.2 Student Learning Outcomes By the completion of the subject, students should be able to: debate the extent of change taking place in the modern business environment at both global and national levels and be able to see the implications of this change for particular human resource policies and practices; identify a number of organisational approaches to recruitment, selection and development and critically examine the assumptions on which they are based; explain how changes in the management of people within organisations requires detailed attention to staffing systems and processes involving planning, recruiting, selection, induction and development of people; and determine, amongst an array of choices, a framework of human resource management practices that is effective in achieving change, ensuring equity and diversity, and securing organisational sustainability. 3.3 Approach to Learning and Teaching Lecture The role of the Subject Facilitator is to facilitate the weekly lectures by enabling students to enhance and consolidate their academic learning through: outlining issues for discussion and debate; conducting role play and experiential sessions; and encouraging the application of new skills and knowledge. Time: 1.5 hours per week. MGMT5948 Human Resources Recruitment Selection and Development Page- 5

6 Workshops The weekly workshops provide you with an interactive environment in which to enhance your learning and your enjoyment of the course. The workshops are a safe and supportive environment where you can freely and respectfully share your ideas. Each week s workshop is linked to that week s lecture. The workshops will include a variety of practical and experiential-learning exercises, which encourage you to explore theoretical concepts and communication skills development, hence, increasing your competence across all the areas of the course. Time: 1.5 hours per week. WebCT Course materials will be placed on the Course Blackboard site - WebCT in myunsw: The Course Blackboard will be updated regularly. It will be the means by which messages are sent to you, so please refer to it on a weekly basis. 3.4 Teaching Strategies MGMT5948 Recruitment, Selection and Development is organised to allow you to link academic theories of human resource management to organisational contexts, and to develop the skills needed by managers in the workplace. Whilst the general concepts remain consistent, variations in their application and interpretation are to be expected, according to the individual organisational experiences of class members. We take an active, adult-learning approach that stresses interactive teaching and learning. The lectures are interactive; we look for active student contributions through discussion and questioning that reflects your reading and experience. Seminars are also interactive and weighted to experiential learning. Our design of assessment tasks reinforces crucial knowledge and skills areas. 4. CONTINUAL COURSE EVALUATION AND IMPROVEMENT Each session, we seek feedback from students and other stakeholders about the courses we offer in the Faculty of Business. For MGMT5948, we evaluate and use your courselevel feedback, both quantitative and qualitative, to guide our continuing monitoring and redesigning of the course. Change is not automatically linked to any one piece of feedback as our teaching team reflects on a range of feedback sources over time, including assessment performance. This continual improvement process can affect one or more particular areas of the course, whether this has to do with structure, content, resources, delivery or assessment. Thus, the MGMT5948 course you are doing this session reflects changes we have made in responses to feedback from previous student cohorts. The UNSW Course and Teaching Evaluation and Improvement (CATEI) Process ( / ref4-5-1_catei_process.cfm) is one of the ways in which we gather student evaluative feedback. As in this case, we communicate significant changes within the course to subsequent cohorts of students. MGMT5948 Human Resources Recruitment Selection and Development Page- 6

7 5. LEARNING ASSESSMENT 5.1 Formal Requirements Assessment Weighting Due Date Submission Requirements Group (or Individual) Research Project 40% Week 9 in class words (see assessment details) Workshop Participation - participation, attendance & presentation End of session Take-home Exam 20% Weeks 2-8, % TBA closer to end-of-session N/A 2000 words NB: to be considered eligible to pass this course, you must complete all assessment items. 5.2 Assessment Details Assessment Item 1: Change Management and HRM Research Project, Developing A Diagnostic Framework for Change, Based on a Case Study. Note: This assignment may be completed individually or in small groups (max 3 members). The assignment will require you to access a wide range of publicly available information on the recruitment or selection strategy of a major organisation. Assessment 2 brings together key elements of the work throughout the course in both an applied and analytical way, and takes the form of an essay, which will be submitted for assessment in the week 9 lecture. The assignment is worth 40% of total marks. In Assessment 2 you are to play the role of an HR Change Agent in your target organisation. You will need to research Change Management articles and readings located on Blackboard in order to understand your role as a Change Agent. To locate the readings, go to Blackboard - Course Documents - Readings - Change Diagnosis. You are to develop your own diagnostic framework. To help you test this framework you are to spend some time considering an organisation on which plenty of information is already available, via electronic sources such as websites, academic case studies, industry association journals, academic journal articles and media articles and commentary. You may choose to focus on your own organisation, BUT your bibliography nonetheless must contain written references that contain scholarly or professional analysis of a standard normally required in research essays. Please note, if you submit an essay on your own organisation, you may be required to provide hard copies of policy documents. MGMT5948 Human Resources Recruitment Selection and Development Page- 7

8 You will test your own diagnostic framework by analysing one HRM practice covered in this course (recruitment or selection), using tools or techniques you consider most appropriate for researching and understanding what is happening, why it is happening, and what strategies you recommend should be used. In your diagnosis, it is suggested that you answer the following questions: 1. What needs to be changed, and why? 2. How did you go about making the diagnosis? 3. What sources, cues and information did you use in deciding what you believe should be done? 4. What possible limitations might there be in your approach to diagnosis? Marking criteria will include: 1) Quality of analysis, depth of reflection Responses to the questions / comprehensiveness Identification of the communication problems Recommendation for overcoming communication problems Depth of discussion 2) Links to theory and course literature Effective use of the course readings Relevance of information Link to additional readings provided Reference to wider literature 3) Structure, written expression, length and presentation Integration of group work (not a number of separate reports) Fluency in writing style (including attention to transitions) Accurate references and consistent in referencing style Clear title, executive summary, page numbers Appendices identified and referred to in the main text Length: 2,500 to 3000 words (max) for individuals; 4,000 words (max) for groups of two or three people Due Date: Week 9 in class Value: 40% Note : greater depth of research and analysis will be expected for group submissions than individual submissions commensurate with additional person-hours involved. Assessment Item 3: Seminar Participation Workshops/seminars are an essential teaching component of this course. They provide students with a forum in which they can engage in further discussion, develop understanding, clarify disciplinary knowledge and improve communication competencies. For workshops to work, they require appropriate preparation and an active involvement of participants. MGMT5948 Human Resources Recruitment Selection and Development Page- 8

9 Participation marks are based on the degree to which students prepare, and make an informed contribution to class discussion. Simply attending workshops without getting involved in class discussion is of little value either to you or your colleagues, and will result in an unsatisfactory participation mark. One of the best ways to prepare for seminars is to undertake the readings beforehand. As part of their participation, students are required to lead a workshop activity. This will take place between weeks 4-8, and of the semester. Seminar activities are expected to be of a high professional standard and quality, be interactive with the whole class and NOT consist of a topic presentation only. You are required to hand in a onepage summary of your presentation to the Lecturer before the presentation. Length: N/A Due Date: Weeks 4-8, Value: 20% Assessment Item 3: End of Session Take-home Exam A take home exam will be given out in class in Week 12. The take-home exam will consist of essay-style questions, which may be based on short case study scenarios. The due date will be advised later in the semester, but students can expect to have 2 weeks before submission is due. Length: 2000 words Due Date: TBA Value: 40% 5.3 Assignment Submission Procedure Written assignments are to be submitted either via the School office or directly to your tutor. If you have submitted your assignment to the School office please let me know via , telephone call or face-to-face contact. All written assignments must have a School essay cover sheet attached these can be obtained from the School or downloaded from the School s web page. Cover sheets have a tear-off strip at the bottom which must be signed by a School staff member and retained by the student as a receipt. The only other way to submit your essay is to put it in the School s essay box if the office is closed. If you do this, IT IS YOUR RESPONSIBILITY to come back during office hours and get the receipt. It is in your interests to do this as soon as possible. A student whose essay cannot be found, and who does not have receipt, will be deemed not to have submitted the essay. Do not submit essays in plastic covers a simple staple will do. No submissions will be accepted after essays have been marked and returned to students. 5.4 Late Submission Students who submit late assessment items without obtaining a formal extension, and without supporting documentation (e.g. medical certificate), prior to the due date will be penalised. A penalty of 2% will be deducted for each day after the submission date. MGMT5948 Human Resources Recruitment Selection and Development Page- 9

10 5.5 Special Consideration and Supplementary Examinations UNSW Policy and Process for Special Consideration (see Applications for special consideration (including supplementary examinations) must go through UNSW Central administration (within 3 working days of the assessment to which it refers) applications will not be accepted by teaching staff; Applying for special consideration does not automatically mean that you will be granted additional assessment or that you will be awarded an amended result; If you are making an application for special consideration (through UNSW Central Administration) please notify your Lecturer in Charge; Please note that a register of applications for Special Consideration is maintained. History of previous applications for Special Consideration is taken into account when considering each case. ASB Policy and Process for Special Consideration and Supplementary Exams In the ASB, requests for special consideration are determined by a Faculty wide panel which will advise the Lecturer in Charge of appropriate action. If the Faculty panel (see above) grants a special consideration request, this may entitle the student to sit a supplementary examination. In such cases the following procedures will apply: Supplementary exams will be scheduled centrally and will be held approximately two weeks after the formal examination period. Actual date will be advised by midsemester. Where a student is granted a supplementary examination as a result of a request for special consideration, the student s original exam (if completed) will not be marked and only the mark achieved in the supplementary examination will count towards the final grade. Further information concerning supplementary examinations is available on the ASB website. 6. ACADEMIC HONESTY AND PLAGIARISM The University regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism. For full information regarding policies, penalties and information to help you avoid plagiarism see: MGMT5948 Human Resources Recruitment Selection and Development Page- 10

11 Plagiarism is the presentation of the thoughts or work of another as one s own.* Examples include: direct duplication of the thoughts or work of another, including by copying work, or knowingly permitting it to be copied. This includes copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person s assignment without appropriate acknowledgement; paraphrasing another person s work with very minor changes keeping the meaning, form and/or progression of ideas of the original; piecing together sections of the work of others into a new whole; presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and, claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed. Submitting an assessment item that has already been submitted for academic credit elsewhere may also be considered plagiarism. The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. Students are reminded of their Rights and Responsibilities in respect of plagiarism, as set out in the University Undergraduate and Postgraduate Handbooks, and are encouraged to seek advice from academic staff whenever necessary to ensure they avoid plagiarism in all its forms. The Learning Centre website is the central University online resource for staff and student information on plagiarism and academic honesty. It can be located at: The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in: correct referencing practices; paraphrasing, summarising, essay writing, and time management; appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts. Individual assistance is available on request from The Learning Centre. Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. * Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle Adapted with kind permission from the University of Melbourne. MGMT5948 Human Resources Recruitment Selection and Development Page- 11

12 7. STUDENT RESPONSIBILITIES AND CONDUCT 7.1 Workload It is expected that you will spend at least ten hours per week studying this course. This time should be made up of reading, research, working on exercises and problems, and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities. 7.2 Attendance Your regular and punctual attendance at lectures and seminars is expected in this course. University regulations indicate that if students attend less than eighty per cent of scheduled classes they may be refused final assessment. 7.3 General Conduct and Behaviour You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct, which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class. More information on student conduct is available at: Keeping Informed You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details. 8. STUDENT RESOURCES 8.1 Course Resources The textbook recommended for this course is: Compton, R., Morrissey, W., and Nankervis, A. (2009) Effective Recruitment and Selection Practices, 5th edition, CCH Australia Ltd, Sydney. [Note - this book is an excellent practical resource. However, it does not contain much scholarly analysis. For critical discussions of the issues covered in the course, students are advised strongly to refer also to suggested readings and, at least to one other recommended text] Recommended texts which cover a range of HRM practices include: Taylor, S. (2008) Mor Barak, M.E.(2011) Gomez-Meija, L., Balkin, D. and Cardy, R. (2004) People Resourcing, 4th edition, CIPD. London. Managing Diversity, 2nd edition, Sage, Los Angeles. Managing Human Resources, 4 th ed. (International), Pearson Prentice Hall, Upper Saddle River, N.J. MGMT5948 Human Resources Recruitment Selection and Development Page- 12

13 Leopold, J., Harris, L. and Watson, T. (eds.) (2005) Boxall, P. and Purcell, J. (2003) Harvey, C. and Allard, M.J. (2002) Wiesner, R. and Millett, B. (eds.) (2003) Delahaye, B. (ed.) (2005) Kehoe, J. (2000) The Strategic Managing of Human Resources, Prentice Hall Financial Times, London. Strategy and Human Resource Management, Palgrave, Basingstoke. Understanding and Managing Diversity, 2nd edition, Prentice Hall, New Jersey. Human Resource Management: Challenges and Future Directions, Wiley, Milton. Human Resource Development: Adult learning and Knowledge Management, 2 nd ed., Wiley, Milton. Managing Selection in Changing Organizations, Jossey Bass, San Francisco. Other extremely useful resources are academic journals - the following are recommended as a starting point and are all available on the UNSW library Sirius database: Asia Pacific Journal of Human Resources Academy of Management Journal Human Relations International Journal of Human Resource Management Human Resource Management Review International Employee Relations Review International Journal of Selection and Assessment Human Resource Development Review Journal of Diversity Management Employee Relations Australian Journal of Management Work, Employment and Society 8.2 Other Resources, Support and Information The University and the ASB provide a wide range of support services for students, including: Learning and Study Support: ASB Education Development Unit The Education Development Unit (EDU) provides learning support and assistance to all students in the ASB, to enable them to enhance the quality of their learning. The EDU services are free, and tailored to meet the academic needs of students in the Australian School of Business. The role of the EDU is to provide A range of support initiatives for students from the Australian School of Business in relation to their transition to university; Learning skills development, resources and activities for Business students Academic writing and skills workshops throughout the session; Printed and online study skills resources, such as referencing guides, report writing and exam preparation; A drop-in EDU Office containing books and resources that can be borrowed; A limited consultation service for students with individual or small group learning needs. MGMT5948 Human Resources Recruitment Selection and Development Page- 13

14 The EDU website contains information, online resources and useful links as well as providing information and dates for workshops. More information about the EDU services including resources, workshop details and registration, and consultation request forms are available from the EDU Office. EDU Contact Details Location Room GO7Ground Floor, West Wing, Australian School of Business Building Telephone: Website UNSW Learning Centre ( ) In addition to the EDU services, the UNSW Learning Centre provides academic skills support services for all UNSW students. The Learning Centre is located on Level 2 of the Library and can be contacted by phone: or through their website. Technical support: For any technical support issues (difficulty logging in to websites, problems downloading documents, etc) you can contact the UNSW IT Service Desk at: (02) ; servicedesk@unsw.edu.au Counselling support - Students experiencing problems of a personal or academic nature are encouraged to contact the Counselling Service at UNSW. This consultation service is free and confidential and run by professional counsellors. The Counselling Service also conducts workshops on topics such as Coping With Stress and Procrastination. The Counselling Service is located on Level 2, Quadrangle East Wing, and can be contacted on Library training and support services - Disability Support Services Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the Course Coordinator or the Equity Officer ( Early notification is essential to enable any necessary adjustments to be made. In addition, it is important that all students are familiar with University policies and procedures in relation to such issues as: Examination procedures and advice concerning illness or misadventure ules.html Occupational Health and Safety policies and student responsibilities; MGMT5948 Human Resources Recruitment Selection and Development Page- 14

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