PAD 711: Public Personnel Management

Transcription

1 Instructor: So Hee Jeon, Ph.D. Office: Anspach Availability: Via . PAD 711: Public Personnel Management Note: Please note that is the best way to reach me. I will typically respond to you within 24 hours. Please make sure your s addressed to the instructor are written in a professional manner (subject line, greeting, full sentences, closing, and your name). Course Description: Public human resource management includes the traditional personnel functions (recruitment, selection, training, motivation, compensation, evaluation, discipline, and termination of employees) in a public setting. Human resource management is widely recognized for its strategic importance to public organizations and jurisdictions. This course is designed to provide the student with an understanding of the evolution of public human resource management policies and practices, how changes over time reflect shifting societal values and environmental circumstances, and how the nature of the public sector complicates these already complex functions. Our emphasis is on developing the basic skills necessary to be an effective public human resources manager. Time Frame: The class is covered over an 8-week period of time (Monday-Sunday). Unless otherwise specified, tasks are due by 11:59 PM on the ending Sunday of the week (U.S. Eastern Time). Required Textbook: 1. Klingner, D.F., Nalbandian, J, & Llorens, J. (2010). Public Personnel Management: Contexts and Strategies. (6 th Ed.) Pearson. 2. There are weekly required readings on Blackboard. Course Objectives: After successful completion of this course, the student will be able to: Define the functions needed to manage human resources in public agencies. Describe the important values that underlie the conflict in public employment processes. Analyze personnel system as a set of laws, policies, and practices. Describe the history of public personnel management in the United States as a conflict among competing personnel systems and values. Describe the role of a professional public personnel manager. Explain how the functions of personnel management are shaped among political leaders, line managers and supervisors, and the personnel department. Identify and understand various functions of human resource management in the public sector. Design an effective cultural competency plan for a public sector organization. Integrate a public service perspective in the management of public personnel practices. Differentiate effective leadership and management roles in public sector organizations 1

2 Course Methodology: Discussion Board Participation Students must participate in Discussion Forums every week (unless otherwise stated) by posting responses to the discussion questions AND responding to at least two of their classmates posts. Participation points will be based on the quality of participation. The rubric for discussion board participation is available under Weekly Tasks Course Materials tab on Blackboard. Discussion board participation is worth 155 points, or 31% of the final grade. Organizational Cultural Competency Plan Please see the last page of the syllabus for detailed explanations on the Organizational Cultural Competency Plan (CCP) for Human Capital Acquisition and Development. Students will write a CCP paper AND make a presentation on the findings of their research. The CCP paper is due at the close of Week 7. The paper is worth 150 points, or 30% of the final grade. The CCP presentation is due at the close of Week 6. The presentation is worth 45 points, or 9 % of the final grade. Students must submit via BlackBoard Assignment two or three potential public agencies or HR departments in which to conduct their Cultural Competency Plan. This assignment is due at the close of Week 1, and worth 5 points or 1% of the final grade. Students are strongly encouraged to submit a draft of their CCP paper to the instructor by the end of Week 4 so that they can receive feedback for improving. Student Presentation As mentioned above, students will present an Organizational Cultural Competency Plan for a public service organization or HR department. Students are to post on Discussion Board a PowerPoint Slides (maximum 20 slides) discussing the findings of their research. This assignment is due at the close of Week 6 and worth 45 points or 9% of the final grade. Students will also choose and review one classmate s CCP presentation and provide 3 appropriate suggestions and/or questions on the presentation. This assignment is due Wednesday of Week 7 and is considered part of discussion board participation. Examination The final exam is based on your response to a real case study scenario. Final exam is about 5-6 page long (double-spaced, excluding references). The final exam is graded on a 120 points scale and is worth 24% of the final class grade. The exam will be completed at the close of week 8. Self-Assessment Survey During the final week of the course (Week 8), students will complete a self-assessment survey. This is a self-assessment of NASPAA competencies for the course. Students will respond to the survey anonymously and thus their answers will not affect their course grades or standing in the program. By completing the survey, students will earn 25 points, or 5% of the final grade. 2

3 Course Calendar Assignment Points % of Grade CCP Target Org. 5 1% Discussion Board Participation % CCP Presentation 45 9% CCP Paper % Final Exam % Self-Assessment Survey 25 5% Total % Due Date Week 1 Weekly Week 6 Week 7 Week 8 Week 8 Week 1: Civil Service Systems Readings: (1) Klingner et al., Chapter 1: The World of Public Personnel Management (2) Klingner et al., Chapter 2: Doing Public HRM in the United States (3) O Toole, L. & Meier, K. (2009). The human side of public organizations: Contributions to organizational performance, American Review of Public Administration, 39, 5, [On Blackboard] Due: (1) article preference by Tue (2) Submit info. on CCP target organizations (3) Discussion Board 1 Week 2: Strategic Planning Readings: (1) Klingner et al., Chapter 3: Thinking Strategically About HRM (2) Poister, T., Pitts, D., & Edwards, L. (2010). Strategic management research in the public sector: A Review, synthesis, and future directions, American Review of Public Administration, 40, 5, [On Blackboard] (3) Jimenez, B. (2013). Strategic Planning and the Fiscal Performance of City Governments during the Great Recession, American Review of Public Administration, 43, 5, [On Blackboard] Due: (1) Discussion Board 2 Week 3: Benefits Readings: (1) Klingner et al., Chapter 6: Rewarding Work: Pay and Benefits (2) Roberts, G. (2003). Municipal Government Part-Time Employee Benefits Practices. Public Personnel Management 32(3): [On Blackboard] (3) Alkadry, M., & Tower, L. (2006). Unequal Pay: The Role of Gender. Public Administration Review 66(6): [On Blackboard] Due: (1) Discussion Board 3 [Continue to the next page] 3

4 Week 4: Diversity Readings: (1) Klingner et al., Chapter 7: Social Equity and Diversity Management (2) Pitts, David. (2009). Diversity Management, Job Satisfaction, and Performance: Evidence from U.S. Federal Agencies. Public Administration Review 69(2): [On Blackboard] (3) Grissom, J. & Keiser, L. (2011). A Supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees, Journal of Policy Analysis and Management, 30, 3, [On Blackboard] Due: (1) Discussion Board 4 Week 5: Recruiting Employees Readings: (1) Klingner et al., Chapter 8: Recruitment, Selection, and Promotion (2) Grissom, J. (2012). Revisiting the impact of participative decision-making on public employee retention: The moderating influence of effective managers, American Review of Public Administration, 42, 4, [On Blackboard] (3) Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2011). The role of teacher quality in retention and hiring: Using applications to transfer to uncover preferences of teachers and schools, Journal of Policy Analysis and Management, 30, 1, [On Blackboard] Due: (1) Discussion Board 5 Week 6: Leadership Readings: (1) Klingner et al., Chapter 9: Leadership and Employee Performance (2) Paarlberg, L. & Perry, J. (2007). Values management: Aligning employee values and organization goals, American Review of Public Administration, 37, 4, [On Blackboard] (3) Gabris, G., & Ihrke, D. (2000). Improving Employee Acceptance Toward Performance Appraisal and Merit Pay Systems: The Role of Leadership Credibility. Review of Public Personnel Administration, 20, 1, [On Blackboard] Due: (1) Discussion Board 6 (2) CCP Presentation Week 7: Performance Appraisal Readings: (1) Klingner et al., Chapter 11: Performance Appraisal (2) Eremin, D., Wolf, J., & Woodard, C. (2010). Systemic Bias in Performance Evaluation: Does Hierarchy Trump a Performance Management Process? Public Performance & Management Review, 34, [On Blackboard] (3) Oh, S. S., & Lewis, G. B. (2009). Can Performance Appraisal Systems Inspire Intrinsically Motivated Employees? Review of Public Personnel Administration, 29(2), [On Blackboard] Due: (1) Discussion Board 7 (2) Comments on one classmate s CCP presentation (3) CCP Paper 4

5 Week 8 Due: (1) Final Exam (2) Self-Assessment Survey Grading Scale: Grade Percent A A B B B C C E <70 Late work: Assignments will lose 10% of their point value for each calendar day that they are late. I can grant extensions for extraordinary situations, but I must be asked at least 24 hours in advance of the due date. Students that request an extension should explain what the situation is, and they should also submit documentation supporting reasons for extension request. If the student fails to submit the supporting documentation, the grant of extension will be nullified and point deductions will apply. Absolutely no assignments will be accepted after the official course end date. Civility Expectation and Online Communication: Each CMU student is encouraged to help create an environment during class that promotes learning, dignity, and respect for everyone. In an online environment, there are a few key behaviors we should keep in mind. (1) Please be kind and direct. If you would like to use humor, make sure to accompany your comment with the appropriate emoticon (; ; etc.) Tone of voice does not translate well in an online environment. (2) Please keep posts short and to-the-point. If you have a lengthy comment to make, please separate your ideas by paragraphs. (3) Please do not edit original content. If you have an update, please provide it in a follow-up comment. (4) Please be respectful of all cultures and treat other students and the instructor with respect and courtesy. Students are asked to contribute and respond using their best-faith efforts in maintaining this environment. Behavior that is inconsistent with this policy will incur repercussions as outlined in university policies and procedures including the Code of Student Rights, Responsibilities and Disciplinary Procedures ( Special Needs: CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities, or services. Students with disabilities requiring accommodation to participate in 5

6 class activities or meet course requirements should first register with the Office of Student Disability Services (Park Library 120, , TDD ) and contact the professor as soon as possible. Academic Integrity: A college education can provide the student with economic, creative, and personal opportunities both in the short- and long-term. In order to take full advantage of these opportunities, the students in this class are expected to adhere to the highest standards of academic honesty. This includes (but is not limited to) turning in your own original work, voicing your own original opinions regarding class content, providing credit toward those opinions and work that may not be your own, and completing exams and assignments without unapproved outside assistance. In May 2001, the Central Michigan University Academic Senate approved the Policy on Academic Integrity, which applies to all university students. You can view the code electronically at: Policy.pdf#search=ess%20studentaffairs%20Documents%20Academic%20Integrity%20Policy%20%20%2 0Revised%20%20%20passed%20Senate%205%205%2009, or in the Academic Senate Office in Room 108 of the Bovee University Center. All work is expected to be in compliance with this policy. Any kind of academic dishonesty, including plagiarism and multiple submissions, will NOT be tolerated in this class. I take academic dishonesty very seriously and will immediately take actions to handle a violation of Academic Integrity Policy. If you are found guilty of academic dishonesty, at a minimum you will fail the course (not the assignment, but the course). Harassment and discrimination: You have a right to feel safe and supported while pursuing your degree at CMU. If any professor, student, or staff member makes you feel that you have been discriminated against, disrespected or stuck in a hostile environment, the Office of Civil Rights and Institutional Equity (OCRIE) is here to help: Bovee UC 306, (989) Sexual misconduct policy: With the exception of the confidential resources named explicitly within the Sexual Misconduct Policy, all CMU staff and faculty are responsible employees and are required to report any information they know about possible sexual misconduct to the Title IX Coordinator in OCRIE: Kathy Lasher, (989) This means that any information you may divulge about such an incident in the classroom or with a faculty member cannot be confidential. Reports to OCRIE are intended to provide options and resources to survivors. Please keep these reporting obligations in mind as you seek support from staff and faculty you trust, and know that there are also support centers on campus that will maintain confidentiality, which include Sexual Aggression Peer Advocates ( ) and the CMU Counseling Center ( ). For resources and more information, please see Technical Assistance: Excellent technical help is available to you through the CMU Help Desk (phone: (989) ; helpdesk@cmich.edu). You can also visit them in person at Park Library 101 or use online tutorials: 6

7 Guidelines for Organizational Cultural Competency Plan (CCP) for Human Capital Acquisition and Development Students will create a cultural competency plan that could assist a public or nonprofit organization with its human resources policies. To develop this plan, students must gather information from the organization of interest. This information can be gathered through document (web site) analysis, face to face interviews with staff/administrators, and/or surveys administered over or the telephone. The cultural competency plan should contain the following information, although students have the flexibility to organize the information as they see fit: I. Brief introduction to cultural competency generally (1 page) II. Organizational background, history, stance toward human capital acquisition and development (2 pages) III. Organization s understanding of cultural competency (1-2 pages) IV. Identification and analysis of specific human resources policies that positively or negatively affect organizational cultural competency (4-5 pages) V. Goals, objectives, and actions (4-5 pages) After analyzing the organization's HR policies relevant to its cultural competency, please recommend "actions" for each of the analyzed HR policy area so that the organization can better accomplish its "goals and objectives" to achieve cultural competence. VI. Conclusion (1 page) VII. References The Plan should be prepared in a format and style appropriate for delivery to the agency or jurisdiction administrator, including (a) a title page displaying your name and the title, (b) an executive summary highlighting the research findings and recommendations (maximum 250 words), and (c) a clearly organized and professionally written report. Please note that you must use subheads to organize and break up your paper visually. The paper should have standard 1 inch margins, double-spaced, 12 point Times New Roman font, and it should follow APA style and format. Papers must reference at least 5 sources, which can include academic books, journals (Public Administration Review, Journal of Public Research & Theory, American Review of Public Administration, etc.) or other legitimate sources (such as governmental publications; Note: Wikipedia is not considered a legitimate source.) The paper is due at the close of Week 7. Each student will also make a presentation on their research. Students are to post on Discussion Board a PowerPoint Slides (maximum 20 slides) discussing the findings of their research. The discussion board posting of your presentation is due at the close of Week 6. Students will also review one classmate s CCP presentation and provide 3 appropriate suggestions and/or questions on the presentation. This assignment is due Wednesday of Week 7. Students must submit via BlackBoard Assignment two or three potential public agencies or HR departments in which to conduct their Cultural Competency Plan. This assignment is due at the close of Week 1. Students are strongly encouraged to submit via Blackboard a draft of their CCP paper by the end of Week 4 so that they can receive timely feedback for improving from the instructor. 7