BUSINESS H721 RECRUITMENT & SELECTION COURSE OUTLINE FALL 2012

Transcription

1 Dr. W. H. Wiesner, Instructor DSB/410 Tel.: , Ext Office Hours: Tuesdays 9:30 11:00 p.m., before class, or by appointment BUSINESS H721 RECRUITMENT & SELECTION COURSE OUTLINE FALL 2012 Hong Liu, Teaching Assistant DSB/A210 Tel.: , Ext Office Hours: TBA COURSE ELEMENTS Credit Value: 3 Leadership: Yes IT skills: No Global view: Yes Avenue: Yes Ethics: Yes Numeracy: Yes Written skills: Yes Participation: No Innovation: Yes Group work: Yes Oral skills: Yes Evidence-based: Yes Experiential: Yes Final Exam: Yes Guest speaker(s):? COURSE OBJECTIVES This course will provide a conceptual and operational understanding of all the key aspects of human resources staffing functions, including job analysis, recruitment, assessment, selection, and performance evaluation. At the completion of this class, students should be able to design and implement an effective and legally defensible staffing system tailored to organizational requirements. They should also be able to evaluate existing staffing programs for efficaciousness and legal compliance. METHOD OF INSTRUCTION The instructor will cover the core of the course content in lectures and through class discussions and practical exercises. One of the main components of this course, however, is a group/individual term project. This project consists of two parts and several sub-components. Essentially, you are required to: (a) conduct a job analysis; (b) develop a job description with specification; (c) develop a recruitment plan; (d) develop a selection system; (e) construct a structured interview; and (f) develop a plan for assessing the efficacy and legal compliance of your selection system. Class time will be provided for working on the many facets of this project. Your instructor will act primarily as a resource person. The benefits you will derive from this course will therefore depend on your interest, your choice and willingness to work, and on the amount of time you allocate. Reading of the text and research/professional journals is definitely expected. REQUIRED COURSE MATERIALS AND READINGS Catano, V.M., Wiesner, W.H., & Hackett, R.D (2013). Recruitment and Selection in Canada (fifth edition). Toronto: Nelson. Additional readings may be put on reserve in the Library. 1

2 LEARNING OUTCOMES Upon completion of this course, students will possess the following competencies: Conduct a job analysis for identifying the key knowledge, skill, ability and other requirements ( KSAOs ) for a job; Write a job description and specification reflecting KSAOs; Build a recruitment plan for the target job; Identify assessment tools that effectively measure the KSAO requirements for the job Develop a structured employment interview and interview scoring system. Evaluate existing staffing programs for effectiveness and legal compliance Create an effective performance evaluation system Understand what is required of staffing systems to be in compliance with Canadian and provincial Human Rights legislation EVALUATION Assignments Evaluation Dates 1. Group/Individual Project (described below) 30% Dec Group/Individual Presentation (described below) 10% Dec. 3 Exams 3. Midterm Exam (in class) 25% Oct Final Exam 35% Exam Schedule Grade Conversion: At the end of the course your overall percentage grade will be converted to your letter grade in accordance with the following conversion scheme. LETTER GRADE PERCENT A A A B B B F

3 COURSE COMPONENTS 1) Group/Individual Project 30% Dec. 3 Depending on class size, the project may be submitted by individuals or by groups. In the latter case, you should form groups of 4 or 5 members near the beginning of the course. As soon as you have formed your group give me a list of your group members on an 8 1/2" by 11" sheet of paper. Make sure you copy down each other's phone numbers and/or addresses so you can get in touch with each other. You or your group are/is responsible for gaining entrance to an organization for purposes of this project. The project involves assessing the recruitment and selection strategies of the organization and making recommendations based on what you have learned in the course. A detailed description of the project is provided on the following pages. 2) Class Presentations 10% Dec. 3 A brief (i.e., 30 minute) presentation of your group project findings and recommendations is to be made in class. The presentation will be graded only in terms of presentation effectiveness (not content). Criteria will include structure & clarity of presentation, professional poise, audibility & eye contact, use of presentation aids, and ability to maintain audience interest. Assume you are presenting your results to a management board and need to convince them of your recommendations. Your presentation needs to be brief but have impact. 3) Midterm (in-class) 25% Oct. 15 The test will consist of either all multiple choice or a combination of multiple choice and short-answer questions (depending on class preference) designed to assess your knowledge of the facts presented in the text, lectures, and other class materials relevant to Catano et al. chapters 1 through 4 and chapter 10. 4) Final Exam 35% Exam Period The final exam will be held during the regular exam period and will consist of all multiple choice or a combination of multiple choice and short answer questions (depending on class preference). It will cover chapters 5 through 9 in Catano et al., as well as relevant lectures and other class material. 3

4 DETAILED COURSE PLAN WEEK DATE ASSIGNMENT 1 Sept. 10 Catano et al., Chapter 1: Introduction to Recruitment and Selection Catano et al., Chapter 3: Legal Issues 2 Sept. 17 Catano et al., Chapter 2: Measurement, Reliability and Validity 3 Sept. 24 Catano et al., Chapter 2: Validity of Selection Measures Catano et al., Chapter 10: Strategies for Selection Decision Making 4 Oct. 1 Catano et al., Chapter 4: Job Analysis and Competency Models 5 Oct 8 Thanksgiving No Class 6 Oct 15 Midterm Exam (Chapt. 1-4 and 10) (in class) 7 Oct. 22 Catano et al., Chapter 6: Recruitment 8 Oct. 29 Catano et al., Chapter 7: Applicant Screening 9 Nov. 5 Catano et al., Chapter 8: Testing I - Ability Tests and Personality Assessment 10 Nov. 12 Catano et al., Chapter 8: Testing II - Performance Tests, Assessment Centres, Integrity Testing, Drug Testing, Graphology 11 Nov. 19 Catano et al., Chapter 9: The Selection Interview 12 Nov. 26 Catano et al., Chapter 5: Recruitment & Selection and Job Performance 12 Dec. 3 Group/Individual Presentations NOTE: Minor deviations from the schedule above should be expected. 4

5 GROUP/INDIVIDUAL PROJECT Note: Each of the components of the term project below must be defendable from the perspective of both effectiveness and compliance with human rights legislation. PART 1: Job Analysis, Job Description & Specifications A) Conduct a "job analysis" by: (a) observing at least two different job incumbents for half an hour and (b) interviewing each of the job incumbents (if possible, also interview an immediate superior). Each interview should take approximately one hour. During this time you are to ask the incumbent to describe fully the specific tasks he or she does in a typical workday (e.g., have the person "walk you through" their workday - what does he or she do from the beginning to the end of his or her shift). It is a good idea to prepare, in advance, a schedule (i.e., a series of questions) about which you intend to collect information from job incumbents. Take copious notes for they will be the basis of a job description, employee specifications, and subsequent parts of this project. B) Once you have completed your "job analysis," prepare a job description including the job title and a description of the job content. The description of job content is to be obtained by: (a) identifying the most significant tasks and writing a task statement for each of these tasks. The procedure to be used for writing task statements will be discussed in class. The job description should be structured in a way that captures briefly: position title, key responsibilities, reporting relationships (e.g. reporting to whom?), salient working conditions (e.g. physically demanding; shift work; travel), and an equal employment opportunity clause. C) Prepare employee specifications for the job. These should include KSAs and other qualifications required to perform the job at an acceptable level: a) Knowledge b) Skills c) Abilities d) Education & Experience e) Other characteristics or qualifications (motivation, licenses, etc.) You should provide a rationale for (i.e., justify) each of these qualifications. D) Create a job ad for posting on-line. The ad should be professional in appearance. PART 2: Recruitment and Selection Strategy A) Outline a plan for recruiting individuals into the target position. The plan should consider recruitment sources and methods, profile of the people being targeted, cost, efficiency, effectiveness, and reaching minority group communities. The logic/rationale for each aspect of the recruitment plan must be clearly specified. B) Infer from each of the performance dimensions of the target position the knowledge, skill, ability and other requirements (e.g. candidate attributes) required. Determine what selection tools will be used to assess each of the KSAOs and provide a rationale for selecting each specific assessment tool. 5

6 C) Write behavioural interview questions and/or situational interview questions to assess the key KSAOs or job performance dimensions. One behavioural or situational interview question should be written for each significant or key KSAO or performance dimension. Following each question, present a key for scoring candidate responses. D) Describe how various assessment tools for the position will be used in the selection system and explain why they will be used in that way. For example, what order will the administration of these tools follow and why? Are the assessment tools compensatory or non-compensatory? Will a multiple hurdle selection system be used, a multiple regression system, or some other decision rule (and why)? Which assessments will be done early in the candidate assessment process, and which ones later? Be clear on your rationale for each choice. E) Compare and evaluate your recruitment and selection recommendations relative to current company practices and human rights legislation. REPORT FORMAT FOR GROUP PROJECT A copy of the completed report (including all components) must be prepared and sent to the participating organization with a cover letter thanking them for their participation. Another copy is to be submitted to me for grading. Your report to me should be double-spaced, normal sized font (e.g., Times New Roman 12, Arial 10), with the body being no more than 30 pages in length (i.e., excluding title page, executive summary, references, and appendixes). Cover Page The cover page should include the title of the study, the title of the target job, the name of the target company, the names of all the students who are to receive credit for the work, the name and number of the course, the professor's name, and the date. Executive Summary The executive summary should be a coherent summary of the whole report. It should be understandable without looking at any other part of the report. Ideally is should be one page but no longer than two pages. Body The body of the paper should be double spaced, no more than 30 pages in length. The body should include a brief overview of the job, the context of the job, and a summary of the most significant qualities (KSAOs) required to perform the job. Describe the current recruitment and selection methods used for the job. Provide your recommendations for a best-practices recruitment and selection procedure, being sure to justify your recommendations (as outlined in Part 2 (A), (B), and (D) above). Compare your recommendations with the organization s current practices and discuss each in light of human rights legislation (Part 2 (E) above). Your conclusions and final recommendations might call for a variation from best-practices which take into account the context and the degree to which it is possible or practical for the organization to implement ideal recruitment and selection procedures. References In the body of your paper cite a source by name and date, using APA format. For example, "Although the existence of an unconscious mind has been accepted as a reality for a long time (Arlow, 1979; 6

7 Freud, 1915; Jung, 1934), Merikle (1992) presents conclusive evidence that, if such a mind exists, it has no impact on behaviour." Consult the APA style manual (or an APA journal e.g., Journal of Applied Psychology) for the appropriate format for your reference section. APPENDIX 1 Appendix 1 should contain the job description and list of employee specifications. APPENDIX 2 Appendix 2 should contain your job ad. APPENDIX 3 Appendix 3 should contain the structured interview questionnaire, and any other selection materials you wish to present. APPENDIX 4 - Correspondence Appendix 4 should only appear in the copy submitted to the instructor (i.e., it should be omitted in the copy of the report you send to the organization). As a minimum, this appendix should contain a formal thank-you letter to your contact person in the organization. This letter should include the name, position, and mailing address of the contact person. It will be the only place in your report in which the true identity of your organization is clearly revealed. At all other places, as much as possible, the identity of your firm will be kept confidential. The letter should offer the organization an opportunity to further discuss the report with you. Copies of any correspondence related to the project will also be included. OTHER APPENDICES - If necessary NOTE ON GROUP FUNCTIONING 1. Once you are in a group you cannot withdraw to work alone. 2. A group can eject members who are not doing their share. 3. All members of the group get the same mark for each piece of group work. Only those members whose names appear on the cover page of a submitted piece of work will receive credit for that work. 4. Remember, getting along with your group is VERY important. Choose your group carefully. Social skills can be just as important as academic skills in getting a good mark on group work. 7

8 IMPORTANT NOTICES Academic Ethics: It is the student s responsibility to understand what constitutes academic dishonesty. Please refer to the University Senate Academic Integrity Policy at the following URL: This policy describes the responsibilities, procedures, and guidelines for students and faculty should a case of academic dishonesty arise. Academic dishonesty is defined as to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. Please refer to the policy for a list of examples. The policy also provides faculty with procedures to follow in cases of academic dishonesty as well as general guidelines for penalties. For further information related to the policy, please refer to the Office of Academic Integrity at: Please be careful when handing in assignments, reports, essays, and/or cases that are based on individual work. TAs have been instructed NOT to grade any paper that is deemed to have similar content to another person s work. In instances when work is suspected to be copied and/or plagiarized, all students involved will be notified and the case will be reviewed first by the instructor and then by the Office of Academic Integrity. Missed Examinations/Tests/Class Participation: When students miss a regularly scheduled midterm, test or class participation for legitimate reasons as adjudicated by the MBA Academic Services Office, the weight for that midterm/test/participation will be distributed across other evaluative components of the course at the discretion of the instructor. In this course, the policy means all the weight of the midterm exam will be redistributed to the final exam. Documentation explaining such an absence must be provided to the MBA Academic Services Office within five (5) working days upon returning to school. To document absences for health related reasons, please provide the Petition for Relief for MBA Missed Term Work and the McMaster University Student Health Certificate, which can be found on the DeGroote website at: University policy states that a student may submit a maximum of three (3) medical certificates per year after which the student must meet with the Director of the program. To document absences for reasons other than health related, please provide documentation supporting the reason for the absence and the Petition for Relief for MBA Missed Term Work: Students unable to write a midterm at the posted exam time due to the following reasons: religious; work-related (for part-time students only); representing university at an academic or varsity athletic event; conflicts between two overlapping scheduled midterm exams; or other extenuating circumstances, have the option of applying for special exam arrangements. Such requests must be made to the MBA Academic Services Office at least ten (10) working days before the scheduled exam along with acceptable documentation. Instructors cannot themselves allow students to unofficially write make-up exams/tests. Adjudication of the request must be handled by the MBA Academic Services Office. 8

9 All applications for deferred and special final examination arrangements must be made to the MBA Academic Services Office. Failure to meet the stated deadlines may result in the denial of these arrangements. Deferred examination privileges, if granted, must be satisfied during the examination period at the end of the term immediately following. There will be one common sitting for all deferred exams. Please refer to the MBA Calendar for further details. If any exam is missed without a valid reason, students will receive a grade of Zero (0) for that component. Student Accessibility Services Student Accessibility Services (SAS) offers various support services for students with disabilities. Students are required to inform SAS of accommodation needs for examinations on or before the last date for withdrawal from a course without failure (please refer to official university sessional dates). Students must forward a copy of such SAS accommodation to the instructor immediately upon receipt. If a student with a disability chooses NOT to take advantage of an SAS accommodation and chooses to sit for a regular exam, a petition for relief may not be filed after the examination is complete. The SAS website is: Student Course Evaluation: Administration of the teaching evaluation questionnaire will be conducted near the end of the course, in accordance with the School of Business Guidelines, and all students are expected to participate. Communication and Feedback Students who are uncomfortable in directly approaching an instructor regarding a course concern may choose to send a confidential and anonymous to the respective Area Chair or Director at: Students who wish to correspond with instructors or TAs directly via must send messages that originate from their official McMaster University account. This protects the confidentiality and sensitivity of information as well as confirms the identity of the student. s regarding course issues should NOT be sent to the Administrative Assistant. Research Using Human Subjects Research involving human participants is premised on a fundamental moral commitment to advancing human welfare, knowledge and understanding. As a research intensive institution, McMaster University shares this commitment in its promotion of responsible research. The fundamental imperative of research involving human participation is respect for human dignity and well-being. To this end, the University endorses the ethical principles cited in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans: McMaster University has mandated its Research Ethics Boards to ensure that all research investigations involving human participants are in compliance with the Tri-Council Policy Statement. The University is committed, through its Research Ethics Boards, to assisting the research community in identifying and addressing ethical issues inherent in research, recognizing that all members of the University share a commitment to maintaining the highest possible standards in research involving humans. 9

10 If you are conducting original research, it is vital that you behave in an ethical manner. For example, everyone you speak to must be made aware of your reasons for eliciting their responses and consent to providing information. Furthermore, you must ensure everyone understands that participation is entirely voluntary. Please refer to the following website for more information about McMaster University s research ethics guidelines: Organizations that you are working with are likely to prefer that some information be treated as confidential. Ensure that you clarify the status of all information that you receive from your client. You MUST respect this request and cannot present this information in class or communicate it in any form, nor can you discuss it outside your group. Furthermore, you must continue to respect this confidentiality even after the course is over. Potential Modifications to the Course The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster and course websites weekly during the term and to note any changes 10