The University of Manitoba Asper School of Business Department of Business Administration

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1 The University of Manitoba Asper School of Business Department of Business Administration HRIR 4410 A01 & A02 STAFFING AND MANAGEMENT DEVELOPMENT COURSE OUTLINE Term: Winter 2014 Time: 1.00 p.m p.m. Monday/Wednesday (A01) 2.30 p.m p.m. Monday/Wednesday (A02) Room: Instructor: 107 Drake (A01) / 108 Drake (A02) Nicolas Roulin, PhD., Assistant Professor Contact: Phone: Office: 406 Drake Centre nicolas.roulin@umanitoba.ca Office Hours: 4.00 to 5.00 p.m. Monday and Wednesday or by appointment (please e mail me to arrange a mutually agreeable time). If groups wish to meet, we will make arrangements to meet in another space than my office. Readings: IClicker: Various articles that will be accessible in Desire 2 Learn. Students must have an iclicker+. These devices will be used for preparedness checks and to run polling during class discussions or exercises. iclickers can be purchased at the university bookstore ($39.95 new; $29.96 used), rented from USMU ($6.30 for the term, plus a refundable $20 deposit), or borrowed from a friend. Course Objectives: Upon completion of the course, students should have an understanding of the staffing and development functions of Human Resources Management. More precisely, the goal is to provide students with knowledge of how recruitment, selection, performance management, and employee development can help organizations gaining a competitive advantage, form both theoretical and practical perspectives. Student Evaluation: The evaluation will be composed of: Five assignments: two group assignments (15% of final grade each) and three individual assignments (20% of final grade each). Reading Preparedness Checks (10% of the final grade) Moreover, bonus points (2%) will be offered during the term. 1

2 CLASS OUTLINE Date Topic Activity Reading 1 January 6 Welcome Introduction Syllabus Review 2 January 8 Staffing Strategy Bangerter et al. (2012) 3 January 13 Legal Issues 4 January 15 5 January 20 Job Analysis Exercise: Job analysis information Sanchez & Levine (2009) Group organized Cable & Turban 6 January 22 (2003) Recruitment 7 January 27 Exercise: Recruitment Strategy 8 January 29 Selection: Psychometrics Schmidt & Hunter (1998) 9 February 3 Cole et al. (2009) Selection: Screening 10 February 5 Exercise: Screening Resumes #1 Morgeson et al. 11 February 10 (2007) Selection: Testing 12 February 12 Exercise: Personality Testing February 17 February February 24 No class Louis Riel Day Midterm Break Lievens & De Paepe (2004) #2 14 February 26 Selection: Interviewing Exercise: Creating an Interview 15 March 3 Exercise: Conducting an Interview 16 March 5 Selection: Assessment Eurich et al. (2009) 17 March 10 Center Exercise: AC observation 18 March 12 Selection: Decision making Lecture & Exercises #3 Cleveland et al. 19 March 17 (1989) Performance Appraisal 20 March 19 Exercise: 360 degrees 21 March 24 Training & Development: Salas & Cannon Needs & Design (2001) p March 26 Salas & Cannon Training & Development: (2001) p March 31 Implementation Exercise Training Program #4 24 April 2 Training & Development: Arthur et al. (2003) 25 April 7 Evaluation Exercise: Training Effects 26 April 9 Q&A Wrapup session April 16 #5 2

3 STUDENTS EVALUATION s The five term assignments will require students to apply concepts and techniques discussed in class to real organizations. To make these activities as consistent, interesting, and constructive as possible, students will work on the same organization throughout the term (i.e., for both the group and individual assignments). As such, the first task for students will be to organize groups of five. Each group will have to prepare a list of five organizations they would be interested working on. Selected organizations must (a) be active in Canada (but they can be multinational companies based in another country) and (b) have more than 50 employees in total working in Canada (but employees may work in different locations, e.g., stores). You can choose privatelyowned companies (e.g., retailer, restaurant chain, service provider, manufacturer, etc.), but also a public or a nonprofit organizations (e.g., governmental service, public insurance, hospital, school, museum, etc.). Groups will provide the instructor (by to: nicolas.roulin@umanitoba.ca) with the names of their five group members, addresses, and a list of five preferred organizations to the no later than January 20 th, The instructor will then inform each group of the final organization they will work on, making sure that all groups work on different organizations. All assignments will be related to this organization (see below for details). #1: Developing a Recruitment Strategy (in group / 15% of final grade) For the first assignment, each group will need to analyze the needs of their organization and develop a recruiting strategy. Groups can use publicly available information (e.g., on internet or from the organization s website) or contact the organization to obtain information. Then, they are expected to: Identify (a) the core business of the organization (i.e., its main activity/activities), (b) the various types of jobs present in this company (or the most common ones), and (c) the most important type of job in term of recruitment (i.e., requiring new hires on a regular basis or likely to require new hires in the near future). Analyze the content of this most important job and highlight the job specifications (i.e., the profile of ideal employee, including required education, experience, skills, personality, etc.) and the job description (i.e., specific working condition, activities, hours, and environment). Describe (and justify) the best recruitment means or methods that would allow the organization to target the ideal population for this job, describe the message used to communicate with them and attract potentially qualified job applicants. Note: suppose that you have an unlimited budget for this recruitment program. Each group will submit (on the D2L website) a fourpage document summarizing their analysis and strategy proposition (with minimum font 12, 1pt spacing, 0.75 margins, references and appendices are not counted in the 4page limit). Deadline for submission: February 5 th,

4 #2: Developing a Resume Evaluation System (individual / 20% of final grade) For the second assignment, each student will need to develop a system to evaluate resumes submitted by applicants in their organization. More precisely, students are expected to: Starting from the specifications for the most important job identified in #1 (and taking into account feedback provided by the instructor on this initial work), identify the core requirements of the job that can be evaluated based on applicants resumes (e.g., education, experience, knowledge, skills, abilities, etc.). Develop an evaluation system to rate each of these requirements, for instance using a present/absent, rating scales (e.g., 15 scores), or a letter (e.g., AF) system. Explain clearly how each requirement will be rated according to your system (e.g., how many points for education an applicant gets with a university versus a high school degree). Illustrate your evaluation system with a real resume (using the student s own resume or a friend s), highlighting how many points the resume would get for each requirement. Each student will submit (on the D2L website) a twopage document (with minimum font 12, 1pt spacing, 0.75 margins) describing the job requirement and the evaluation system, including the illustration with a real resume as an Appendix (i.e., not included in the 2page count). Deadline for submission: February 24 th, #3: Building an Interview (individual / 20% of final grade) For the third assignment, each student will need to develop a partial interview designed for applicants in their organization. More precisely, students are expected to: Choose one job in your organization (it could be the one used in s #1 and #2 or another one) and identify three general competencies necessary to perform on that job (e.g., leading, communicating, negotiating, planning, analyzing, etc.). For each competency, give a clear definition and explain clearly why it is critical. Write three situational questions for your interview (one for each competency). More precisely, your questions must present three critical work situations for which these competencies are essential, and ask applicants what they would do to deal with these situations (i.e., how they would behave or solve the problem). Develop a scale to evaluate applicants responses to each of the three questions. Each scale should have 4 to 7 levels, with definitions of key behaviors and examples of responses for each level. Each student will submit (on the D2L website) a fourpage document (with minimum font 12, 1pt spacing, 0.75 margins) describing the job and three key competencies (1 page) and interview questions with associated evaluation scales (3 x 1 page). Deadline for submission: March 12 th,

5 #4: Creating a Performance Appraisal System (individual / 20% of final grade) For the fourth assignment, each student will need to create a performance appraisal system based on the concept of 360 degrees evaluations. More precisely, students are expected to: Working with the job used in #3, identify at least three different types of individuals who interact or work with the employee on this job. This could include coworkers, bosses, subordinates, internal or external clients, suppliers, etc. Identify three subjective performance criteria (i.e., behaviors or outcomes indicating the level of performance of employees on this job). For each criterion, explain why it is pertinent and develop a behaviorally anchored rating scale (BARS). Each scale should have 4 to 7 levels, include descriptions of key behaviors for each level, and should be understandable for all individuals who will evaluate the employee. Identify an additional two objective performance criteria (i.e., that can be measured with objective data/indicators, such as sales, productivity, customer satisfaction, etc.). Explain why they are pertinent and how the organization could measure them. Each student will submit (on the D2L website) a threepage document (with minimum font 12, 1pt spacing, 0.75 margins) describing the individuals, the three subjective evaluation criteria (and the associated BARS), and the two objective evaluation criteria. Deadline for submission: March 31 st, #5: Developing a Training Program (in group / 15% of final grade) For the last assignment, each group will need to develop a short training program for new hires in their organization. More precisely, groups are expected to: Starting from the job description for the most important job identified in #1 (and taking into account instructor s feedback), identify training needs that recent hires are likely to have, to make them high performers on their new job. This may include training for new skills, about the functioning of the organization, etc. Define these needs precisely and justify why they are important. Choose the most effective training method (e.g., course, workshop, onthejob, role play, simulation etc.). Explain how you would conduct this training (i.e., when, how long, where, by whom, etc.) and justify why this approach is appropriate. Highlight the expected results of this training (i.e., changes in behavior or performance you expect to observe) and how you would evaluate training effectiveness (i.e., what indicators and approach you would use). Each group will submit (on the D2L website) a fourpage document (with minimum font 12, 1pt spacing, 0.75 margins) describing the needs, training program, and effectiveness evaluation. Deadline for submission: April 16 th,

6 Reading Preparedness Checks (10% of the final grade) For twelve class sessions, students will be expected to read an article (available on D2L). These articles will be the basis of class discussions. Moreover, in each of these sessions, a preparedness check on the week s readings will take place. You ll answer four multiple choice questions using your iclicker. Thus, student can get up to 1 point for every session (that is, a total a 10 points with 2 grace points). These are easy marks if you stay current on the readings, and will help make sure everyone arrives prepared and ready to contribute. Bonus points (2%) Faculty and research graduate students in the Asper School of Business conduct a range of surveys and experiments that rely on the participation of the Asper community. To recognize your contributions as a research participant, a 2% bonus will be provided to students who participate in two hours of research studies or surveys conducted by Asper faculty or research graduate students (M.Sc./Ph.D.). Documentation must be provided. Further details will be provided in class. Overall Grading System: Important Notices: University Policy Letter Grade Percentage/Points GPA Description A Exceptional A Excellent B Very Good B Good C Satisfactory C Adequate D Marginal F 49 or less 0 Failure Effective September 1, 2013, the U of M will only use your university account for official communications, including messages from your instructors, department or faculty, academic advisors, and other administrative offices. If you have not already been doing so, please send all s from your UofM account. Remember to include your full name, student number and faculty in all correspondence. For more information visit: Unclaimed s Pursuant to the FIPPA Review Committee s approved recommendations as of August 15, 2007, all unclaimed student assignments will become the property of the faculty and will be subject to destruction six months after the completion of any given academic term. NOTE: Use of cell phones, texting and internet is not tolerated during class. 6

7 ACADEMIC INTEGRITY It is critical to the reputation of the Asper School of Business and of our degrees, that everyone associated with our faculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading Plagiarism and Cheating. Specifically, acts of academic dishonesty include, but are not limited to: using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words duplicating a table, graph or diagram, in whole or in part, without referencing the source paraphrasing the conceptual framework, research design, interpretation, or any other ideas of another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source copying the answers of another student in any test, examination, or takehome assignment providing answers to another student in any test, examination, or takehome assignment taking any unauthorized materials into an examination or term test (crib notes) impersonating another student or allowing another person to impersonate oneself for the purpose of submitting academic work or writing any test or examination stealing or mutilating library materials accessing test prior to the time and date of the sitting changing name or answer(s) on a test after that test has been graded and returned submitting the same paper or portions thereof for more than one assignment, without discussions with the instructors involved Group Projects and Group Work Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic dishonesty. Because of the unique nature of group projects, all group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to a specific individual(s). Some courses, while not requiring group projects, encourage students to work together in groups (or at least do not prohibit it) before submitting individual assignments. Students are encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid violating this policy. In the Asper School of Business, all suspected cases of academic dishonesty are passed to the Dean's office in order to ensure consistency of treatment. /pkt 7

8 University of Manitoba I.H. ASPER SCHOOL OF BUSINESS MEDICAL ABSENTEEISM FORM STUDENT IDENTIFICATION: (PLEASE PRINT CLEARLY) Last Name First Name Middle Initial U of M Student Identification Number Course # Student s Signature Instructor Name Date TO BE COMPLETED BY THE ATTENDING PHYSICIAN: (after the above section is completed) (PLEASE PRINT CLEARLY) Physician s Last Name Physician s First Name Middle Initial Street Address City, Province Postal Code Telephone Number Fax Number To the attention of the physician: Your evaluation of the student s condition is being used for the purpose of determining whether or not the student has a valid reason to miss an important exam or assignment. Your professional evaluation is necessary to ensure that only valid cases are excused. I certify that the nature of the student s condition is severe enough to prevent the student from taking an exam or completing an assignment. If requested, my associates or I will verify for the above named instructor/administrator that this information is accurate. The student s condition will likely span the following dates: until (Indicate start date) (Indicate end date) Physician s Signature Date NOTES TO PHYSICIAN: Please make a note in the student/patient s file indicating that the student has given the above named instructor/administrator permission to verify with you, your staff, or your colleagues, that the information contained on this form is correct. Thank you for your professional evaluation of this student s condition. PLEASE ATTACH THIS FORM TO YOUR REGULAR OFFICE STATIONERY THAT INDICATES THE STUDENT VISITED YOUR OFFICE. NOTES TO STUDENT: The use of this form is at the option of the student. However, in order to obtain an excused absence for an assignment or exam the student must obtain a doctor s certification that the student s condition is severe enough to prevent the student from taking the exam or completing the assignment. It is NOT SUFFICIENT to provide a note that only indicates the student visited the doctor s office. 8