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

Transcription

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 2015 Time: a.m p.m. Thursday (A01) 2.30 p.m p.m. Thursday (A02) Room: Instructor: 140 Drake (A01) / 106 Drake (A02) Nicolas Roulin, PhD., Assistant Professor Contact: Phone: Office: 406 Drake Centre nicolas.roulin@umanitoba.ca Office Hours: Readings: Top Hat App: 1.00 to 2.30 p.m. Thursday or by appointment (please me to arrange a mutually agreeable time). If groups wish to meet, we will make arrangements to meet in another space than my office. Various articles that will be accessible in Desire 2 Learn. Students must come to class with a smartphone, tablet, or laptop with the TopHat application installed (or at least a cell phone). This application will be used for preparedness checks and to run polling during class discussions or exercises. This application can be downloaded at The cost of this application is $20 for the term (or $38 for a 5year subscription). Course Objectives: Upon completion of the course, students should have a theoretical understanding of the key concepts but also a practical experience with key instruments to manage staffing and employee development (i.e., recruitment, selection, performance management, training, and development). 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 Assignment 1 January 8 Welcome Introduction Syllabus Review Staffing Strategy 2 January 15 Legal Issues Hebl et al. (2012) 3 January 22 Job Analysis Exercise: Job Analysis Sanchez & Levine (2009) Group organized 4 January 29 Recruitment Exercise: Recruitment Strategy Boswell et al. (2003) 5 February 5 Selection: Psychometrics & Decision making Exercises 007 Highhouse (2008) 6 February 12 Selection: Screening Exercise: Screening Resumes Cole et al. (2009) Assignment #1 February 19 No class Midterm Break 7 February 26 Selection: Testing Exercise: Personality Testing & Faking Koenig et al. (2012) Assignment #2 8 March 5 Selection: Interviewing Exercise: Creating & Conducting an Interview Stewart et al. (2008) 9 March 12 Selection: Assessment Center Exercise: AC observation Krause & Gebert (2003) Assignment #3 10 March 19 Performance Appraisal Exercise: 360 degrees Budworth et al. (2014) 11 March 26 Training & Development: Needs & Design + Implementation Exercise Training Program London & Hall (2011) Assignment #4 12 April 2 Training & Development: Evaluation Exercise: Training Effects Arthur et al. (2003) 13 April 9 Training & Development: Group Presentations Assignment #5 2

3 STUDENTS EVALUATION Assignment #1: Developing a Recruitment Strategy (in group / 15% of final grade) 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 for Assignments 1 and 5, making sure that all groups work on different organizations. 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: Briefly present your organization and describe its core business (i.e., its main activity/activities). Identify (a) the various types of jobs present in this company (or the most common ones), and (b) 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). Highlight a recruitment strategy for this job: 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 (i.e., give a concrete example). Note: suppose that you have an unlimited budget for this recruitment program. Each of the three parts listed above will count for 5pts, for a total of 15pts. Each group will submit (on the D2L website) a fivepage (maximum) document summarizing their analysis and strategy proposition (with minimum font 12, 1pt spacing, 0.75 margins, references and appendices are not counted in the 5page limit). Deadline for submission: February 12 th,

4 Assignment #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 for a specific job in an organization. Students can work with the same job and organization used in Assignment #1, another job within the same organization, or a job in another organization. More precisely, students are expected to: Briefly present the organization and the job. Highlight the job specifications (i.e., the profile of ideal employee). Identify the core requirements of the job that can be evaluated based on applicants resumes (e.g., education, experience, knowledge, skills, abilities, etc.). Explain why those requirements are important and why they can be assessed based on a resume (vs. other selection tools). Develop an evaluation system to rate each of these requirements. Describe your system and your scoring criteria, 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). Justify why this system (and the criteria you use) is appropriate for the job and organization. For instance, make sure that the system is clear and applicable (i.e., managers in the organization could actually implement it). Illustrate your evaluation system with a real resume. Ideally find a resume of someone that is somehow qualified for the job or, if not possible, use the student s own resume or a friend s). Apply your screening system to that resume and highlight clearly how many points the resume would get for each requirement and why. Each of the four parts listed above will count for 5pts, for a total of 20pts. 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 26 th,

5 Assignment #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. Students must work with the same job and organization used in Assignment #2. More precisely, students are expected to: On one page, remind the reader about the job and its key requirements. Then, identify three core competencies necessary to perform on that job (e.g., leading, communicating, negotiating, planning, analyzing, organizing, etc.). For each competency, give a clear definition and justify your choice (i.e., explain clearly why it is critical). This part will count for 5pts. Then, you should have 3x 1page (1 per competency) with: o 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). o Make sure that each question actually measures the competency (and not another one), is based on a clear job situation (e.g., related to info collected from a job analysis), and includes some form of dilemma (like discussed in the exercise session). o 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 (e.g., generic definitions for level 135 and specific examples for all levels). For each competency, there will be 3pts for the quality and appropriateness of the question and 2pts for the quality of the rating scale. 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). Note that I will upload on D2L a Word document with the blank tables used in the exercise sessions. You can use this in your report to present your questions/scales (i.e., use the tables as they are or adapt them, for instance if you prefer to work on scales with 4 or 6 levels). Deadline for submission: March 12 th,

6 Assignment #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 Assignments #2 and #3, start with a few sentences reminding the reader about your job. Then, identify at least three different types of individuals who interact or work with the employee on this job and who could be used as evaluators for a 360degree performance appraisal. This could include coworkers, bosses, subordinates, internal or external clients, suppliers, etc. (but do not include the employee i.e., selfevaluation as one of the three individuals). Explain briefly why they are pertinent (e.g., based on contact/interactions with or knowledge of the employee). This part will count for 5pts. Identify three subjective performance criteria (i.e., key behaviors or competencies indicating the level of performance of employees on this job). For each criterion, explain why it is pertinent and which type(s) of evaluator(s) will be asked to assess it. Then, develop a behaviorally anchored rating scale (BARS) for each behavior/competency. 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. This part will count for 9pts (3pts per criteria). Identify an additional two objective performance criteria (i.e., key outcomes/results 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 (where the information should come from). For each criterion, describe your scoring (e.g., using a scale with 47 levels, with explanations for all levels). This part will count for 6pts (3pts per criteria). 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. Note that I will upload on D2L a Word document with a template for this exercise (i.e., with examples of tables that we will use in the exercise session). You can use this in your report to present your scales (i.e., use the tables as they are or adapt them, for instance if you prefer to work on scales with 4 or 6 or 7 levels). Deadline for submission: March 26 th,

7 Assignment #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 Assignment #1 (and taking into account instructor s feedback), identify a small number (e.g., 34) of key training needs that recent hires are likely to have to make them high performers on their new job. This may include training for skills they are lacking, knowledge about the functioning of the organization, etc. Define these needs precisely and justify why they are important. Translate these needs into specific training objectives. Build a training program: Choose the most effective training method(s) for each training need (e.g., onthejob instruction, lecture, role plays, simulations, 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, how you would obtain the necessary information or data, etc.). Each of the three parts listed above will count for 5pts, for a total of 15pts. Each group will prepare a (max.) 15minutes presentation describing the abovementioned points. Presentations will take place in class on April 9 th, Groups must present the training needs they identified, the training program they propose, and the evaluation system they recommend as if they were a consulting team presenting their services to the organization. Presentations will be evaluated in class by the instructor, the grade marker, and peers (i.e., other students in the class using the TOP HAT app). 7

8 Reading Preparedness Checks (10% of the final grade) For eleven 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 Top HAT App. Thus, student can get up to 1 point for every session (that is, a total a 10 points with one grace point). 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 and on the D2L course website. Overall Grading System: 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 8

9 Important Notices: University Policy 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: Deferred Exams Effective September 2005, the Department of Business Administration has instituted a policy which provides ONE DATE ONLY for students who have deferred their final exams. The deferred final exam date has been preset for May 8, 2015 at 1:00 p.m., Room TBD. This does not apply to take home final exams. Please refer to University of Manitoba s Policy 1305 Exam Regulations ( or the Undergraduate Program Office for rules and regulations concerning deferred exams. Unclaimed Assignments 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. 9

10 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 10

11 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. 11