hrm 408, section 001 syllabuscobe.boisestate.edu/students/wp-content/ofa/syllabi/sp10/wanek,...

HRM 408, Section 001 Syllabus Spring 2010

Boise State University College of Business & Economics Department of Management

HRM 408(001) Employee Staffing and Training Spring 2010

Wednesday, 6 p.m.- 9 p.m., B102A

Instructor: Dr. Jim Wanek Dept. of Management B313 Phone: (208) 426-4987 e-mail: [email protected] Course website: http://blackboard.boisestate.edu Office hours: Tues/Wed.noon-3 p.m.; or by appointment or drop-in. Required Texts: (1) Primis Custom Book: Chapters 3,4,5,6,7,8 from: Noe, Raymond A. (2010). Employee Training and Development, 5th edition, New York: Irwin/McGraw-Hill. ISBN-13: 978-0-39-092858-0. . Online support and practice quizzes: http://highered.mcgraw-hill.com/sites/0073530344/student_view0/index.html (link available in Bb, Course Materials). (2) Pearson Custom Book: Chapters 5, 9,10,11,12,13 from: Phillips & Gully (2009). Strategic Staffing. Upper Saddle River, NJ: Pearson Prentice Hall. ISBN-13: 978-0-558-45711-2. . Online support and practice quizzes: http://wps.prenhall.com/bp_phillips_ss_1/ (link also available in Bb, Course Materials). (3) COBE Writing Styles Guide: Unless told otherwise, follow the COBE/APA style found in the Writing Styles Guide found at: http://cobe.boisestate.edu/students/cobe-writing-styles-guide/. Other readings as assigned in class or posted in Blackboard. Course Description: Students will explore theories and “best practices” of staffing and training processes. Topics covered include current trends in selection and training, measurement of individual differences for decision making in hiring, promoting, training, and dismissal; evaluation of HRM processes and systems; formal and informal training program design; and evaluation of training effectiveness.

mailto:[email protected]

http://mg.boisestate.edu/jwanek/courses.htm



Course Objectives: Students successfully completing the course will be able to:

Identify and define key terms and concepts related to selection and training; Describe how training needs are identified; Design and analyze a training needs survey, Compare and contrast learning theories, and explain their impact on training design;

Describe and discuss how different organizational strategies and situations influence the design of selection and training systems;

Compare and contrast training methods and delivery media; Correctly use statistical and measurement tools in human resource decision making, and to evaluate the effectiveness of selection and training systems and processes.

Design and deliver an effective training session and interact professionally with an audience.

Outline the employee selection process; Compare and contrast employee selection tools and methods; Interview applicants, and make informed hiring decisions based on relevant data.

Course Outcomes Measures: Student performance will be measured by:

Class participation, questions, and comments Subject matter knowledge on two exams Class assignments Presentation of a training module to the class Writing and assembling training module support materials In-class role play of interviewing scenarios In-class exercises requiring computation and interpretation of HR measurements.

Students in this class will learn or practice the following COBE Core Curriculum concepts, methods, and skills:

1. Understand and apply analytical and disciplinary concepts and methods related to business and economics:

1.2. Business Policy and Strategy

1.7. Legal environment of business

1.8. Management

2. General Management Knowledge/Ability

2.1. Communicate effectively: Write messages and documents that are clear, concise, and compelling

2.2. Communicate effectively: Give oral presentations that use effective content, organization, and delivery

3. Solve problems, including unstructured problems, related to business and economics

4. Use effective teamwork and collaboration skills



Participation: Please note that participation is part of your grade determination! Active participation will enhance your learning experience as well as enrich the experience of your classmates through the knowledge you share. The quality and frequency of that participation will also be a key determinant of "borderline" grades. Please read the appropriate materials before class, and bring those materials with you to class for discussion. Attendance is required, but attendance alone is not "participation." You are allowed two excused absences (discussed with instructor in advance) during the semester, after which your grade may be dropped by one-half grade for each additional absence. Please be on time for class, disrupting class by arriving late is discourteous to your classmates and the instructor and is not acceptable. Code of Conduct: Please note, I take this section very seriously, and hope you will also! Per your BSU Student Handbook, "Cheating or plagiarism in any form is unacceptable." Please do individual work where indicated - write your own papers, take your exams using your knowledge – and participate fully in designated group activities. As adults aspiring to earn a college degree, and future managerial positions of trust and responsibility, I expect and will hold you to the highest standards of personal integrity. You may find the complete Code of Conduct at: (www.boisestate.edu/osrr). Course Grade Determination:

Exam 1 – Employee Training 20%

Exam 2 – Employee Staffing 20%

Weekly Quizzes, Assignments, Participation in Training

20%

Training Project & Presentations 40%

TOTAL: 100

94-100 = A 90-93.9 = A-

87-89.9 = B+ 84-86.9 = B 80-83.9 = B-

77-79.9 = C+ 74-76.9 = C 70-73.9 = C-

67-69.9 = D+ 64-66.9 = D 60-63.9 = D-

59% & below = F

PLEASE CONTACT THE INSTRUCTOR EARLY IN THE SEMESTER IF ALTERNATE TEST FORMATS, OR OTHER ACCOMMODATIONS ARE NEEDED FOR STUDENTS WITH DISABILITIES. The BSU Disability Resource Center is in Admin114, 208-426-1583, and can offer further assistance.

Assignments: Assignments are due at the beginning of the class period for which they are listed. Please follow directions given for formatting Assignments. Assignments to be handed in must be typed, and multiple pages stapled, hand-written Assignments will not be accepted.



Late Assignments will not be accepted after the Assignments has been discussed in class, unless the situation has been discussed with the instructor and permission granted. Proper grammar, spelling, and punctuation are expected in written Assignments and will be considered in grading. Quizzes: Practice Quizzes are available on the publishers‟ websites for reviewing each chapter of the assigned text. They are not scored, or timed, and may be taken repeatedly. Links to the publishers‟ websites are found in the Course Materials section of our Blackboard course site. 8 Graded Quizzes with 10-15 questions cover the assigned chapters and readings for that week. Graded quizzes are on-line, timed, and may be taken from home or other computer access. Quiz links are found in the Weekly folders in “Course Materials” in Blackboard. Quiz links can be opened ONLY ONCE, expire at noon on the due date, and will not be made available after that. The purpose of these quizzes is to encourage students to keep current on assigned readings, and to allow follow-up discussions in class on the material that students found difficult. Exams: There will be two exams: an exam in Week 6 covering Training, and an exam in Week 12 covering Staffing. Exams are to be taken when scheduled. Alternate arrangements may be considered in emergency situations on a case-by-case basis. (Each exam is 20% of grade) Group Training Project: The class will be divided into groups of 4-5 students. Each group will be responsible for designing an original training program, describing that program in a comprehensive report, and conducting a one-hour training module of the proposed training. The members of the class will serve as the trainees. Full details on the Training Project, and grading rubrics are found at the end of this syllabus, after the schedule.



HRM 408(001) – Spring 2010 Course Schedule Wed. 6-9 p.m., Bus102A

DATE TOPICS & ASSIGNMENTS SUMMARY (subject to addition & change; see the Announcements & Weekly folders in Course Documents on Blackboard for changes & additional information)

Week 01 1/20

Part I: INTRODUCTION TO EMPLOYEE TRAINING Course overview; intro to Training; ice breakers and needs assessment. Take Week 2 Quiz (Chp. 3) by noon on Wed. 1/27.

Week 02 1/27

ASSESSING TRAINING NEEDS & SURVEY CONSTRUCTION Assignment: McGraw/Hill Primis Custom Book: Noe Employee Training & Development, 5th ed. Chp. 3 Needs Assessment, pp. 102-132; Beebe, et al (2004) “How to Conduct A Needs Assessment: Surveys”; Bhattacharyya (2005) “A Note on Formatting a Questionnaire.” (links available in Bb Week 2 folder). Week 2 Quiz due by NOON today, 1/27. (Week 3 Quiz due next week by noon, 2/3) Guest Speaker: Ms. Melissa Gains - 6-7:30 p.m. meet in BSU Library 203 – Research Training Group Training Project topic sign-up. *1/25 - Last day to file for May graduation.

Week 03 2/3

THE TRAINING MODEL Assignment: Noe: Chp. 4 Learning Theories; Chp. 5 Transfer of Training; Due 2/3 First draft of TNA survey (15 pts.). Week 3 Quiz due by NOON today, 2/3. (Week 4 Quiz due next week by noon, 2/10) *Note: 2/1 Last day to drop without "W" and receive a refund.

Week 04 2/10

EVALUATING TRAINING EFFECTIVENESS; TRAINING METHODS Assignment: Noe: Chp. 6 Training Evaluation; Chp. 7 Traditional Training Methods Due 2/10 Revised TNA survey. Week 4 Quiz due by NOON today, 2/10. (Week 5 Quiz due next week by noon, 2/17) Training evaluation exercise in class.

Week 05 2/17

SPECIAL ISSUES IN TRAINING Assignment: Noe: Chp. 8 E-learning & The Use of Technology in Training Review for Exam 1 Week 5 Quiz due by NOON today, 2/17. Guest Speaker: Mr. Mickie Cockrell, TSA Training

Week 06 2/24

Exam 1 - Employee Training (first hour of class) Assignment: Due 2/24 TNA surveys of class members must be completed, survey instrument handed in (20 pts.). Part II: INTRODUCTION TO EMPLOYEE STAFFING Assignment: Henneman (2005) "The Jobs You Can't Do Without." Week 7 Quiz due next week by noon, 3/3. Summary of TNA results due in class 3/3.

Week 07 3/3

FORECASTING & PLANNING Assignment: Pearson Custom Book: Phillips & Gully Strategic Staffing Chp. 5 Forecasting and Planning, pp. 1-26 Due 3/3 2-4 page data analysis summary of TNA survey results (30 pts.) Include cover page with group members‟ names, survey instrument as appendix, appropriate summary information – may include frequency tables, other descriptive statistics, narrative summary of findings and implications for your training. Week 7 Quiz due today by NOON, 3/3. (Week 8 Quiz due next week by noon, 3/10.) *Note: 3/1 Last day to drop or completely withdraw.



Week 08 3/10

ASSESSING EXTERNAL CANDIDATES & TESTING Assignment: P&G Chp. 9, Assessing External Candidates, pp.30-63. Hansen (2008) “Testing the Tests” link in Bb Week 8 folder. Week 8 Quiz due today by NOON, 3/10. (Week 9 Quiz due next week by noon, 3/17. Also training project outline due in class 3/17.)

Week 09 3/17

ASSESSING INTERNAL CANDIDATES & INTERVIEWING Assignment: P&G Chp. 10, Assessing Internal Candidates, pp. 71-92. Due 3/17 Outline of training project (30 pts.). Your outline must include: Training Program goals, target audience, module learning objectives, major topic sections of the module you will be presenting and estimates of time allotment, evaluation of learning/training. Each topic section should have some sub-points giving an overview of the content to be covered. Week 9 Quiz due today by NOON, 3/17. (Week 10 Quiz due next week by noon, 3/24.) Video: “Legal and Effective Employment Interviews.” *March 19 & 20 – SHRM Pacific West Regional Student Conference / HR Games, Reno, NV.

Week 10 3/24

CHOOSING & HIRING CANDIDATES; WORKFLOW MANAGEMENT & EXIT Assignment: P&G Chp. 11, Choosing & Hiring Candidates, pp. 100-122; Chp. 12 Managing Workforce Flow, pp. 130-154. Interviewing Role Play exercise in class. Review for Exam 2. Week 10 Quiz due today by NOON, 3/24.

Week 11 3/29-4/4

Spring Break!

Week 12 4/7

Exam 2: Employee Staffing (first hour) Remainder of class time available to work on group projects.

Week 13 4/14

Review Exam 2 Presentation #1 Presentation #2;

Week 14 4/21

Presentation #3 Presentation #4

Week 15 4/28

Presentation #5; Presentation #6

Week 16 5/5

Presentation #7 Presentation #8; Last day of class.

Finals Week

5/10-5/13

Wed. 5/12 Final Exam schedule 6-8 p.m. (no “final exam” so we will not meet unless the time is needed for presentations) Sat. 5/15 Commencement.



Group Training Project: The class will be divided into groups of 4-5 students. Each group will be responsible for designing an original training program, describing that program in a comprehensive report, and conducting a one-hour training module of the proposed training. The members of the class will serve as the trainees. (Training Project Grade: 35% Presentation, 50% Project Report Paper, 15% Average Peer Evaluation Rating) (1) Select a job-related skill you wish to teach the class from the following list of topics:

Making Ethical Decisions

Improving Leadership

Development of Managerial Coaching Skills

Managing Change Team Building One-on-One Negotiation Skills

Developing Creativity

Workplace Safety/Health

Other??? See me with your suggestions

In selecting the skill area, pick one that is performed in industry, one that most class members don‟t already know how to perform, and one sufficiently complicated so that trainees cannot perform it instantly. Have a clear idea of who your target audience will be – if you want your classmates to take on a certain role, set up the scenario at the beginning of your presentation and describe the situation fully in your needs assessment section of the paper. Note: You may NOT use training you attended or taught from a current or previous job. However, you may develop new training for future use in your current job. (2) Conduct a needs analysis, including a survey and data analysis. The needs assessment portion should consider all 3 levels (organization, task, person) in the written report. Your analysis should examine the system-wide components (e.g., climate, management support, resources) of the organization relevant to training. Second, because there are no “subject matter experts” in the class, the task/ksa analysis should be conducted by observing and/or interviewing employees who actually perform the skill/task selected in step (1). (For example, if training performance appraisal feedback, you would interview managers who provide performance appraisal feedback to employees.) Further information for the task analysis could be gained by using written materials about that skill. The important tasks and ksa‟s should be determined during this phase. Third, the person analysis should be conducted determining the abilities and skill levels of the class on the skill you want to teach. Training needs should be identified based on the results of your needs assessment. (3) Develop training objectives. The needs analysis information should be used to write training objectives for your training program. The objectives should be concrete and specific.



(4) Design the training program. Use information from the needs analysis and objectives to: a) determine the best approach for conducting the training session (e.g. lecture, videotape, role-playing, etc.); b) determine the appropriate training content; c) determine what practical and feasible; and d) determine what learning principles apply to the group of trainees. Consider which techniques are most useful for teaching the skill you chose and why. (5) Training Presentation (35% of project grade): Your group will have 1 hour of class time to present the training (and conduct any evaluation of the training program). After that time period, the training will be stopped, regardless of whether or not you have finished. Thus, you should “pilot test” your training program. It is likely that you will not be able to conduct your entire training program in class. If this is the case, choose one piece of the training that can be reasonably conducted during the allotted time, and describe the rest of the program in your report. The group is responsible for providing all materials necessary to conduct the training program. (The room is equipped with an overhead projector, video equipment, computer/projector with Powerpoint). *The grade for this portion is a combination of the instructor‟s rating, and average ratings from the students as “trainees.” See the grading rubric attached. (6) Design the evaluation strategy to determine if the training program was successful. The team will be responsible for designing the evaluation study, developing evaluation material, and analyzing the results of the training. (7) Post training Analysis: (a) analysis of learning outcomes and training program evaluation; (b) reflection of training session and project. *Note: this portion is due one week after presentation of the training. Training Project Report (50% of project grade) This is a FORMAL research paper, not a rough draft, not simply a narrative. Yes, formatting, spelling, grammar, and punctuation ALL count. Formatting Requirements: Double-spaced, indent paragraphs, 1 inch margins, 12 point font (Arial or Times New Roman), stapled at upper left corner (do not put in a report binder), use page numbers. If you aren‟t sure, please review the COBE Writing Styles Guide or ask me. Within each section be sure to cite and give proper credit to the sources used for each exercise, survey, or idea that contributed to your training program. Attach and clearly label all appendices, surveys, handouts, graphs and figures, and refer to them as Appendix A, Figure 1, or Table 1, etc. as appropriate in your paper. (See section 3.3 of the Writing Guide.)



The group is responsible for writing a Training Project Report that summarizes the entire project, due at the beginning of the group’s training presentation. It should be clear in your report how each step in the process is integrated into the other steps (e.g., how was needs assessment data used to determine objectives, design the program, and develop evaluation strategy). Further, you should explain how the results of your training program can be used as feedback to make any necessary revisions in the training program. Part I: Training Project Report must include these headings and topics:

Cover sheet with group name, members‟ names, presentation title, presentation date Introduction and Needs Analysis

1. a description of how the needs analysis was conducted and results of the needs analysis (including a list of the tasks/ksa‟s and their importance);

Training/Learning Objectives 2. a list of your training objectives and a description of how they were derived from the needs assessment;

Training Design 3. an analysis/description of how the most appropriate approach to training was determined, and what learning and motivation principles were incorporated in the program; 4. a general description of the content of the program and how training will be conducted;

Learning and Training Evaluation Design 5. the learning outcomes and training evaluation plans; 6. copies of all survey instruments, handouts, slides (6 per page), and exercises should be included in appendices.

References Part II: Post Training Analysis (due one week after training presentation):

Cover sheet Analysis of Learning Outcomes and Training Evaluation

7. Analysis of results of the learning measures and training evaluation (e.g. I want to see the data summarized in a table and discussed);

Reflection of Training Session & Project 8. Reflection on what you learned and what you would do differently given your results of the project.

References (any additional references used for just this portion that are not listed in the main paper.)



**Of course, ALL sources and references need to be fully listed and credit given where credit is due in handouts, materials, and final paper. Original materials (yours and others) need to be identified, and “borrowed” items may only be used with permission of the source. Use the APA style of referencing the work in the body of your report with (Name, year, page # for direct quotes or heavily paraphrased material) immediately following the material. You may also use: „Author (year, page if direct quote) makes the assumption that….‟ (Again, see the COBE Writing Styles Guide.) Failure to properly cite sources of materials will result in a grade penalty, up to and including failing the written portion of the project! Grading of Project: Overall, the training project will be 30% of the semester grade for the course. Individual grades will be the sum of the Training Presentation (35%), the Training Project Report (50%) and the average of Peer Evaluation Scores (15%). Please note: failure to actively participate and contribute to the project will result in a grade penalty, up to and including an individual failing the project and course. The instructor will assign a grade to each group‟s project based on the following: how well the training system approach was applied; the quality of the needs assessment, design and evaluation strategy; the quality of the training session, the quality of the written analysis of the training project, documentation of sources, and adherence to formatting requirements.

NOTE: There are 10 pts. given for “trainees” at each presentation. Failure to attend a training presentation results in “0” points for that session.



SAMPLE OF INSTRUCTOR‟S EVALUATION SHEET: HRM 408 TRAINING PROJECT

Instructor’s Evaluation of Training Project

(This evaluation is worth 80% of each group’s project grade, 20% from class ratings of training.) (note: This evaluation will be read by the instructor ONLY.)

Training topic of the group you are evaluating:

Names of group members presenting:

You are to evaluate the training presentation on how it was designed, and conducted. Rate each

of the following components by circling the number that corresponds to your response.

1=(Poor) 2=(Fair) 3=(Good) 4=(Very Good) 5=(Excellent)

(1) Application of training systems approach to project. 1 2 3 4 5

(2) Quality and completeness of needs assessment. 1 2 3 4 5

(3) Clarity and completeness of training objectives. 1 2 3 4 5

(4) Design and organization of training presentation. 1 2 3 4 5

(5) Quality of training outcome (learning) measures. 1 2 3 4 5

(6) Quality and appropriateness of training program evaluation. 1 2 3 4 5

(7) Quality of written analysis of training project. 1 2 3 4 5

(8) Overall, how would you rate this training project 1 2 3 4 5

(9) Overall Group Grade /85

Comments on training session: /35

Comments on training project paper: /50