Acquire a rudimentary understanding of staffing terminology and issues.

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1 THE UNIVERSITY OF MANITOBA ASPER SCHOOL OF BUSINESS DEPARTMENT OF BUSINESS ADMINISTRATION COURSE OUTLINE HRIR 4410 A-01 STAFFING AND MANAGEMENT DEVELOPMENT Term: Winter 2018 Time: Thursday 8:30 11:15 Location: Room 408 Tier Building Instructor: Sean MacDonald M.P.A. Contacting the Instructor: Phone Office: Office 364 Drake Centre Office: Office Hours: Monday- 11 :30-12:30 Tuesday 1:00 2:00 COURSE DESCRIPTION AND OBJECTIVE This course is designed to give you an advanced understanding of the staffing and employee development functions in Human Resource Management (HRM). The material will build on concepts and theories introduced in the introductory HRM courses. The objective of this course is to give you an opportunity to put theory in action primarily through the use of challenging exercises and case analyses. Moreover, the major project for the course is a demanding one that will require you to apply much of the material covered to an organization you are familiar with. TEACHING APPROACH It is my aim, as the course instructor, to facilitate rather than dictate your learning and selfdiscovery throughout this course. The teaching approach I will use is an interactive and skillfocused one that will allow you ample opportunity to discuss and reflect on as well as put into practice the knowledge and skills needed to develop abilities critical to effective HRM. LEARNING OUTCOMES Upon completion students should: Acquire a rudimentary understanding of staffing terminology and issues. Understand Canadian Legal Issues to address while understanding staffing functions. Prepare and execute a behaviour based job interview.

2 Develop a staffing strategy plan at an organization of your choosing. Understand the appropriate role of testing in selection decisions. Have exposure to staffing practices from entry level positions to executive searches. Understand appropriate decision making functions. Understand the process of establishing employee training programs TEXT Catano/Wiesner/Hackett -Recruitment and Selection in Canada. 6 th Edition (2016) Toronto: ITP Nelson (This book is the most current textbook on selection and recruitment for the Canadian market. The detail is at times, technical; however, the effort you make now to understand the material is worthwhile now, and especially, once you are a practicing human resource professional. EVALUATION Students will be evaluated as follows: Class Participation 15 % Training Exercise 5% Test # 1 25% Test # 2 25% Project/Presentation 30% Total 100% The individual class participation mark will be a combination of class attendance and quality of comments made in class. ATTENDANCE AND CLASS PARTICIPATION You are expected to attend all classes. Active class participation will be considered an extra that can help a borderline grade. GRADES A A B B C C D Below 50% F 2

3 COURSE OUTLINE Date Topic Chapter January 4 Introduction to Human Resources Legal Issues Chapter 1 Chapter 3 January 11 Measurement Job Analysis Chapter 2 Chapter 4 January 18 Job Performance Recruitment Chapter 5 Chapter 6 January 25 Screening Chapter 7 February 1 Testing Chapter 8 February 8 Interviewing Chapter 9 Test (25%) February 15 Decision Making Chapter 10 February 22 Reading Week No Class March 1 Training Management Development Readings March 8 Class Exercise TBA March 15 Training Management Development Readings March 22 Test (25%) March 29 Project Presentations April 6 Project Presentations 3

4 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 take-home assignment - providing answers to another student in any test, examination, or take-home 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 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

5 AACSB Assessment of Learning Goals and Objectives. The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement of the School and our students. Part of student improvement is ensuring that students graduate with the knowledge and skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below for the Undergraduate Program. The checked goal(s) and objective(s) will be addressed in this course and done so by means of the items listed next to the checkmark. Goal/Objective 1 Quantitative Reasoning A. Determine which quantitative analysis technique is appropriate for solving a specific problem. Addressed in this Course Assessment Item Highlighting these Goals Written assignment and in-class exercises B. Use the appropriate quantitative method in a technically correct way to solve a business problem. C. Analyze quantitative output and arrive at a conclusion. Selection (Screening/Testing) 2 Written Communication A. Use correct English grammar and mechanics in their written work. Mid term exam, B. Communicate in a coherent and logical manner Mid term exam, C. Present ideas in a clear and organized fashion. Mid term exam, 3 Ethical Thinking A. Identify ethical issues in a problem or case situation All chapters especially legal issues B. Identify the stakeholders in the situation. All chapters especially Performance Appraisal C. Analyze the consequences of alternatives from an ethical standpoint. All chapters especially selection and legal issues D. Discuss the ethical implications of the decision. All chapters 4 Core Business Knowledge Entire course

TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA

TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA FULL-TIME AND ONLINE TESL/TESOL PROGRAMS TEACH IN CANADA OR ABROAD TSXV-LOY REVISED NOVEMBER 2014 TRAINING CENTRE