course syllabus
O n l i n e
M o d e l
I n s t r u c t o r
V e r s i o n
Online Certificate
MGT 262 | Employee Recruitment Strategies
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Cover
course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 262
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Employee Recruitment Strategies
instructor version
contents links
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
submission of work
netiquette
_________________________
course overview
required textbooks
grading scale
learning outcomes
IDEA objectives & IDEA description
course schedule
external links
financial aid
library resources
Academic Honesty Policy
APA formatting and style
APA resources for students
Student Success Center (SSC)
services for students with disabilities
_________________________
Benedictine Current Students
Moser Center Student Information
Student Login to D2L
Student E-Mail Login
Academic Calendars
BenUConnect  MyBenU
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine University
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
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Content Links
MGT 262 | Employee Recruitment Strategies
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
MGT 262 | Employee Recruitment Strategies
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Hallmarks
MGT 262 | Employee Recruitment Strategies
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Make-up examinations may differ from the original class
examination. Per University policy, assignments cannot be accepted by an instructor after the last day
of the course. To receive a minimum passing grade on D2L discussions, you must make a posting by
midweek of B sessions and a response to at least one other posting by the end of the B session which
must be on two separate days. Only discussions threads posted by 11:59 pm CST on the due date will
count for grading purposes.
information concerning netiquette:
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Expectations
MGT 262 | Employee Recruitment Strategies
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Financial Aid
MGT 262 | Employee Recruitment Strategies
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Netiquette
MGT 262 | Employee Recruitment Strategies
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Library
MGT 262 | Employee Recruitment Strategies
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Other Resources
MGT 262 | Employee Recruitment Strategies
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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IDEA
MGT 262 | Employee Recruitment Strategies
Faculty HRM Course Overview
Course Description
This course will study the relationship between the role of Human Resources professionals and
the organization’s strategic goals and business objectives related to human capital. The course will
explore a variety of recruitment strategies that assist in the development and execution of job
description, acquisition of qualified candidates and the implementation of progressive recruitment
techniques. Emphasis will be placed on Human Resource’s contributions to organizational
competencies by guiding and leading the change process and evaluating its effectiveness through the use
of HR recruitment strategies and metrics.
Course Materials
Required Textbook and Materials
Dessler, G. (2011). Human Resources Management, New Jersey, Prentice Hall, (12th ed.). ISBN
9780136089957
Suggested Course Materials
G University's electronic library resources. The
Students familiarize themselves with Benedictine
Benedictine University Library Web site links are http://www.ben.edu/library/ and
http://libguides.ben.edu/.
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for optional
audio/videoconferencing.
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
Discussion Forum Guidelines
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Course Overview
MGT 262 | Employee Recruitment Strategies
Faculty HRM Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Elaborate on the nature of job analysis and its relationship to job
design in the following areas of effective job descriptions,
competency based analysis, use and value Internet-based analysis ,as
well as, identify desirable characteristics that translates to sault after
candidates.
Assignments Week #1
Job Description Assignment
Discussion #1
PBL Case Study
Team Character
50pts
25 pts
50pts
25 pts
Construct job requirements that translates to desirable
characteristics of a candidate by the deployment of effective probing
interviewing questions; able to communicate processes used to
screen and evaluate potential candidates. Acquired knowledge that
demonstrates the ability to list the main types of selection interviews
, steps in a streamlined interview process and design and conduct an
effective interview.
Assignments Week #2
Interview Prep Form
Discussion #2
PBL Case Study
50pts
25 pts
50 pts
Assignments Week #3
Compare the relationship between the types of employment tests
Discussion #3
and selection criteria for specific employee characteristics, along Continuing Carter Case Study
with predictors of that selection criteria.
Employee Testing Paper
PBL Case Study
Points
25 pts
50 pts
50 pts
50 pts
Discuss the relationship among employee retention and customer
satisfaction, as well as, identify and discuss business implications
that directly affect the desired outcomes.
Assignments Week #4
Individual Term Paper
Millenial Workplace Paper
Discussion #4
PBL Case Study
175 pts
50 pts
25 pts
50 pts
Explain how company culture both attracts and repels certain
potential employees. Describe how the balance among the personal
and professional lives of employees affects retention and burnout.
Discuss how the value of maintaining a relationship with former topperforming employees can benefit an organization.
Assignments Week #5
Team Evaluation
Discussion #5
PBL Case Study
Team PowerPoint Project
25 pts
25 pts
50 pts
150 pts
about Bloom’s Taxonomy
Total Points for course
1,000
pts
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Learning Outcomes
MGT 262 | Employee Recruitment Strategies
Faculty HRM Course Schedule
Session
Loc.
Class Title
Assignments
01
Online
Job Analysis
•
02
Online
Interviewing
Candidates
•
Read Chapter 7 in HR Management, pp. 228 - 257
and read Chapters 1 and 2 of Hiring and Keeping
the Best People, pp. 4-56.
•
Week 02 Written Assignments –interviewing
techniques
Week 02 Team Assignments - Work on team
project Attracting Top Performers
Instructor will review Chapter 4 in Human
Resource Management by Dessler, pp. 114 – 147.
• Week 01 Written Assignments –the role of job
analysis
• Week 01 Team Assignments - Create a team
charter
•
03
Online
Employee Testing and
Selection
•
•
•
04
Online
Employee
Development
•
•
•
05
Online
Employee Retention
Read Chapters 5 & 6 in HR Management, pp. 150189.
Week 03 Written Assignments –workplace testing
Week 03 Team Assignments - Continue working
on team project Attracting Top Performers
Chapters 3–5 of Hiring and Keeping the Best
People, pp.58-114.
Week 04 Written Assignments –developing the
workforce
Week 04 Team Assignments - Continue working
on team project Attracting Top Performers
•
Reading - Chapters 6 and 7 in Hiring and Keeping
the Best People, pp. 116-142.
•
Week 05 Written Assignments the role of work
culture
•
Week 05 Team Assignments – Turn in team
project of how to attract top performers to an
organization
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Course Schedule
MGT 262 | Employee Recruitment Strategies
Faculty HRM Session 1
Activities, Assignments and Agenda
Reading: Read chapter 4 in Human Resource Management by Dessler
Individual Assignments
1. Post once and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day 3 with a well-organized,
150- to 250-word posting.
2. Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor postings with your
own substantive posting. The minimum standard for discussion and participation requires your initial response to each question by Day 3 (two postings)
and a minimum of two additional substantive responses for each discussion question by Day 7 (six postings in total each week).
a. Discussion question one: Compare and contrast task-based job analysis and competency-based job analysis. What are the advantages and
disadvantages of the two kinds of analysis?
b. Discussion question two: Do you think companies can really do without detailed job descriptions? Why or why not?
3.
Employee Retention Strategies Final Paper (due in week 4)
Students will write and submit an original 800- to 1,000-word essay addressing several factors that influence employee retention and HR strategies to
complement these influences. Students will utilize material from the assigned class readings as well as credible academic sources from their outside
research completed in Week 4. This essay should be submitted in APA format including a title page, in-text citations, and reference page. Please refer to
Appendix B of this syllabus for the grading rubric for this assignment.
4. Job Description Assignment – due by day 7 of week 1- students will create a basic job description for a position as a human resource assistant by
consulting the Occupational Information Network via O*NET (http://online.onetcenter.org/) to research key characteristics and attributes of desired
candidates and use the sample job description (Figure 4-8 in Human Resource Management) as a formatting template to create a basic job description
for a human resource assistant that includes the following:
a.
b.
c.
d.
e.
Identification
Summary
Scope and Impact of Job
Required Knowledge and Experience
Disclaimer & Approval
Note: A disclaimer allows employers to change employees’ job duties or to request
employees to perform duties not listed, so that the job description is not viewed as a
contract between the employer and the employee.
Example of a disclaimer: The statements herein are intended to describe the general
nature and level of work performed by employees, but are not a complete list of
responsibilities, duties, and skills required of personnel so classified. Furthermore, they
do not establish a contract for employment and are subject to change at the discretion of
the employer.
5. Case Study - by day 7 of week 1, read the Continuing Case, Carter Cleaning Company (p. 147 from Chapter 4 of Human Resource Management) and
answer questions 3 & 4. Each question requires a response written in paragraph form that contains a topic sentence with at least three supporting
sentences that provide rationale and specific examples from the case. Feel free to provide more than one paragraph response when necessary.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Session 1A
MGT 262 | Employee Recruitment Strategies
Faculty HRM Session 1 (Cont’d)
Activities, Assignments and Agenda
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Reading: Read chapter 4 in Human Resource Management by Dessler
Group Assignments
1. Post a new thread in your designated learning team discussion forum, introducing yourself to your learning team
members.
2. Create a Team Charter (Due day 7 week 1) that includes the following items in a well-organized document, and
submit it to your instructor. (Each learning team member must retain a copy of this charter throughout this course.)
Learning team members will work together to create a Team Charter that addresses five specific areas of concern:
contact information, individual competencies, goals and expectations, team rules, and conflict resolution
a.
Contact Information
Learning team discussion forums will be created for each team, to be used as the primary means of collaboration and
communication throughout this course. In addition, each team member should share a phone number and/or an email address that may be used as a secondary means of contact throughout this course.
b.
Individual Competencies
Each learning team member has specific strengths to offer the team. Identify each member’s competencies,
professional skills, academic experience, and unique aptitudes that will contribute to the success of this team.
c.
Goals and Expectations
Discuss and provide a brief summary of each member’s goals and expectations for this course, including grades,
assignment quality and completion time frame, communication frequency, and time commitment.
d.
Team Rules
Identify basic rules that all team members agree to abide by during this course. Include member roles and
responsibilities, as well as any established times that team members are to check in or post progress updates in the
learning team discussion forum. Remember, this program does not require face-to-face meeting time, so plan to
organize your time in the online environment.
e.
Conflict Resolution
It is unrealistic to expect a team of any type to work successfully without experiencing some degree of conflict. The
key to successful team collaboration is to anticipate and address any possible sources of conflict and to agree upon a
plan of resolution for any unexpected controversies. The team should identify steps to be taken in order to resolve
any team member grievances. Feel free to include a team conference with the instructor as a source of resolution.
Learning team members will work together to create a Team Charter that addresses five specific areas of concern:
contact information, individual competencies, goals and expectations, team rules, and conflict resolution.
3. Powerpoint – Attracting Top Performers (due Day 7 of week 5). Learning teams will create an 8–12 slide
PowerPoint presentation, describing how to attract top performers to a company. Speaker’s notes should be included
to provide detailed examples and descriptions of each discussion point presented on the slide. Research should be
conducted above and beyond the assigned reading material and should be incorporated into the contents of the
presentation. APA format is required for all text citations crediting sources and the final slide that contains a
reference list. Broad areas to be addressed are job descriptions, advertising the position - internally and externally,
recruiting strategies, and screening and evaluating candidate resumes. Please refer to Appendix C of this syllabus for
the grading rubric for this assignment.
Note: Be sure to turn in the group assignment sheet with the final project.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Session 1A
MGT 262 | Employee Recruitment Strategies
Faculty HRM Session 2
Activities, Assignments and Agenda
Reading: 1. Review Chapter 7 in HR Management (Dessler text)
2.
Review Chapters 1 and 2 of Hiring and Keeping the Best People
Individual Assignments
1. By Day 7 of Week 2, use Appendix A to prepare an interview preparation form for the human resource
assistant position, which was the job description that was created in Week 1. Sample interview questions are
available in Appendix B of your course book Hiring and Keeping the Best People.
2. Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the
end of Day 3 with a well-organized, 150- to 250-word posting. Throughout the remainder of the week, continue
to engage in online discussion, and respond to at least two classmate or instructor postings with your own
substantive posting. The minimum standard for discussion and participation requires your initial response to
each question by Day 3 (two postings) and a minimum of two additional substantive responses for each
discussion question by Day 7 (four postings).
a. Discussion question one – What are some of the important ‘pre-interview’ activities an HR professional
should perform? Describe how these activities contribute to an effective interview & selection process.
b. Discussion question two – What are some common interview mistakes? What recommendation would you
give to avoid these interviewing mistakes? Feel free to list examples in your posting.
3. Continue working on you Employee Retention Strategies Final Paper (due in week 4).
Group Assignments
1. Begin researching your team project (course materials and online) and cite, in APA format, outside sources
used to complete this presentation.
In Class Assignments
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Session 1B
MGT 262 | Employee Recruitment Strategies
Faculty HRM Session 3
Activities, Assignments and Agenda
Reading: 1. Read Chapters 5 & 6 in HR Management (Dessler) Individual Assignments
Group Assignments
1. Post and reply to the instructor’s discussion board questions 1, and 2. Respond to each discussion
question by the end of Day 3 with a well-organized, 150- to 250-word posting. Throughout the
remainder of the week, continue to engage in online discussion, and respond to at least two classmate
or instructor postings with your own substantive posting. The minimum standard for discussion and
participation requires your initial response to each question by Day 3 (two postings) and a minimum
of two additional substantive responses for each discussion question by Day 7 (four postings).
a. Discussion question one – What are the purposes of background investigations of job applicants?
What are some of the legal issues involved?
b. Discussion question two – What are the steps in the recruitment and selection process?
2. Case Study Assignment - By Day 7, Respond to the Continuing Case, Honesty Testing at Carter
Cleaning Company, pp. 222-223. Answer questions 1 & 3. Respond to each question with a written
paragraph that contains a topic sentence and at least three supporting sentences that provide
rationale and specific examples from the case. Provide more than one paragraph when necessary.
3. Employee Testing Paper - By Day 7 of Week 3, prepare a 300- to 500-word response to the
following questions (based on Chapter 6 of HR Management and your own research). Prepare your
responses in fully developed paragraph form and address the following:
a. Do you think employers should use integrity and personality tests to make recruiting and
promotion decisions? Why or why not?
b. Identify some jobs where integrity and personality tests might be most appropriate. Provide your
rationale.
c. In the next five years, do you think companies will use more or less integrity and personality tests?
Why?
4. Continue working on your Employee Retention Strategies Final Paper (due in week 4).
In Class Assignments
1. Continue working on the team project due in week 5.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1A
Employee Recruitment Strategies| MGT 262
Faculty HRM Session 4
Activities, Assignments and Agenda
Reading: 1. Read Chapters 3–5 of Hiring and Keeping the Best People
Individual Assignments
2. Post and respond to discussion questions 1 and 2 as posted by your instructor with a 150- to 250word posting Throughout the remainder of the week, continue to engage in online discussion, and
respond to at least two classmate or instructor postings with your own substantive posting. The
minimum standard for discussion and participation requires your initial response to each question by
Day 3 (two postings) and a minimum of two additional substantive responses for each discussion
question by Day 7 (four postings).
a.
Discussion question one: Every organization needs to implement both training and
development programs if it intends to enhance the value of its human assets and reduce the rate of
turnover. What can managers, within and outside of the Human Resource Department, do to enhance
the development of the employees in their division?
b.
Discussion question two: Retention is particularly challenging today due to a number of
factors - in particular, an aging work force and a growing imbalance in the supply and demand of
qualified personnel. In addition, today's workers have different expectations about work-life balance.
What strategies can managers use to make a difference in retaining quality employees?
3. Millennial Workforce Paper – due by day 7 of week 4- watch the Managing Millennials video,
featuring Lynne Lancaster at http://www.bnet.com/2422-13722_23-196738.html. Write a 300- to
500-word paper that responds to the Managing Millennials video, addressing issues related to varying
expectations of a multi-generational workforce. Also answer the questions, “How can each generation
adapt to the challenges and enhance the performance of an organization by bridging the gaps of work
style and expectations?”
4. Turn in term paper Employee Retention Strategies - due by day 7 of week 4. Write and submit an
original 800- to 1,000-word essay addressing several factors that influence employee retention and
HR strategies to complement these influences. Utilize material from the assigned class readings as
well as credible sources from your outside research in Week 4. This essay should be submitted in APA
format including a title page, in-text citations and reference page.
Group Assignments:
1. Continue working on the team project.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1B
MGT 262 | Employee Recruitment Strategies
Faculty Weekend Session 5
Activities, Assignments and Agenda
Reading:
1. Read Chapters 6 and 7 in Hiring and Keeping the Best People.
Individual Assignments
1. Post and reply to the instructor’s discussion board questions. Respond to each discussion question
by the end of Day 3 with a well-organized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at
least two classmate or instructor postings with your own substantive posting. The minimum standard
for discussion and participation requires your initial response to the one question by Day 3 (one
posting) and a minimum of two additional substantive responses for the one discussion question by
Day 7 (two postings).
a. Discussion question one: Company culture, employee burnout, and work-life balance are all
important workplace factors that can affect a company's ability to attract, hire and retain good people.
Which of these areas do you think poses the most difficult challenges for a company to overcome?
Why?
b. Discussion question two: Acknowledging that employee turnover is inevitable, we can also see that
there are potential benefits to be had from departing employees.
Identify and discuss how an organization can benefit from losing a quality employee. What
recommendations would you make to your current (or previous) employer to capture some of these
potential benefits?
2. By Day 7, turn in your Team Evaluation Form (found in the syllabus Appendix) in the Assignment
box.
Group Assignments
1. By Day 7 of Week 5, create an 8–12 slide PowerPoint presentation with speaker’s
notes that describes how to attract top performers to a company. The content of the
presentation should address the following:
a.
b.
c.
d.
Job descriptions
Advertising the position (internally and externally)
Recruiting strategies
Screening and evaluating candidate resumes
*Be sure to turn in the Group Assignment Cover Sheet with the final project.
In Class Assignments
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Session 1A