course syllabus
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S t u d e n t
m o d e l
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
student 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
_________________________
IDEA objectives & IDEA description
course overview
required textbooks
grading scale
learning outcomes
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
<insert course title, course number>
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-toface 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
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About
<insert course title, course number>
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
<insert course title, course number>
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
<insert course title, course number>
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
<insert course title, course number>
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
Student 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
Student 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
Student 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