In the United States, roughly one of every six employed individuals (or 22 million people) works for a government organization, and one in 12 (or 10.7 million people) works for a nonprofit organization.
Together these two sectors, the public and nonprofit, make up 24.3 percent of the U.S. workforce. This course explores how organizations in these two sectors recruit, screen, hire, compensate, manage, evaluate, discipline and terminate their employees. It also takes a look at legal issues affecting employment and other major issues such as equal employment opportunity, affirmative action and performance management, to name just a few. Whether or not you intend to have a career in personnel administration (a.k.a. human resource management), you will learn practical information about the workings of public and nonprofit organizations that will be beneficial when you join the ranks of the professionally employed. Welcome to the course.
Students will learn to do the following:
 contrast important issues in personnel administration among public, nonprofit and private sector organizations;
 trace the development of merit systems in public personnel administration;
 identify important legal developments in public and nonprofit personnel administration;
 identify and describe the primary functions of a personnel office;
 link important developments in society with their corresponding challenges in public and nonprofit personnel administration;
 think critically about the employee-employer relationships in organizations.
Required
There is no required text for this course. All readings will be made available in Adobe Acrobat form (pdf) on the course website, which is housed within Canvas, the Learning Management System adopted by the university in 2015. Information about and access to Canvas can be found at the following URL: http://www.emich.edu/elearning/students/canvas_support_students.php
.

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I have organized readings, discussions, lectures, exercises and exams to guide you toward the objectives stated above. You are expected to read assigned material prior to the class when it will be covered . This helps facilitate discussion and give you some context in which to consider lecture material. In the event that I fall behind on material, you should continue reading as assigned. Reading before and after class sessions will provide you with a deeper understanding of the material. Students are encouraged to read strategically and with time constraints in mind. I’ll explain what I mean by this in class.
Course discussions and lectures have been designed to simplify and illustrate ideas covered in the readings. The activities of reading, listening and speaking are purposefully coordinated to help you internalize the ideas being presented. Students who skip readings and count on me for the highlights are less likely to learn the material. Students who skip class and rely on the readings will miss elaboration, discussion and examples that will be useful to demonstrating competency through writing and exams.
You are expected to read, attend and participate in class . If you believe your personal circumstance warrants an exception to this expectation, you should see me at the start of the semester to discuss your situation.
I need to assess your progress toward the stated objectives of the course, and to do this I will use exams and short writing assignments. All students begin the course with a zero. I assume that you are entering with no knowledge of the subject being covered. Your final grade will reflect your ability to demonstrate understanding of the material presented.
Exams
The midterm and final exams will be of the same format: Both will be in-class exams that require you to identify terms and respond to short-answer questions. The terms and questions will be provided to you weekly as we begin covering material. A review session is scheduled before each exam, during which time you may ask clarifying questions. I do not preview answers to questions that students draft, but you are encouraged to begin writing out responses to the questions while the material is fresh in your mind
(i.e., well ahead of the exam). As part of the first review session, I will ask students to submit answers to sample questions, which we will review in class to help you clarify what a thoughtful response looks like.
Exercises
There will be three exercises for you to complete this semester. Each is designed to deepen your understanding of some part of field. Public personnel administration is such a vast field that there are dozens of potential exercises that you could complete that would be meaningful (in my humble opinion) to your education. We will focus on only three.

In the Job Classification Exercise you will be asked to review and compare different job descriptions provided by the instructor and to comment on the types of skills and training required of employees in those positions. The purpose of the exercise is to expand your understanding of how government employers attempt to differentiate among candidates’ qualifications and justify variations in compensation levels among employees.

In the Sexual Harassment Training Exercise you will be asked to complete an online training module to deepen your understanding of harassment in the workplace. The module includes an exam that you will take to demonstrate what you have learned. You will write a short essay applying the content of the training module and commenting on your experience.

In the Labor Grievance Case you will be asked to review actual documentation from where an employee sought relief from perceived mistreatment by an employer. The purpose of the exercise is to deepen your understanding of how administrators and their subordinates attempt to clarify what is permissible in the workplace according to federal and state laws. You will be asked to write about the facts of the case and to form an opinion about its outcome.

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Weights and Assigned/Due Dates
1.
Exercise One: Job Classification (10 percent)

Assigned: Sept. 24; Due: Oct. 1
2.
Midterm Exam (25 percent)

Oct. 22
3.
Exercise Two: Sexual Harassment Training (15 percent)

Assigned: Nov. 3; Due: Nov. 12
4.
Exercise Three: Labor Grievance Case (20 percent)

Assigned: Nov. 17; Due: Dec. 3
5.
Final Exam (25 percent)

Dec. 15 (1:30 p.m.)
6.
Best Grade (5 percent)

Your highest grade from the two exams and three assignments will be applied toward your final grade at the weight of five percent.
Grading is on a letter scale from “A” to “F” for writing assignments Exams are graded on a numeric scale.
Course Assessments

A Exceptionally High Order

A-

B+
92/100
88/100

B Distinctly Above Average

B-

C+
82/100
78/100
97/100
85/100

C Average 75/100

C- 72/100

D+ 68/100

D Below Average 65/100

D- 62/100

F Unsatisfactory (denoting failure) 55/100
Overall Course Grades

A Exceptionally High Order

A- 90-92

B+ 88-89

B Distinctly Above Average
93+
83-87

B-

C+
80-82
78-79

C Average 73-77

C- 70-72

D+ 68-69

D Below Average 63-67

D- 60-62

F Unsatisfactory (denoting failure) Below 60
Students who track their performance throughout the semester and wish to compute various possible final outcomes will find the following formula for Microsoft Excel helpful:

Final Grade = (Exer.1 * 0.10) + (Midterm * 0.25) + (Exer.2 * 0.15) + (Exer.3 * 0.20) + (Final * 0.25) +
(BestGr * .05)

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Classroom Conduct
Any successful learning experience requires mutual respect. Neither instructor nor student should be subject to behavior that is rude, disruptive, intimidating, or demeaning. Views may differ on what counts as rudeness or courtesy. If you are not sure what constitutes good conduct in this classroom, ask me. The instructor has primary responsibility for and control over classroom behavior and maintenance of academic integrity.
Class Attendance
Regular class attendance and active participation in classes are important elements in the learning process. Students are at the university primarily for the sake of their intellectual growth and development. Each student is personally responsible for the satisfactory completion of the coursework required. This means specifically that you are expected to attend classes regularly, and that you are responsible for the work assigned in class, the material covered in class and for participation in class activities (including discussion and listening) designed as part of the learning experience. Students who miss class regularly may have their final grade lowered by one or two full letter grades as a penalty for not being part of the learning experience in the classroom.
University practice, as per the Ombuds Office, is as follows:
1.
Students are responsible for notifying and communicating directly with their instructor(s) if they miss class(es) for any reason, even in a crisis.
2.
Students must work directly with their instructor(s) if they miss class for any reason and need to discuss implications of their absence(s).
3.
Students are advised to email instructor(s) immediately in cases of long-term medical illness/hospitalization or the death of a loved one. Email communication will suffice until the student and their instructor(s) can meet to discuss a plan forward.
4.
Excused absences, exceptions and/or academic accommodations related to absences rests at the discretion of the instructor.
5.
In urgent absentee circumstances, faculty may request and/or receive University verification of a death or long-term medical illness/hospitalization. In such cases, where faculty are seeking
University verification from a student, they must refer students to the Office of Student Well-
Being (SWB).
6.
If a student’s personal circumstances and/or nonattendance issues present so significant a problem that instructors are unable to address them within the context of the course, students should be referred to the Office of the Ombuds for options related to appropriate policies and resources that can assist the student.
Class Participation and the Expression of Ideas
Class participation is expected and will add significantly to the learning environment. Please feel free to ask questions or express ideas in class that are related to course content. I ask that you be respectful of your classmates or me when disagreeing with their or my views. I also ask that you be respectful of the learning objectives for the course when raising topics not obviously related. Please do not be offended if I feel the need to draw our attention back to the course material as outlined for the semester.
Late (or Missed) Assignments and Make-Up Examinations
An important part of the university experience is professional socialization. In the professional world, employees who fail to show up are often penalized financially or in other substantive ways. You should expect the same treatment here. Therefore, exams are to be taken, and assignments are due, on the dates announced in the syllabus. Any exception to these dates is to be agreed upon by me in advance . The

PLSC 334 Page 5 of 9 opportunity to make up an exam or to turn in a late paper will depend on the circumstances, and students should be prepared to provide documentation, if asked, that substantiates the reason for the absence or late paper. I reserve the right not to offer a make-up exam or to lower the exam grade of a student who is offered one. Likewise, I reserve the right not to accept late assignments or to lower the grade of a student whose assignment is accepted late.
Penalties for Academic Dishonesty
Plagiarism occurs when a writer deliberately passes off another's words or ideas without acknowledging the source. For example, turning in another's work as your own is plagiarism. If you plagiarize in this class, you will receive a zero on the assignment on which you are working and your case may be referred to the Office of Student Conduct and Community Standards (SCCS) for additional disciplinary action.
Please be aware that plagiarism can result in suspension or permanent dismissal from the university.
Plagiarism is different from misuse of sources, occasions when a writer does not properly cite a source, misuses quotations, includes too much of an original source in a paraphrase or summary, or commits similar unintentional violations of academic protocol. If you misuse sources, we will work together on appropriately incorporating and/or citing the sources. The misuse of sources may result in work being repeated, and a penalty for late work may be imposed.
Disability Resource Center
It is my goal that this class be an accessible and welcoming experience for all students, including those with disabilities that may impact learning in this class. Students who believe they may have trouble participating or effectively demonstrating learning in this course should meet with me (with or without a
Disability Resource Center (DRC) accommodation letter) to discuss reasonable options or adjustments.
During our discussion I may suggest you contact the DRC (240K Student Center; 734-487-2470; drc@emich.edu) to talk about academic accommodations and the need for an accommodation letter. You are welcome to talk to me anytime during the semester about such issues, but it is always best if we can talk at least one week prior to the need for any modifications so that I can plan accordingly.
Writing Support
Depending on your needs, there are several options to help you develop your writing skills. Some are available online, and some offer in-person consultation based on sample writing that you take with you.
If you have minor problems with punctuation or organizing paragraphs, or if you just want to write cleaner, more concise text, my favorite book to help with this is now offered free online at http://www.bartleby.com/141/ . Alternatively, you can find a copy at your local library or for sale in the usual places for books. The citation is as follows: Strunk Jr., William and E.B. White. 1918. The Elements of
Style . Ithaca, N.Y.: W.P. Humphrey. Newer editions are available than the 1918 edition. Any will work nicely for you. The book is short and cheap.
If you require more serious help, or just want to work with a human being, please consider turning to The
University Writing Center, The Academic Projects Center or The Holman Success Center.

The University Writing Center (115 Halle Library; 487-0694) accepts appointments or you may drop in during regular hours, which can be found at http://www.emich.edu/uwc/ . The UWC also has several satellite locations across campus (in Owen, Marshall, Pray-Harrold, and Mark
Jefferson).

PLSC 334 Page 6 of 9 o The UWC can help you with the writing process, but it does not proof papers for grammar and usage errors.

The Academic Projects Center (116 Halle Library) also offers one-to-one writing consulting for students, in addition to consulting on research and technology-related issues. Students can make appointments or drop in during regular hours, which can be found at http://www.emich.edu/apc/ .

The Holman Success Center offers a variety of programs to help you develop academically. Their offerings and hours can be found at http://www.emich.edu/hsc/ . o The HSC will help you with proofing papers for grammar and usage errors.
Week One – Sept. 8 and 10
Course Overview
Defining Public and Nonprofit Personnel Administration
Attitudes Toward Public Employment
Foundations of the Civil Service and the Merit System
Michigan Civil Service Systems
Reading

Fournier, Rob. 2013. “The Outsiders: How Can Millenials Change Washington If They Hate It?”
The Atlantic , Aug. 26.

McFadden, Robert D. 2015. “Frances Oldham Kelsey, Who Saved U.S. Babies from Thalidomide,
Dies at 101.” The New York Times , Aug. 8.

Ingraham, Patricia W. 1995. The Foundation of Merit: Public Service in American Democracy .
Baltimore: The Johns Hopkins University Press. (Chapter 2: pgs. 15-29)

Michigan Civil Service Commission. 2013. “Civil Service Rules.” Last modified Oct. 1. http://www.michigan.gov/documents/mdcs/Michigan_Civil_Service_Commission_Rules_347183
_7.pdf
(Table of Contents and Constitutional Authority, pgs. 1-8).
Week Two – Sept. 15 and 17
The Legal Framework of Public Personnel Administration
Legal Issues and the Public Employee
Required Reading

Rosenbloom, David H. 1988. “The Public Employment Relationship and the Supreme Court in the 1980s.” Review of Public Personnel Administration 8(2):49-65.

Riccucci, Norma M. 1990. “Drug Testing in the Public Sector: A Legal Analysis.” The American
Review of Public Administration 20(2):95-106.

Taylor, Don. 2015. “Garrity Rights: Garrity Basics.” Accessed Aug. 11. http://www.garrityrights.org/basics.html
. o Taylor, Don. 2015. “Garrity v. New Jersey.” Accessed Aug. 11. http://www.garrityrights.org/garrity-v-nj.html
.

PLSC 334 Page 7 of 9
Week Three – Sept. 22 and 24
Job Analysis
Classification
Compensation
Required Reading

Wilson, James Q. 1989. Bureaucracy: What Government Agencies Do and Why They Do It . New York:
Basic Books. (Chapter 8)

Thomas, Stephanie R. 2013. “Compensating Your Employees Fairly: A Guide to Internal Pay
Equity.” New York:Apress. o Chapter 9. Causes of the Gender Pay Gap
 This chapter is available online through EMU’s Halle Library. Enter the title of the book into the search window to find it. You will be asked to use your Emich username and password to access the book.

Lipman, Joanne. 2015. “Let’s Expose the Gender Pay Gap.” The New York Times , Aug. 13.
Assessment

Exercise One: Job Classification Assigned
Week Four – Sept. 29 and Oct. 1
Recruitment
Selection
Required Reading

Thompson, Frank J. 1994. “The Winter Commission: Deregulation and Public Personnel
Administration.” Review of Public Personnel Administration 14(2) 5-10.

Witt, Stephanie L., W. David Patton, and Siegrun Fox Freyss. 2009. “Recruiting for a High-
Performance Workforce.” In Human Resource Management in Local Government: An Essential Guide .
Washington, D.C.: ICMA Press.

U.S. Office of Personnel Management. 2008. “Structured Interviews: A Practical Guide.”
September. (Section 1)
Assessment

Exercise One: Job Classification Due
Week Five – Oct. 6 and 8
Performance Appraisal
Training
Required Reading

U.S. Merit Systems Protection Board. 2011. “Making the Right Connections: Targeting the Best
Competencies for Training.” February. (Chapters 1 & 2)

Klingner, Donald E. and John Nalbandian. 2003. Public Personnel Management: Contexts and
Strategies . Upper Saddle River, N.J.: Prentice Hall. (Chapter 11)
Week Six – Oct. 13 and 15
Discipline
Dismissal
Required Reading

Guffey, Cynthia J. 2001. “Effective Employee Discipline: A Case of the Internal Revenue Service.”
Public Personnel Management 30(1): 111-27.

PLSC 334 Page 8 of 9

Sowa, Jessica E. 2009. “Employee Rights to Address Wrongs: Trends in State Government
Grievance Practices.” In Public Human Resource Management: Problems and Prospects , edited by
Steven W. Hays, Richard C. Kearney, and Jerrell D. Coggburn, 203-16. New York: Longman.
Week Seven – Oct. 20 and 22
Review for Midterm Exam
Midterm Exam
Week Eight – Oct. 27 and 29
Motivating Public Employees
Ethics
Required Reading

Rutzick, Karen. 2007. “Building a Better Carrot.” Government Executive , April 15.

Gabris, Gerald T., and Trenton J. Davis. 2009. “Challenges in Motivating the Public Sector
Employee.” In Public Human Resource Management: Problems and Prospects , edited by Steven W.
Hays, Richard C. Kearney, and Jerrell D. Coggburn, 142-59. New York: Longman.

State of Michigan. 1973. “State Ethics Act: Standards of Conduct for Public Officers and
Employees (Public Act 196).” Accessed August 14, 2015. http://www.michigan.gov/mdcs/0,1607,7-147-6881_13592-26139--,00.html#print .
Week Nine – Nov. 3 and 5
Equal Employment Opportunity
Required Reading

Smith, Robert Samuel. 2008. Race, Labor & Civil Rights: Griggs versus Duke Power and the Struggle for Equal Employment Opportunity . Baton Rouge, La.: Louisiana State University Press. (Chapter 4)

U.S. Government Accountability Office. 2005. “Equal Employment Opportunity: The Policy
Framework in the Federal Workplace and the Roles of OPM and EEOC.” April. Accessed August
15, 2015. http://www.gao.gov/assets/250/246170.pdf
. (Cover to Page 11)

U.S. Department of Labor. 2014. “Office of Federal Contract Compliance Programs: Executive
Order 11246.” Accessed August 15, 2015. http://www.dol.gov/ofccp/regs/compliance/fs11246.htm
.
Assessment

Exercise Two: Sexual Harassment Training Assigned
Week Ten – Nov. 10 and 12
Affirmative Action
Diversity in the Workplace
Required Reading

State of Michigan. 1963. “State Constitution.” (Section 26)

U.S. Department of Labor. 2014. “Office of Federal Contract Compliance Programs: Executive
Order 11246.” Accessed August 15, 2015. http://www.dol.gov/ofccp/regs/compliance/fs11246.htm
.

Anderson, Terry H. 2004. The Pursuit of Fairness: A History of Affirmative Action . Oxford: Oxford
University Press. (Chapter 3)

Deslippe, Dennis. 2012. Protesting Affirmative Action: The Struggle over Equality after the Civil Rights
Revolution . Baltimore: The Johns Hopkins University Press. (Conclusion)

PLSC 334 Page 9 of 9
Assessment

Exercise Two: Sexual Harassment Training Due
Week Eleven – Nov. 17 and 19
Foundations of Public Sector Labor Relations
Required Reading

Kearney, Richard C. and Patrice M. Mareschal. 2014. Labor Relations in the Public Sector . Boca
Raton, Florida: CRC Press. (Chapter 1)
Assessment

Exercise Three: Labor Grievance Case Assigned
Week Twelve– Nov. 24
Collective Bargaining
Impasse
Strikes
Required Reading

Spero, Sterling D. 1962. “Collective Bargaining in Public Employment: Form and Scope.” Public
Administration Review 22(1): 1-5.

Zander, Arnold S. 1962. “A Union View of Collective Bargaining in the Public Service.” Public
Administration Review 22(1): 5-13.

Armshaw, Jim, David Carnevale, and Bruce Waltuck. 1993. “Union-Management Partnership in the U.S. Department of Labor.” Review of Public Personnel Administration 13(3): 94-107.

Davey, Monica. 2014. “Wisconsin Justices Uphold Union Limits, a Victory For the Governor.” The
New York Times . July 31
Week Thirteen – Dec. 1 and 3
Performance Management
Benchmarking
Required Reading

National Performance Management Advisory Commission. 2010. “A Performance Management
Framework for State and Local Government: From Measurement and Reporting to Management and Improving.” (Pages v to 10)

Ammons, David. 2005. “Benchmarking Performance.” In Handbook of Human Resource
Management in Government , edited by Stephen E. Condrey, 623-647. San Francisco: Jossey-Bass.
Assessment

Exercise Three: Labor Grievance Case Due
Week Fourteen – Dec. 8 and 10
Reinventing the Civil Service
Review for Final Exam
Required Reading

Ban, Carolyn. 1998. “Reinventing the Federal Civil Service.” Public Administration Quarterly 22(1):
21-34.
Exam Week – Dec. 15
1:30 to 3:00 PM
308 Pray-Harrold