UNCLASSIFIED
Staffing Organizations
ADM3333B FALL| 2022
Professor
Qian Zhang, PhD
Office
DMS 5154
E-mail
qzhang@telfer.uottawa.ca
Office Hours
By appointment
Class Location
120 University (FSS) 1006
Class Hours
Tuesdays, 2:30 - 4:00 pm; Fridays, 4:00 – 5:30 pm
Prerequisite(s)
ADM 2337
Program of study
Mandatory course of Human Resource Management option
EVALUATION
Course Deliverable
Participation
Group Assignment
Midterm
Final Exam
Due Date
Weight on Final Grade
Throughout term
5%
November 29, 2022
30%
October 18, 2022
25%
TBD by the University
40%
COURSE DESCRIPTION
The goal of this course is to allow students to gain an in-depth understanding of the essentials
in recruitment, selection, human rights and employment equity issues in staffing. Students will
learn the process of human resource planning, job analysis, validation of assessment methods
and selection criteria. In addition, staffing’s integral relationship with other areas of human
resource management will be examined.
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In using a systematic approach, the theoretical and practical activities of this course allow
students to understand the organizational issues, strategies, legal and ethical factors involved in
staffing as well as the importance of integrating policies and practices of the organization’s
culture and values. The course will emphasize active hands-on learning through simulations,
case analyses, exercises and discussions of readings and assignments.
COURSE CONTRIBUTION TO PROGRAM LEARNING GOALS
This course contributes to the attainment of one or more of the following B.Com Learning Goals:
LG1 - Understand, Apply and
Integrate Core Management
Disciplines
Knowledge about staffing is essential to the efficiency of
any organization.
LG2 - Demonstrate Critical Thinking
and Decision Making Skills
The practical exercises will allow students to use their
judgment to make sound staffing decisions, in regard to
selecting tools, developing strategies or selecting
candidates for an organization.
LG3 - Demonstrate Leadership,
Interpersonal and Communications
Skills
The group project requires that students work in a
collaborative way, thus allowing the development of
interpersonal and communication skills.
LG4 - Apply high standards of
Integrity, Ethics and Social
Responsibility
Discussion about the legal context of staffing and its
implications for staffing will allow students to apply high
standards of integrity.
LG5 - Demonstrate the Ability to
Perform in a Culturally Diverse
Environment
The group project, exercises and class discussions require
that students respect each other and value the diversity
of opinions and perspectives.
LG6 - Pursue Self-Development and
Exhibit a Commitment for Life-long
Learning
The group project involves numerous assignments, which
will ensure continuous feedback and possibility for
continuous learning.
LG7 - Provide Value to the Business
Community in a chosen Area of
Specialization
By developing applied expertise, students will be able to
apply their knowledge and abilities quickly in the
workplace. Furthermore, certain group project could
focus on positions from real organizations.
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COURSE LEARNING OBJECTIVES
At the end of the course, students will be proficient in three areas:
A) Knowledge: Explain the theoretical foundations of the staffing system and the underlying
concepts, analyze employment and use information for purposes of recruitment and selection,
understanding the relationship between staffing and the principles of reliability, validity and
usefulness of the measures, understand the legal aspects related to staffing, understand the
design of evaluation methods. Knowledge will be tested through examinations and individual
reflections.
B) Ability: Critically analyze staffing challenges that managers and HR professionals are facing
and make recommendations according to the acquired notions, evaluate techniques for
decision making (e.g. tests, selection interviews) depending on the context in which these
techniques are used, apply different procedures. Ability will be tested through individual
reflections and the group project.
C) Attitude: Work collaboratively in a team. This will be measured through the group project.
Methods Used to Evaluate Student Performance
The course is composed of two parts:
• One part theoretical composed of lectures, question periods and discussions. Students are
expected to have read assigned readings and cases before coming to class and participate actively
in their discussions.
AND
• One part practical composed of exercises and presentations related to the recruitment and
staffing process. This part will assist students to understand the application of the theoretical
concepts.
Methods Used to Evaluate Student Performance
A) Participation
B) Group Assignment
C) Mid-term Exams
D) Final Exam
5%
30%
25%
40%
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A) Participation / Reflections
Some lectures will begin with a “live” or previously-recorded role-play exercise, video, or other
activity. After each activity, students will prepare and hand-in a personal reflection or response
to the situation, using criteria provided before the activity begins. Other weeks may include other
reflective exercises. These must be submitted by the date and time assigned. See Appendix for
grading rubric.
B) Group Assignment
This assignment is due at the beginning of class on November 29, 2022. The grading rubric can
be viewed in the Appendix.
The group assignment consists of a consultation project you need to perform as a team. The topic
is up to you as a team as long as it deals with personnel staffing. Your topic must be approved by
the teacher.
The project milestones are:
1. September: Build your team and return your team composition sheet to your instructor
(see Appendix). Identify a public or private company/organization that is open to a
consulting project.
2. October: Conduct at least one interview with the executives or HR managers to
understand the salient issues and to choose one or a few staffing issues you will focus
your consulting project on.
3. October-November: Conduct other interviews or data collection with key informants
(e.g., surveys or interviews with employees) and consult organizational documents in
order to understand the issues, practices in place, tools used, regarding the position or
the staffing issue you choose to work on.
4. November: Write your Consultation Report. The report should not exceed 15 pages,
double-spaced in Times New Roman 12 (excluding the title page, table of contents and
annexes). The report should have the following elements:
Part 1 – Present current situation. Briefly describe the organization and the problem or
issue you wish to help solve.
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Part 2 – Analysis of alternatives. By drawing on the theories, concepts and best practices
seen in class and in course materials, describe different alternatives that could help the
organization improve.
Part 3 – Professional Judgment. Choose and justify among the alternatives which one is
most pertinent to help the organization. Make concrete recommendations to the
organization (e.g., activities to be undertaken, website to change, selection tools to use).
Be sure to demonstrate why and how your recommendations will lead to added value for
the organization.
5. Submit your Consultation Report by start of class on November 29, 2022 and will be
submitted via BrightSpace.
Note: Each student is required to submit a confidential evaluation of their group members’
performance which will be used to help determine individual grades for the assignment.
C) Mid-Term Exam
The mid-term exam will be held in-class during class time. The mid-term is based on all material
covered over the first five weeks of the course, and includes various types of questions (e.g.,
multiple choice, short answer, mini cases). Due to the integrated nature of the course, these
boundaries are not firm. There will be no deferred mid-term exams. Should you miss a midterm for a reason accepted by the Telfer School of Management, the value of the missed exam
will be distributed across all remaining exams.
D) Final Exam
The final exam will take place in December during the exam session. Although it will focus on
material from weeks 6 through 12 (readings as well as material and exercises presented in class),
it should be noted that as the course builds on previous chapters and lectures, students will need
a good understanding of all material presented in the course. The final exam includes various
types of questions (e.g., multiple choice, short answer, mini cases and essay).
General Note about Grading
Students who would like to discuss their assignments or exam are welcome to do so during office
hours or by appointment. Students who would like to have an assignment re-evaluated must
indicate precisely where the grading is perceived to be inadequate, and to back up the request
with documentation from the textbook or course notes. This will enable the professor to be more
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efficient in responding, and will integrate performance feedback on assignments more directly
into the student’s learning process.
Please note that it is not possible to submit extra course work in order to improve your mark.
Course Attendance and Use of Technology
Given that the course consists of multiple exercises and discussions which require the active
participation of the group, student attendance is an important factor in ensuring the course is
effective and that all students learn from discussions and exchanges of their peers. Absences
without prior notice and acceptable justification will have an impact on participation marks.
Activities such as e-mailing, chatting, listening to music, using social media, browsing the internet
and playing videogames are not permitted during lectures. Students who do not respect this rule
must leave the class immediately and will not be allowed to bring their computer for future
classes. The student will also be penalized through receiving no marks towards their participation
grade. These rules are in place to help reduce the complaints received from students who are
distracted from class due to inappropriate computer use.
TEXTBOOK/COURSE PACKAGE
COURSE MATERIALS
WHERE TO GET IT
Catano, V., Wiesner, W., Hackett, R., Roulin, N. (2022).
Recruitment and Selection in Canada. 8th edition. Nelson
Education.
Campus & Agora bookstores; etextbook
PowerPoint slides
Posted in advance of class
BIBLIOGRAPHY
The student is not required to purchase the following books. However, they enhance and clarify
many of the topics covered in the course. Students are welcome to refer to them if desired.
Boyko, J. (1998) Last Steps to Freedom – The Evolution of Canadian Racism. Winnipeg: J. Gordon
Shillingford Publishing
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Dessler, G., & Cole, Nina D. (2011) Human resources management in Canada. Canadian edition,
Pearson Canada.
Pettersen, N. & Durivage, A. (2010) Structured Interview - Enhancing Staff Selection. Québec:
Presses de l'Université du Québec.
Phillips, J.M. & Gully, S.M. (2012) Strategic Staffing. Second Edition. Prentice Hall.
COURSE SCHEDULE
(Week)
Class
Date
Subject,
Module or
Unit
Required Readings &
Deliverables
Activities / Assessment
Week
Date
Subject
Reading and Assignments
Course Introduction
Week 1
Sep 9 & 13
Syllabus
Introduction to Recruitment and
Staffing
Chapter 1
Week 2
Sep 16 & 20
Reliability and Validity of
Staffing Methodologies
Chapter 2
Week 3
Sep 23 & 27
Race, Gender and Legal Issues in
Staffing
Chapter 3
Week 4
Sep 30 & Oct 4
Job Analysis and Competency
Models
Chapter 4
Week 5
Oct 7 & 11
Recruitment, Selection,
Performance
Chapter 5
Week 6
Oct 14
Group Project time
Oct 18
MID-TERM EXAM
Chapters 1-5 + all material presented
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(Week)
Class
Date
Subject,
Module or
Unit
Required Readings &
Deliverables
Activities / Assessment
Oct 23 - 29
Reading week – No class
Week 7
Nov 1 & 4
Recruitment
Chapter 6
Week 8
Nov 8 & 11
Screening Applicants
Chapter 7
Week 9
Nov 15 & 18
Testing and Assessing
Chapter 8
Week 10
Nov 22 & 25
Interviewing
Chapter 9
Chapter 10
Week 11 Nov 29 & Dec 2 Decision Making
Group Project Due
Week 12
Dec 6
Catch-up, Conclusion, Exam Prep
The above schedule may be changed based on class dynamics and other variables.
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PERSONAL ETHICS STATEMENT CONCERNING TELFER SCHOOL ASSIGNMENTS
Group Assignment:
By signing this Statement, I am attesting to the fact that I have reviewed not only my own work,
but the work of my colleagues, in its entirety.
I attest to the fact that my own work in this project meets all of the rules of quotation and
referencing in use at the Telfer School of Management at the University of Ottawa, as well as
adheres to the fraud policies as outlined in the Academic Regulations in the University’s
Undergraduate Studies Calendar Academic Fraud Webpage.
To the best of my knowledge, I also believe that each of my group colleagues has also met the
rules of quotation and referencing in this Statement.
I understand that if my group assignment is submitted without a signed copy of this Personal
Ethics Statement from each group member, it will be interpreted by the Telfer School that the
missing student(s) signature is confirmation of non-participation of the aforementioned
student(s) in the required work.
______________________________
__________________________
Signature
Date
______________________________
__________________________
Last Name (print), First Name (print)
Student Number
______________________________
__________________________
Signature
Date
______________________________
__________________________
Last Name (print), First Name (print)
Student Number
______________________________
__________________________
Signature
Date
______________________________
__________________________
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Last Name (print), First Name (print)
Student Number
______________________________
__________________________
Signature
Date
______________________________
__________________________
Last Name (print), First Name (print)
Student Number
______________________________
__________________________
Signature
Date
______________________________
__________________________
Last Name (print), First Name (print)
Student Number
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Personal Ethics Statement
Individual Assignment:
By signing this Statement, I am attesting to the fact that I have reviewed the entirety of my
attached work and that I have applied all the appropriate rules of quotation and referencing in
use at the Telfer School of Management at the University of Ottawa, as well as adhered to the
fraud policies outlined in the Academic Regulations in the University’s Undergraduate Studies
Calendar Academic Fraud Webpage.
______________________________
__________________________
Signature
Date
______________________________
__________________________
Last Name (print), First Name (print)
Student Number
APPENDIX: RUBRICS
Individual Reflections
Beginning
0-2 pts
Outcome 1
Demonstration of - The student
understanding
identifies a basic
understanding of
the discussion
topic.
Progressing
3-5 pts
Proficient
6-8 pts
Exemplary
9-10 pts
- The student
occasionally
makes reference
to understanding
of the discussion
topic and why it
was given.
- The student
regularly refers to
their
understanding of
the discussion
topic and outlines
next steps in
- The student
regularly refers to
their understanding
of the discussion
topic, outlines next
steps in pushing
their work forward
and evaluates how
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Outcome 2
Connection to
- Student reflects
experiences with on experiences;
the learning goals however
connections to
learning goals are
not made.
Outcome 3
Appropriate use
of language,
vocabulary, and
grammar
- Demonstrates a
lack of control
over language
including
vocabulary, and
grammar.
- Reflection is not
in an organized
structure. Errors
disrupt the flow
of
communication.
pushing their
work forward.
they will use their
understanding.
- Student reflects
on experiences
and makes a
connection to a
learning goal
- Reflections
include analyzing
the connections
between specific
experiences and
learning goal(s).
- Reflections
include an analysis
of the connections
between
experiences and
learning goals and
predicts future
behaviors/decisions
based on their
analysis (“Next
time,…”).
- Demonstrates
inconsistent
control of
language
including
vocabulary, and
grammar.
- Demonstrates
control of
language
including
vocabulary, and
grammar within
an organized
structure.
- Demonstrates
control of language
including
vocabulary, and
grammar within an
organized
structure.
- Organization of
the reflection's
- Errors do not
structure may or interfere with
may not be
communication.
evident. Errors
detract from
communication.
- Few if any errors.
Intention of
thought is clearly
communicated.
Group Project
Beginning
<16 pts
Approaching
19 pts
Meeting
23 pts
Exceeding
25 pts
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Content &
Development
- Content is
incomplete
- Major points are
not clear and /or
persuasive.
- Few questions
answered.
- Major points are
addressed, but
not well
supported
- Responses are
inadequate or do
not address
assignment.
- Some questions
answered.
- Content is
accurate and
persuasive.
- Major points are
stated.
- Content and
purpose of the
writing are clear.
- Most questions
answered.
- Content is
comprehensive,
accurate, and
persuasive.
- Major points are
stated clearly and
are well
supported.
- All questions
answered.
Format
Grammar,
Punctuation &
Spelling
- Paper lacks many - Paper follows
elements of
most guidelines.
correct
formatting.
- Paper is
inadequate in
length.
- Paper follows
- Paper is the
designated
appropriate length
guidelines.
as described for
- Paper is the
the assignment.
appropriate length -Format enhances
as described for readability of
the assignment. paper.
-Format is good.
- Paper contains
numerous
grammatical,
punctuation, and
spelling errors.
- Paper contains
few grammatical,
punctuation and
spelling errors.
- Rules of
grammar, usage,
and punctuation
are followed with
minor errors that
do not detract
from the
readability of the
work.
- Few or poor
references
- Some references - Almost meets
the required
- Extensive use of number of
inappropriate
references;
references
- Rules of
grammar, usage,
and punctuation
are followed;
spelling is correct.
References
- Meets the
required number
of references,
- very little
reliance on
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- May have too
inappropriate
much reliance on references
inappropriate
references
COURSE POLICIES
COURSE CONDUCT
The Telfer School of Management prides itself on a strong sense of shared values drawing upon
principles of respect, integrity, professionalism and inclusion to guide interactions inside and
outside the classroom. The Telfer School strives to provide a well-rounded and outstanding
education enriched through experiential learning and a positive student experience. You are
encouraged to familiarize yourself with our expectations related to course conduct at the Telfer
School. Please refer to our Statement of Shared Rights and Responsibilities.
PREVENTION OF SEXUAL VIOLENCE
The University of Ottawa is committed to a safe and healthy campus for work, for study and for
campus community life for all members of the University community. The University, as well as
various employee and student groups, offer a variety of services and resources to ensure that
all uOttawa community members have access to confidential support and information, and to
procedures for reporting an incident or filing a complaint. For more information, please visit
uOttawa Sexual violence: support and prevention.
CLASS ATTENDANCE
Class attendance is expected and is necessary to successfully complete this course.
Students are expected to write (or submit) all course deliverables as scheduled according to this
Course Outline. Absences for reasons listed in academic regulation 9.5 (with the appropriate
documented justification) are the only acceptable reasons for failure to hand-in or complete a
requirement of this course at the specified time. THERE WILL BE NO EXCEPTIONS. For a missed
mid-term or final examination, documentation must be submitted along with a deferred exam
application form to the Student Services Centre (DMS1100) of the Telfer School of Management.
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Please visit the following webpage to download the form and carefully read the directives.
For other missed deliverables, the appropriate documentation can be submitted directly to the
Professor.
LANGUAGE & WRITING
You will be judged on your writing abilities on all written deliverables. It is recommended to
take the appropriate measures to avoid mistakes such as spelling, syntax, punctuation,
inappropriate use of terms, etc.
Professors show a marked bias for a movement from theory/definition (textbook,
supplementary readings, class discussion) to your own words to a concrete example. In other
words, make a clear reference to an accepted theoretical foundation, then explain it in your
own words and then provide a concrete example to support your idea (from a case study, from
a class discussion, from a real life situation that you have observed, from history,…).
In the event of poor language quality, you may be penalized up to 15% to the professor’s
discretion. Please see the “Ошибка! Источник ссылки не найден.”.
LATE SUBMISSIONS
Late submissions are not tolerated. Exceptions are made only for illness or other serious
situations deemed as such by the professor.
ABSENCES FROM EXAMS
University regulations require all absences from exams/quizzes and all late submissions due to
illness to be supported by a relevant documentation.
Absence for any reason must be justified in writing, to the Student Services Centre
(undergraduate@telfer.uottawa.ca) within five business days following the date of the exam.
Please visit the following webpage to download the deferral request form and carefully read
the directives. The Telfer School reserves the right to accept or refuse the reason.
Religious absences: If a religious holiday or a religious event will force you to be absent during
an evaluation, it is your responsibility to inform your professor and the Student Services Centre
as early as possible.
INTELLECTUAL PROPERTY
All forms (printed, digital, etc.) of course materials prepared by the instructor (including emailed or Brightspace content) are protected by copyright. This covers all files, assessments,
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solutions, cases, and other materials. Copying, scanning, photographing, posting, or sharing by
any means is a violation of copyright and will be subject to appropriate penalty as prescribed by
University of Ottawa regulation.
ACADEMIC INTEGRITY
Academic Regulation 14 defines academic fraud as “any act by a student that may result in a
distorted academic evaluation for that student or another student. Academic fraud includes but
is not limited to activities such as:
a) Plagiarism or cheating in any way;
b) Submitting work not partially or fully the student’s own, excluding properly cited
quotations and references. Such work includes assignments, essays, tests, exams,
research reports and theses, regardless of whether the work is written, oral or another
form;
c) Presenting research data that are forged, falsified or fabricated;
d) Attributing a statement of fact or reference to a fabricated source;
e) Submitting the same work or a large part of the same piece of work in more than one
course, or a thesis or any other piece of work submitted elsewhere without the prior
approval of the appropriate professors or academic units;
f) Falsifying or misrepresenting an academic evaluation, using a forged or altered
supporting document or facilitating the use of such a document;
g) Taking any action aimed at falsifying an academic evaluation.”1
The Telfer School of Management does not tolerate academic fraud. Please familiarize yourself
with this guidance.
STUDENT SUPPORT SERVICES
Academic GPS
The Academic GPS hub is a one-stop shop for academic support. Whether you’re an
experienced student or just starting out, you’ll find some great resources to help you succeed.
With the Academic GPS, you can:
 chat with a mentor seven days a week
 register for study groups
 take part in study methods workshops (note taking, time management, exam
preparation, stress management, etc.)
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
book an appointment with a mentor
For more information: https://saea-tlss.uottawa.ca/en
Health and Wellness
Your wellness is an integral part of your success. If you don’t feel well, it can be hard to focus on
your studies. Dedicated professionals and fellow students who care about you are always ready
to provide advice and support. Depending on your needs, many activities and services exist to
accompany you during your academic journey. Services include:
 opportunities to connect;
 counselling sessions
 peer support;
 physical activity;
 wellness activities and workshops;
 spiritual guidance.
If you want to connect with a counsellor, you can book an appointment online or go to their
walk-in clinic at 100 Marie-Curie, fourth floor. You can also drop-in to our wellness space, chat
online with a peer helper, or access 24/7 professional help through the website.
For more information and to access these services, go to uOttawa.ca/wellness.
Academic accommodations
We try to make sure all students with disabilities have equal access to learning and research
environments, the physical campus and University-related programs and activities. The
Academic Accommodations service works with other campus services to create an accessible
campus learning environment, where students with disabilities have an equal opportunity to
flourish. We offer a wide range of services and resources, provided with expertise,
professionalism and confidentiality.
Some services we offer
 Help for students with disabilities in making the transition
 Permanent and temporary accommodation measures
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




Learning strategy development
Adaptive exams
Transcriptions of learning material
Interpretation (ASL and LSQ)
Assistive technologies
If you think that you might need any of our services or supports, email the Academic
Accommodations service (adapt@uOttawa.ca).
OTHER U OTTAWA SERVICES THAT YOU MIGHT FIND USEFUL


Career Services:
o Telfer Career Centre
o U Ottawa Career Services
Counselling Service
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