INDICATIVE READING FOR LEARNERS

Transcription

1 Term: FALL 2015 (10 th September th December 2016) Instructor: Theresia Vughosu MSc. IAF Time Slot: THURSDAY 14:30PM 17:15PM Office/Availability: 368 / By Appointment only Room: 140 Drake Centre vughosut@umanitoba.ca INDICATIVE READING FOR LEARNERS TEXTBOOKS Hermann, S., Hari, D., Terry, W., Neil, F., & Julie, B. (2013). Canadian Human Resource Management: A Strategic Approach (13th ed.). Toronto: McGraw-Hill Ryerson. Print: ISBN , ISBN Dessler, G., Cole, N., & Chhinzer, N. (2014). Human Resources Management in Canada (12th ed.). Toronto: Pearson Prentice Hall. Text book ISBN: JOURNALS Hrreporter.com,. (2015). Canadian HR Reporter - The National Journal of Human Resource Management - Home. Retrieved 5 September 2015, from Hrmguide.net,. (2015). Human Resources - Human Resource Management - HRM - Information Source. Retrieved 5 September 2015, from Hrmam.org,. (2015). HRMAM. Retrieved 5 September 2015, from Page 1 of 12

2 COURSE OVERVIEW In this course learners will explore the processes involved in the management of individuals in the workplace. This is not principally about selecting the best candidate, but most importantly it extends to supporting employees to work in teams and carry out their work effectively, as well as developing their knowledge and skills so that they can contribute to the delivery of a quality service or the production of quality goods. Learners will contextualise these elements within the relevant legal and policy frameworks. Eventually, learners will explore the different management approaches of working in partnership and leading people. COURSE AIM The aim of this unit is to enable the learner to understand the processes involved in the recruitment, management and development of people in the workplace. As a result, learners will use their knowledge of relevant human resources management theory and link it with current human resource management practices in organisations. LEARNING OUTCOMES / OBJECTIVES (LO) On successful completion of this course a learner will understand: 1. The process for recruiting individuals to work in organizations 2. Strategies for building effective teams at work 3. How organizations motivate employees 4. The importance of managing employee performance 5. Approaches for managing people in the work place Page 2 of 12

3 SCHEDULE WEEK/DATE LO/TOPIC ACTION OTHER 1) Sep. 10 WELCOME & INTRODUCTION Class Discussion, Video & Class Activity Assignment LO1 / Coursework Task 1-2) Sep. 17 LO 1: THE RECRUITING PROCESS Lecture, Video, Class Discussion & Exercise TBA 1.1 Human resource planning 1.2 Legislative and policy frameworks Assignment/Coursework Feedback 1 3) Sep Selection of the best: Lecture, Group Presentation /Feedback Assignment LO2 / Coursework Task 2 TBA 4) Oct. 01 LO 2: BUILDING EFFECTIVE WORKING TEAMS 2.1 Theories on behaviour in groups 2.2 Types of team Lecture, Video, Class Discussion & Exercise Assignment/Coursework Feedback 2 5) Oct Influences on effective team working Lecture, Group Presentation /Feedback Assignment LO3 / Coursework Task 3 6) Oct. 15 LO 3: EMPLOYEE MOTIVATION 3.1 Motivation theory 3.2 Reward systems Lecture, Video, Class Discussion & Exercise Assignment/Coursework Feedback 3 7) Oct Employee involvement techniques Lecture, Group Presentation /Feedback Assignment LO4 / Coursework Task 4 8) Oct. 29 LO 4: MANAGING EMPLOYEE PERFORMANCE 4.1 Monitoring Systems 4.2 Identifying individual needs Lecture, Video, Class Discussion & Exercise Assignment/Coursework Feedback 4 9) Nov Promoting continuing development Lecture, Group Presentation /Feedback Assignment LO5 / Coursework Task 5 10) Nov. 12 LO 5: MANAGEMENT APPROACH Lecture, Video, Class Discussion & Exercise 5.1 Theories of leadership Assignment/Coursework Feedback Managing working relationships 11) Nov Own development Lecture, Group Presentation /Feedback TBA 12) Nov. 26 Global View Of HRM / Course Review Q & A/Wrap-up Session/Class Souvenir Instructor Feedback Exam Prep / Final Coursework Submission Mock Test / Submission Deadline (11:59pm) 13) Dec. 03 Exam Room TBA TBA TBA TBC TBC TBC Page 3 of 12

4 ASSESSMENT BRIEF CASE STUDY Established in 2010, Manitoba Start (MS) is a not-for-profit organisation funded by the Governments of Canada and Manitoba. MS addresses employers recruitment needs by connecting Manitoba businesses to a world class workforce of highly skilled and job-ready residents or newcomers in the Province. It is also the leading provider of career services to the Province such as: employment workshops, personalized career coaching, resume development, job search assistance, and networking opportunities. More information about MS can be obtained from their most recent annual report ( ) which can be downloaded from their website at: SCENARIO You have just graduated from the University of Manitoba (UM) with a first class Bachelor s Degree in Business Administration. Being the best student in the department, and expressing a dynamic passion in Human Resource Management, you were awarded with a graduate job at the best career and employment development organisation in the province. You have been recently appointed as the Trainee Human Resources Officer (THRO) at MS; and the HR director has just informed you about a recent expansion of the Careers & Employment Services department. He has also assigned you to WRITE (Coursework) and PRESENT (Group Presentation) a report responding to the following five 5 tasks: TASK 1: Outline a recruitment process for MS and explain the importance of having and following one TASK 2: Show how you would build effective working teams at MS and identify the importance of doing so? TASK 3: How can you improve employee motivation and cooperation at MS and how would the organisation benefit from this? TASK 4: Describe key techniques of managing employee performance in the workplace and summarise the significance. TASK 5: Discus the management style that may be adopted at MS and explain your choice? Page 4 of 12

5 ASSESSMENT METHODS METHOD & MARKS DISTRIBUTION 1) COURSEWORK (60%) Bonus Marks: Class Participation(3) 2) GROUP PRESENTATION (20%) Individual Presentation/Report = 10% Group Presentation/Report = 10% 3) EXAM (20%) Bonus Marks: Case-study Context (2) DETAILS & PURPOSE You are to accomplish 5 different Tasks. You are expected to advance with the development of your coursework as the course progresses; accompanied with formative feedback. All in all, your complete coursework should not exceed 2500 words (excluding: reference list, bibliography, appendices, tables, figures and table of content); and must be submitted by November 26 th, 2015 at 11:59 PM latest. This assessment will prepare students prior to lectures, and as such enable learners to participate efficiently in class, as well as obtain a good grasp of the subject matter. This exercise will provoke and develop the student s self-motivation, with the ability to research, prioritise, organise self, work independently, solve problems and use computers. You are to work in groups of 5 10 (depending on the class size) and present your findings on the above Tasks (1 5). Each group only has one opportunity to present throughout the course. Therefore, students/groups are given the opportunity to choose one Task from the five given. Each presentation will last 7 10 minutes. This assessment method will enable students to analyse and summarise what they have learnt for each LO in class, and will also go to develop their arguments for the final exam It will improve learners teamwork, time management, IT and communication skills. You will have 2 hours of closed book/supervised examination, which will include 15 shortmedium answer questions. Exams will be revealed on the scheduled date (December 3 rd, 2015; during the usual class time and venue). Exams will compel students to learn and will further define and establish the student s: originality, reliability, logic, attention to details, and decision making capacities. Page 5 of 12

6 N: B: All assessments are based on a Case Study with MANITOBA START and will require students to apply the concepts and techniques discussed in Class to a real world setting. To ensure your similarity to other sources (student papers, journals, websites, text books etc.) is no more than 20% (worst case scenario), kindly make use of ithenticate. Details can be found at: Your ithenticate folder will be shared with your instructor at: (ithenticate account TBA) Use APA referencing style. See details at: Assessments should be presented in: Word or PDF with Font Style = Arial or Times New Roman; Font Size = 12 14; Spacing = ; and Margins = 1.5cm 2.5cm. Presentations should be done by the use of PowerPoint; and details must be backed with a WORD/PDF report. Assessment grading will include: content and mechanics: Content is restricted to the substance of what you say. Mechanics includes a variety of things such as grammar and punctuation. Submitted copies of assessments may not be returned to you after marking; it is advised to have a personal copy for your reference. GRADING SCORE LETTER GRADE GPA DESCRIPTION A+ 4.5 Exceptional A 4.0 Excellent B Very Good B 3.0 Good C+ 2.5 Satisfactory C 2.0 Adequate D 1.0 Marginal /Pass 49 or less F 0 Fail Page 6 of 12

7 ASSESSMENT CRITERIA (AC) & GRADE DESCRIPTORS (GD) GD AC A B C D ANALYSIS OF LITERATURE & RESEARCH SYNTHESIS & UTILISATION OF EVIDENCE INTEGRATION OF THEORY & PRACTICE STRUCTURE PRESENTATION Critical application of a wide range of relevant sources: well understood & fully appreciated. Original perspective on issues involved. Sets sources & viewpoints in context & systematically evaluates contributions. Methodological understanding & theoretical appreciation. Locates suitable concepts & makes comprehensive, critical assessment of issues involved. Evaluates the relevant theories, ability to develop critiques of them. Coherently integrates them with practice. A clear, relevant & developed thesis statement. Consistent use of accurate constructions. Very good selection, synthesis & summary writing skills. Very well structured with clarity & cohesion. Sustained & coherently argued. Excellent presentation, suitable length. Accurate referencing. High level of understanding of main sources, well summarised & used in a relevant way. High level of appreciation of main issues. Ability to make appropriate critical points. Methodological awareness. Good comprehensive commentary on evidence & materials used. Good critical commentary linking theory & practice. Conclusions well developed & based on relevant argument & evidence. Good use & understanding of relevant theoretical models. A clear & relevant thesis statement. Accurate constructions. Good selection, synthesis & summary writing skills. Wellstructured with clarity & cohesion. Sustained & coherently argued. High level of presentation. Accurate referencing. Sound understanding of the literature & a range of source material consulted. Sound understanding of main issues. Methods of data collection described. Competent commentary on evidence & materials used. Critical commentary linking theory & practice. Sound conclusions based on appropriate argument & evidence.competent use & understanding of theoretical models. A clear thesis statement. Use of accurate constructions. Sound selection, synthesis & summary writing skills. Structured with clarity & cohesion. Ability to handle argument coherently. Competent presentation & referencing. Some evidence of reading & understanding. Mainly descriptive & unsubstantiated points. Uncritical explanation. Introduction of basic concepts & effort made to relate them to the question. Links theory & practice. Sectioned information with limited coherence. Limited accuracy of construction. Attempt coherent presentation. (Cblt.soton.ac.uk, 2015) Page 7 of 12

8 MAXIMIZING KEY WORDS USED IN ESSAY TITLES & EXAMINATION QUESTIONS, TO EXPLOIT GRADE DESCRIPTORS Analyse: Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another. Assess: Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition. Clarify: Literally make something clearer and, where appropriate, simplify it. This could involve, for example, explaining in simpler terms a complex process or theory, or the relationship between two variables. Comment upon: Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done. Compare: Identify the similarities and differences between two or more phenomena. Say if any of the shared similarities or differences are more important than others. Compare and contrast will often feature together in an essay question. Consider: Say what you think and have observed about something. Back up your comments using appropriate evidence from external sources, or your own experience. Include any views which are contrary to your own and how they relate to what you originally thought. Contrast: Similar to compare but concentrate on the dissimilarities between two or more phenomena, or what sets them apart. Point out any differences which are particularly significant. Critically evaluate: Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice. Define: To give in precise terms the meaning of something. Bring to attention any problems posed with the definition and different interpretations that may exist. Demonstrate: Show how, with examples to illustrate. Describe: Provide a detailed explanation as to how and why something happens. Discuss: This is a written debate where you use your skill at reasoning, backed up by carefully selected evidence to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion. Elaborate: To give in more detail, provide more information on. Page 8 of 12

9 Evaluate: See the explanation for critically evaluate. Examine: Look in close detail and establish the key facts and important issues surrounding a topic. This should be a critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways they could be construed. Explain: Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research. Explore: Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument. Give an account of: Means give a detailed description of something. Not to be confused with account for which asks you not only what, but why something happened. Identify: Determine what the key points to be addressed are and implications thereof. Illustrate: A similar instruction to explain whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation. Interpret: Demonstrate your understanding of an issue or topic. This can be the use of particular terminology by an author, or what the findings from a piece of research suggest to you. In the latter instance, comment on any significant patterns and causal relationships. Justify: Make a case by providing a body of evidence to support your ideas and points of view. In order to present a balanced argument, consider opinions which may run contrary to your own before stating your conclusion. Outline: Convey the main points placing emphasis on global structures and interrelationships rather than minute detail. Review: Look thoroughly into a subject. This should be a critical assessment and not merely descriptive. Show how: Present, in a logical order, and with reference to relevant evidence the stages of factors that give rise to something. State: To specify in clear terms the key aspects pertaining to a topic without being overly descriptive. Refer to evidence and examples where appropriate. Summarise: Give a condensed version drawing out the main facts and omit superfluous information. Brief or general examples will normally suffice for this kind of answer To what extent: Evokes a similar response to questions containing 'How far... This type of question calls for a thorough assessment of the evidence in presenting your argument. Explore alternative explanations where they exist. (www2.le.ac.uk, 2015) Page 9 of 12

10 EXTENUATING CIRCUMSTANCES EXCUSED ABSENCES & LATE SUBMISSIONS: Assessments may be rescheduled following exceptional extenuating circumstances that must be backed with solid evidence and approved by the faculty office. DEFERRED EXAMINATIONS: For all students who have been approved by their faculty office to have a deferred exam, only ONE DATE is given. The deferred final exam date will be confirmed when need arises. For more information: contact the Undergraduate Program Office for rules and regulations concerning deferred exams or simply refer to the University of Manitoba s Policy 1305 Exam Regulations which can be found at: UNCLAIMED ASSIGNMENTS: Pursuant to the FIPPA Review Committee s approved recommendations as of August 15, 2007, all unclaimed student assignments will become the property of the faculty and will be subject to destruction six months after the completion of any given academic term. ACADEMIC INTEGRITY It is critical to the reputation of the Asper School of Business and of our degrees that everyone associated with our faculty behaves with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading Plagiarism and Cheating. Specifically, acts of academic dishonesty include, but are not limited to: using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words duplicating a table, graph or diagram, in whole or in part, without referencing the source Page 10 of 12

11 paraphrasing the conceptual framework, research design, interpretation, or any other ideas of another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source copying the answers of another student in any test, examination, or take-home assignment providing answers to another student in any test, examination, or take-home assignment taking any unauthorized materials into an examination or term test (crib notes) impersonating another student or allowing another person to impersonate oneself for the purpose of submitting academic work or writing any test or examination stealing or mutilating library materials accessing test prior to the time and date of the sitting changing name or answer(s) on a test after that test has been graded and returned submitting the same paper or portions thereof for more than one assignment, without discussions with the instructors involved Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic dishonesty. Because of the unique nature of group projects, all group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to a specific individual(s). Some courses, while not requiring group projects, encourage students to work together in groups (or at least do not prohibit it) before submitting individual assignments. Students are encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid violating this policy. In the Asper School of Business, all suspected cases of academic dishonesty are passed to the Dean's office in order to ensure consistency of treatment. Page 11 of 12

12 CLASS REGULATIONS TIME KEEPING: Students are advised to be in class at least 10 minutes before lectures start, to allow ample set up time and hence avoid any form of distraction. PHONES: Cellular and text communication are prohibited in class. S: All official communications including: messages from your instructors, department or faculty, academic advisors, and other administrative offices; will be sent or received only through your university account. Remember to include your full name, student number and faculty in all correspondence. For more information visit: OTHER: Come prepared to learn: respect yourself and others. Page 12 of 12