ADE 5084 Analytical Applications Human Resource Management, Training & Development (3 hours)

The Florida State University
College of Education

Instructor: John Sample, Ph.D. SPHR
Telephone: 850-644-8176 Email:sample@coe.fsu.edu

COURSE DESCRIPTION, LEARNING OBJECTIVES, PREREQUISITES AND COMPETENCIES

Course Description

This course is required for the online Master of Science degree in Adult Education/HRD and as an elective for the graduate Certificate in Human Resource Development.

Graduate students will have opportunities to use an industrial and organizational psychology (I/O) framework to explore problems, issues and practices associated with human resource management, training and development functions. The purpose of the course is to sharpen analytical skills and abilities, especially to explain, analyze, promote, and evaluate alternative solutions using an applied research process.

Course topics include job and training needs analysis, performance analysis and appraisal, selection and placement, training and development, employee motivation and job satisfaction, occupational health, leadership and organization development. Students will calculate statistics and costs associated with turnover, absenteeism, employee assistance programs, and return on investment evaluation strategies for training and development. A variety of learning methods will be used, including case studies, statistical calculations, structured dialogue on Blackboard discussion boards, and an individual or team action learning project.

Students from a variety of disciplines (educational administration, business and public administration, social work, nursing, arts administration) will find this course a useful and challenging elective. Although the general focus is on human resource management, particular attention will be given to training and professional development issues in business, government, and associations.

Learning Objectives

At the end of the semester, class members will be able to:

1. Review and synthesize theories, principles, and practices useful for improving individual, group and organizational performance in the public and private sector sectors with a focus on human resource management, training and development.
2. Using a case study methodology, identify problems, issues, and opportunities typical to managing and developing human resources development (training and development) programs to determine causes and effects and recommending alternative solutions.
3. Apply basic applied research methods and statistical calculations to case scenarios, interpret results and recommend alternative solutions (i.e., reliability and validity examples in selection, parametric and nonparametric statistics to evaluate change in learning and performance, etc.).
4. Calculate the costs associated with various issues important to managing human resources management, training and development (turnover, training, etc.), interpret results, and recommend alternative solutions.
5. Identify and explain the salient features of various approaches to researching and evaluating the processes, effects and outcomes of human resource management, training and development functions and interventions.
6. Conduct an action research project that will focus on costing out the financial impact of behavior in organizations, develop a human resource tool, or evaluate a human resource intervention.

Prerequisites

Previous coursework in human resource or personnel management is recommended although not required. A basic statistics (undergraduate or graduate level) is recommended, but also not required. Any assignments requiring calculating a statistic will have a completely worked example. Students must be prepared to work with fictional data and to calculate costs associated with human resource management, training, and development. A reliable calculator is a must for every class member. A course mentor will be available to coach students requiring assistance.

Competencies

Each course in the MS degree in Adult Education/HRD has associated competencies selected from the International Board of Standards for Training, Performance and Instruction (IBSTPI). Class members will be expected to develop and defend a portfolio near the end of his or her program of studies that compares professional and academic experiences with selected competencies. Papers and work products from this course will be used to establish evidence of one or more of the following competencies.

1. Comply with established legal and ethical standards.
2. Evaluate training and performance interventions.
3. Plan and promote organizational change.
4. Apply management skills to the training function.
5. Apply business skills to the training function

The following artifacts are suggested for inclusion in the class member's portfolio:

• Individual or team action learning project.
• Case study assignments.
• HR calculation assignments.
• Team project.

REQUIRED TEXTS AND OTHER INSTRUCTIONAL RESOURCES

Required Texts

Cascio, W. F. (1999). Costing Human Resources: the Financial Impact of Behavior in Organizations (4th. Ed.) . Boston: PWS-Kent.

Spector, P. E. (2003). Industrial and Organizational Psychology (3 rd. Ed.) . Hoboken, N. J: John Wiley.

Phillips, J. J. & Schmidt, L. (2003). In action: Implementing training scorecards. Alexandria, VA: American Society for Training and Development.

Ordering Textbooks:

Students in residence at FSU may purchase their text books from a number of sources, and we recommend Bills Book Store (West Tennessee location) because of their reputation for excellent customer service.

Students learning at a distance can go to www.billsbookstore.com , access "Purchase Student Textbooks, complete form requesting semester (fall, spring, or summer), department ("ADE"), course, section, and instructor. Upon paying for your purchase, the text will be mailed to the location of your choice.

Note that Adobe Acrobat is required to view many of the Internet web sites. This application can be downloaded at the following Internet address: www.adobe.com/

Learning Strategies

We will endeavor to create democratic and inclusive learning climate and community that allows for freedom of expression, critical reflection, enhanced listening, constructive dialogue, meaningful participation and enhanced understanding.

• It is expected that you will actively participate in all class activities, online conversations and assignments. Active participation includes raising thoughtful questions, making useful observations about the course content and process, engaging in critical reflection on your own and others' assumptions in a respectful manner, sharing ideas, providing useful feedback, and undertaking ongoing evaluation of different aspects of the course and your own learning.
• Online courses offer flexibility for learners' schedules, but this does not make them easier than traditional face-to-face courses. You should expect to spend at least 10 to 12 hours per week on this course-the same amount you would typically spend in a classroom and at home doing assignments.
• It is expected that everyone will provide constructive feedback on the quality of the course content, methods of instruction and learning processes. Efforts will be made to accommodate suggestions and resolve concerns. In the event that you must miss a week, it is your responsibility to review the material that you missed.
• You are expected to complete the assigned readings prior to class and submit written assignments on time. Written assignments are to be uploaded via the Gradebook function.
• In terms of technology requirements for the course, or for technical assistance, please refer to the Office of Distributed and Distance Learning's website:
  
  

  online.fsu.edu/onlinesupport/student/assistance/.

  You may also call (850) 644-8004 for any problems with course websites.

Expectations and Participation

Class members will be doing all of their work for this course using the Black Board learning management system (LMS). Ongoing weekly activities include reading, writing, and participating in discussions. Below are some frequently asked questions about participation in discussion boards and guidelines for graduate level writing?

How often should I log on to the Discussion Boards? Discussion board questions will be found in the summary of weekly activities. Attendance and online presence are required for this class.

Students are expected to log on at least five times per week and contribute to class discussions online. Simply saying "hello" or "I agree" is not considered a substantial or responsive posting. Class members must support their position when posting to the discussion. At the same time, however, short comments are a natural part of any discussion-you won't be penalized for this-but in terms of your participation grade, if most of your posts are short and lack substance, this will affect your grade. Up to five points will be earned for participation on the discussion boards (5 X 13 weeks = 65 points) .

The class week begins Sunday at 12:01 AM and ends the following Sunday at 11:59 PM. Class members are expected to participate throughout the week, and to not wait until the last minute to contribute postings! A substantial first posting is required on the first question for each week by Wednesday midnight, with other postings to follow throughout the week. Class members may make postings on the remaining questions anytime during the week, and the earlier the better! Class members are expected to balance advocacy (taking a position) with personal inquiry (asking questions and being open to clarifying questions on his or her position).

What is a post?
A post is a message in the Discussions area. It is simply your part of the conversation about a particular topic. A post may be a question, response to a question, or a comment.

How long should my posts be?
A post can be as long as you like, however it is best to keep them fairly short and succinct. This makes your post easier for others to read and respond to. A good general rule is ½ to 1 page of writing (125 to 250 words) for a substantial post. Of course, in some discussions, it may be more appropriate to write a series of very short posts, rather than one or two longer ones. You may wish to compose your posts in a word processor then copy and paste to a discussion message. The main idea here is that the discussion board should be a discussion! In other words, it's okay, and quite natural, to make short and long posts.

What is "netiquette"?
Netiquette refers to how you participate in online exchanges. Here are some examples of good netiquette:

• Check the discussion frequently and respond appropriately and on topic.
• Focus on one subject per message and use meaningful subject lines when beginning new messages.
• Use appropriate sentence case and capitalize additional words only to highlight a point. Capitalizing otherwise is known as shouting.
• Be professional and respectful in your online interaction.
• Cite all quotes, references, and sources-this way everyone can have access to good information.
• Ask permission before forwarding a class message to someone outside of the class.
• It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Emoticon symbols such as :-) or ;-) will let others know when you are being humorous.
• The class discussion area is not an appropriate place for forwarding ads, chain letters, or other unrelated e-mail. Discussion boards should not be used for personal chit-chat.

General Guidelines for Written Assignments

Below are some guidelines for writing. But before reading this, you need to understand my personal philosophy about writing. Writing is not something you learned in sixth grade and "got." Writing is a process and learning to write well is a continual process, too. In other words, there is always room for improvement. I ask that you adopt the attitude of viewing writing as a professional skill that can always benefit from additional practice. There is no need to fear writing in this course! I will provide opportunities for feedback and revision in written assignments-good writing is not about "getting it right the first time;" good writing is about developing a critical eye and learning to revise, revise, revise. We will discuss writing more in the online forums, but here are some general guidelines for assignments:

1. Double-space type all academically written material (i.e. reflection papers, critical incident paper, learning project, etc).
2. Follow the APA Manual, 5th Edition for style and citation guidelines. Access information about APA citation guidelines at www.apastyle.org/elecref.html
.
3. Use inclusive language (that means avoiding the exclusive use of masculine pronouns when referring to women and men) in your writing.
4. Academic writing should not be overly formal for formality's sake. Good academic writing is carefully planned and yields a well-crafted argument or position.
5. Ensure that the quality of your written work reflects the quality of your paper's content. Correct grammar and spelling errors, as well as awkward or unclear sentences and paragraphs before the final paper is submitted.
6. Quality written assignments generally meet the following criteria:
   
   
   • Includes the title, name of the author, date, course number (ADE 5932r), and the instructor's name at the beginning of the paper.
   • Clearly identifies the question being addressed or the purpose of the paper.
   • Provides an overview of the structure and organization in the introductory section of the paper.
   • Defines key terms, concepts and slogans.
   • Gives examples when they enhance the understanding of the concept being discussed.
   • Applies theory from the assigned readings or elsewhere.
   • Demonstrates the ability to self-reflect and discover core values and beliefs.
   • Considers implications and/or consequences.
   • Provides a strong summary or conclusion.

Directions for Uploading Assignments to the Gradebook Function in Blackboard

Class members will submit their application projects and other assignments by way of the "Assignment Gradebook" attachment, located in each weekly folder (go to 'Assignments' link). To access the "Assignment Gradebook" attachment, select the 'view/complete' link. From there you can read the details for that assignment. Once you complete the assignment, attach the file from your "C" drive (or other drive) and send to the Gradebook. Once the assignments are graded, each student can view his or her respective grade by accessing the "Student Tools" function to view each grade.

IMPORTANT: Do not put any spaces or special characters (i.e., !, @, $, %, ^, &, *) in your saved file name. See examples below:

Incorrect file name: JC#2Smith (no special characters)
Incorrect file name: JC 2.Smith (no spaces)
Correct file name: JC2.Smith

Course Assignments

Team Assignments. Class members will be placed in temporary teams of five to seven people during the first three weeks of the course. Permanent teams will be assigned at the end of the third week. Membership in teams will be based on the importance of inclusion, diversity, a mixture of work experience and academic degrees (MBA, MPA, HRD, educational administration, etc.).

How often should I log on to the Discussion Boards? Discussion board questions will be found in the summary of weekly activities. Attendance and online presence are required for this class. Students are expected to log on at least five times per week and contribute to class discussions online. Simply saying "hello" or "I agree" is not considered a substantial contribution. Class members must support their position when posting to the discussion. At the same time, however, short comments are a natural part of any discussion-you won't be penalized for this-but in terms of your participation grade, if most of your posts are short and lack substance, this will affect your grade. Up to five points will be earned for participation on the discussion boards (5 X 13 weeks = 65 points). Sixty-five postings is the minimum number of postings expected during the semester, and all class members are strongly encouraged to exceed the minimum number of required postings.

Class members will be coached on balancing advocacy (stating or affirming a position) with inquiry (seeking and requesting clarification, asking questions).

The class week begins Monday at 12:01 AM and ends the following Sunday at 11:59 PM. Class members are expected to participate through out the week, and to not wait until the last minute to contribute postings.

• The first substantial posting for the weekly short case study for each team member is Wednesday midnight, with residual postings occurring during the remainder of the week.
• Unless otherwise indicated in the weekly assignments, the first substantial posting on all other Discussion Board questions is expected by Friday midnight, with residual posting occurring over the weekend.

COURSE GRADING AND EVALUATION

Assignment Grading

Explanation of Assignments

1. Participate on discussion boards.

   Class members are expected to follow the guidelines in this syllabus for participating in a collaborative learning mode while using the discussion boards. The highest standards of ethical conduct and etiquette are expected of all class members.

2. Complete calculation assignments.

   Class members will be assigned several opportunities to calculate costs and benefits associated with human resource management, training and development. Using fictional data, class members will calculate costs of the following:

   1. Calculate cost of turnover.
   2. Calculate cost of absenteeism.
   3. Calculate 4/5ths rule for determining disparate impact.
   4. Calculate cost of EAP and wellness programs.
   5. Calculate return-on-investment (ROI) training and development.
   6. Calculate alternate forms reliability coefficient.
   7. Calculate effectiveness of a selection predictor with a job success measure.
   8. Calculate financial impact of employee attitudes.
   9. Calculate costs associated with performance management and appraisal.
   10. Calculate the worth of a job using the points method (job evaluation).

   Asking team members for assistance is encouraged and expected (use the Discussion Board). Course mentors are available to provide hints and coach team members; however, the final product is an individual effort. Upload to the Gradebook by Sunday midnight of the week it is assigned.

3. Analyze three comprehensive case studies that evaluate effects and outcomes of HRD programs, including return-on-investment (ROI) strategies. The primary source for the case studies is Phillips and Schmidt (2003). Guidelines for completing a case study analysis will be located in the study guide the week prior the due dates of the case study. Case studies must be typed, double-spaced, and not to exceed three pages in length. Upload to the Gradebook by Friday midnight of the week, with continuing discussion Saturday and Sunday on the discussion boards.

4. Complete an action research project (may be individual or group effort).

   It is important for purposes of this class that class members demonstrate the ability to critically analyze data, including effectiveness in calculating costs associated with human resource management. Class members will conduct a short action learning project in an organization of a practical nature. These projects may be individually based (one person) or completed by a group of three to five team members. The expected scope of the project increases with the number of team members working on the project.

   Class members are expected to commit to a project no later than the end of the fourth week of the semester. A report of the action learning project is due no later than the end of the eleventh week of class.

   The instructor must approve the topic and scope of the project. Examples of possible projects include the following:

   • Conduct a complete job analysis for a class of positions (not a single job)
   including a job description and performance criterion.
   • Develop a weighted application blank (WAB).
   • Develop a behaviorally anchored rating scale (BARS), behavioral observation scale (BOS), or a behavioral expectation scale (BES) for a position.
   • Calculate the cost of turnover, absenteeism, or smoking in the workplace using information supplied by an organization.
   • Develop an evaluation strategy for a training and development program.
   • Conduct a job evaluation that determines the worth of a job to an organization.
   • Conduct a training needs assessment using some combination of survey questionnaire, nominal group technique, Delphi technique and/or focus groups.

   Class members are encouraged to conduct these projects where they work if at all possible. If you select your own work site, be very sensitive to the political nature of gathering data where you work. Always obtain written permission from management to use surveys or questionnaires. Have clear agreements about who sees the information generated from an action project. If management wants to see your results, provide two reports - one for management and one for the instructor!

   If it is not possible to use your own organization, obtain permission to enter another organization. Many community-based organizations will welcome assistance of this nature. Class members who complete a "service-learning" related project are eligible for ServScript notation on his or her official FSU transcript.

Grade Of Incomplete

Incomplete grades are to be given only to students who have been regularly submitting assignments and who have completed most of the work for the course, and who have a serious emergency near the end of the term. An incomplete is a privilege to be decided by the instructor, not a right exercised by the student.

ACADEMIC DISHONESTY POLICY

Cheating is defined as the attempt, successful or not, to give or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents.

Plagiarism is defined as the use, without proper acknowledgements, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyright laws. See campus.fsu.edu/webapps/portal/frameset.jsp?tab_id=_107_1 for a review of issues associated with plagiarism and the Internet.

Class members are on notice that the instructor will randomly check written submissions for plagiarism. Several tools are available for this purpose (Turnitin.com), and FSU policies regarding cheating and plagiarism will be strictly enforced.

CLASS MEMBERS WITH DISABILITIES

Class members with disabilities requiring an academic accommodation should (1) register with and provide documentation to the Student Resource Center (SDRC) and (2) notify the instructor the first week of class. This and other class materials are available in alternative format upon request.

Topics, Readings and Assignments

Assignments are subject to change at the discretion of the instructor, including the addition and deletion of readings and assignments, as necessary to meet the academic objectives of the course.

REFERENCES OF REQUIRED AND RECOMMENDED READINGS

(* indicates required reading; all others recommended.)

Arnold, E. & Pulich, M. (2003). Personality conflicts and objectivity in appraising performance. The Health Care Manager, 22, 3 , 227-23. *

Ballam, D. A. (2002). Employment references - speak on evil, hear no evil: A proposal for meaningful reform. American Business Law Journal, 39 (3) , 443-466. *

Caldwell, C., Gruys, M. L., Thomton III, G. C. (2003). Public safety assessment centers: A stewards view. Public Personnel Management, 32, 2, 229-249

Caldwell, C., Thomton III, G. C., Gruys, M. L. (2003). Ten classic assessment center errors: Challenges to selection validity. Public Personnel Management, 32, 1, 73-88. *

Cascio, W. F. Ch. 17 Training and development: Implementation and the measurement of outcomes. In W. F. Cascio, Applied psychology in personnel management. Englewood Cliffs, NJ: Prentice Hall, 385- 411. *

Crampton, S. M. (2003). The ADA and disability accommodation. Public Personnel Management, 32, 1, 143-155.

DeVoe, S. E. & Iyengar, S. S. (2004). Managers' theories of subordinates: A cross-cultural examination of manager perceptions or motivation and appraisal of *

Eden, D. (1985). Team development: A true field experiment at three levels of rigor. Journal of Applied Psychology, 70, 94-100. *

Hart, M. E. (1993). The ADA and the employment of individuals with mental disabilities. Employee Relations Law Journal, 18, 3, 347-390.

Jeanneret, P. R., & Strong, M. (2003). Linking O*NET job analysis information to job requirement predictors: An O*NET application. Personnel Psychology, 56,2, 465.

Johnson, G. (2004). Forced ranking: The good, the bad, and the alternative. Training, 41, 5, 24-31. *

Joiner, D. A. (2002). Assessment Centers: What's new? Public Personnel Management, 31,2, 179-188. *

Jones, R. G., Sanchez, J. I., Paremeswaran, G., & Phelps, J. (2001). Selection or training? A two-fold test of the validity of job-analytic ratings of trainability. Journal of Business and Psychology, 15, 3, 363- 379. *

Judge, T. A., Thoresen, C. J., Bono, J. E. & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 3, 376-403*

Kraizberg, E., Tziner, A., & Weisberg, J. (2002). Employee stock options: Are they indeed superior to other incentive compensation schemes? Journal of Business and Psychology, 16, 3, 383-390.

Lawler, E. E. (2003). Reward practices and performance management system effectiveness. Organizational Dynamics, 32, 4, 396- 423. *

Ledford, G. Lucy, M., LeBlanc, P. (2004). The effects of stockownership on employee attitudes and behavior: Evidence from the rewards of work study. Journal of Compensation and Benefits, 20, 2, 24-

Mattson, B. W. (2003). The effects of alternative reports of human resource development results on managerial support. Human Resource Development Quarterly, 14, 2, 127-151. *

Murray, B. & Raffaele, G. C. (2003). Single-site, results-level evaluation of quality awareness training. Human Resource Development Quarterly, 8, 3, 229-245.

Morse, G. (2003). Why we misread motives. Harvard Business Review, 81, 1, 18-

Phillips, J. J. & Schmidt, L. (2003). In action: Implementing training scorecards. Alexandria, VA: American Society for Training and Development.

Sample, J. A. (2004). Myers-Briggs type indicator and OD: Implications for practice from research. Organization Development Journal, 22, 1, 67-76. *

Sproule, C. F. & Berkley, S. (2001). The selection of entry-level corrections officers: Pennsylvania research. Public Personnel Management, 30,3, 377-449. *

Swanson, R. A. (1998). Demonstrating the financial benefit of human resource development: Status and update on the theory and practice. Human Resource Development, 9, 3, 285-295. *

Truxillo, D. M., Paronto, M. E., Collins, M., Sulzer, J. L. (2004). Effects of subject matter expert viewpoint on job analysis results. Public Personnel Management, 33, 1, 33-

Wilk, S. & Cappelli, P. (2003). Understanding the determinants of employer use of selection methods. Personnel Psychology, 56, (1) , 102124.

York, K. M. (2002). Disparate results in adverse impact tests: The 4/5ths. Rule and the chi square test. Public Personnel Management, 31 (2) , 253-262.

Adult Education and Human Resource Development Program
Department of Educational Leadership and Policy Studies
114 Stone Building - Tallahassee, FL 32306-4452
Phone: (850) 644-8165 ♦ Fax: (850) 644-6401
E-mail: adult-ed@garnet.acns.fsu.edu