Department of Strategic Management and Organization Alberta School of Business, University of Alberta Faculty
Ian R. Gellatly, Ph.D Professor
Campus Office: 4-20D Business Building
Office Phone: 780 492-5823 (please leave a detailed voice-mail message) E-mail: [email protected]
Web Site: http://professor.business.ualberta.ca/iangellatly
Office Hours: No set hours. What this means is that you are free to drop in and see me, and I will see you whenever time allows. If this does not work out, some other arrangement will be discussed. Appointments can also be made. I welcome questions on my e-mail.
Class Information
Section Meeting Times Room
B1 Tuesday, 12:30pm to 1:50pm BUS 1-06
Thursday, 12:30pm to 1:50pm BUS 1-06 Course website: https://ulearn.ualberta.ca/webapps/login/
Course Objectives
This course will provide students with an in-depth look at staffing processes and methodology.
Specifically the focus will be on the technical knowledge, procedures, and techniques that underlie the design of effective and legally-defensible recruiting and selection activities in Canada (and broadly speaking, North America). Staffing activities will be presented as essential components of an effective and integrated HRM system. An emphasis will be placed on technical competence, research abilities, analytical and problem solving skills. It is strongly recommended that students have completed SMO 311 or equivalent.
Required Textbook
Catano, V.M., Wiesner, W.H., & Hackett, R.D. (2013). Recruitment and Selection in Canada. 5th Edition. Nelson Education Ltd.: Toronto.
Evaluation Schedule, Weighting, and Final Marks
Mid-Term Exam #1 (Tuesday, February 3rd) 15%
Mid-Term Exam #2 (Thursday, March 5th) 15%
Mid-Term Exam #3 (Tuesday, March 24th) 15%
Capstone Project (Due April 9th) 50%
Class Participation 5%
Learning Objectives
This course incorporates the learning goals of the B Com Program, in particular: Critical Thinking, Global Awareness, Oral Communication, Teamwork, and Written Communications. The purpose of this course is not to turn you into a do-it-yourself human resource professional. Rather it is to give you the basic knowledge that will help you understand the HR function. At the end of this course, you will have developed functional competence in the following knowledge areas: Workforce Planning and Talent Management; Human Resources Metrics and Reporting (tracking several key knowledge areas underlying the CHRP competency framework, Human Resource Institute of Alberta (http://www.hria.ca/)
These learning goals in this course are measured by the following assessments: Exams will assess knowledge acquisition, critical thinking, and written communication. The Capstone Project will assess technical expertise, research skills, knowledge acquisition, critical thinking, organizational and time- management skills, oral communication, teamwork, and written communication. Class participation will assess professionalism, critical thinking and oral communication.
Method of Instruction
The method of instruction will be a blend of lecture method and application exercises (e.g., class
exercises, case analyses and discussion). Students are expected to prepare for class (i.e., read the assigned textbook readings before class). Attendance is strongly recommended. Class material in addition to assigned readings will be posted on the course website. All readings and in-class material are potentially testable.
Evaluation Criteria
Exams. There are three non-cumulative, in-class exams in the course, scheduled on February 3rd, March 5th, and March 24th. The format for both exams will be a combination of short and/or longer essay- style questions. The purpose of both exams is to assess students’ knowledge, understanding, and
problem-solving/analysis skills. Practically, the exams should help to ensure that students have the technical knowledge to complete the capstone project. The three exams are each worth 15% of your final mark in the course (together 45% of the final mark).
Capstone Project. Working in small groups, students will be required to demonstrate their knowledge and mastery of course content by describing a comprehensive staffing process for a focal job (chosen jointly with the instructor). The logic of your project will be based on Figure 2.1 in your
textbook. It will be important to begin with a thorough investigation and appropriate representation of the job domain, in terms of human requirements (knowledge, skills, abilities, personality, and other
characteristics) and behavioural competencies. Most of the information you need for this project will come from university library resources or internet-based sources, but can involve actual company contacts (we will need to plan this together). Predictor and criterion concepts must be clearly defined. Measures
of these concepts must be found or developed that meet acceptable psychometric properties. Once you have the components in place, design a validation strategy that would be appropriate for the job and organizational context. Once the plan is in place, design an effective recruiting strategy that will produce a pool of qualified applicants – as defined in the previous sections of the project. In terms of the overall process, describe how the applicant pool will be assessed using a combination of screening, pre-
employment testing, and interviewing procedures? Finally, how will the selection inputs be combined?
Include details (e.g., sequencing information; interview questions) in a Technical Appendix. Finally, describe a selection decision-making process that makes sense. End with some personal observations or reflections. A formal rubric will be distributed in due course. The final deliverable will be a formal report that is not to exceed 50 typed (double spaced; 12 point font) pages, excluding the Technical Appendix which is unlimited. This is a major project, and will take a number of weeks to complete. Start early and work closely with the instructor. This component is worth 50% of the final mark.
Class Participation. Throughout the term we will attempt to apply knowledge through case analyses, class exercises, presentations, videos or class discussions. Students will be expected to prepare for these sessions, actively participate in class, answer questions, and participate in class discussions.
Marks for this component will be based on an evaluation by the instructor. This component of the class is worth 5% of the final mark.
The University of Alberta Grading System
The University of Alberta uses a letter grading system with a four-point scale of numerical equivalents for calculating grade point averages (GPA). Grades reflect judgements of student
achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades at intervals during the course and others assign marks (e.g., percentages) throughout the term and then assign a letter grade at the end.
Instructors must adapt their approaches to reflect the letter grading system.
Historical grade averages by course level are based on university-wide data from 2003-2010. For 3rd year undergraduate courses, the historical university mean is GPA 3.0. University-wide averages are provided for information and reference. They are inappropriate to use for small classes, and must not ever by applied even in large classes. Grades must reflect the level of student achievement. For more information on the updated marking and grading guidelines at the University of Alberta, please go to:
https://policiesonline.ualberta.ca/PoliciesProcedures/Pages/DispPol.aspx?PID=101 Academic Integrity, Honesty, and Plagiarism
The University of Alberta is committed to the highest standards of academic integrity and honesty.
Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/CodeofStudentB ehaviour.aspx and avoid any behaviour which could potentially result in suspicions of cheating,
plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
Use of Electronic Devices in Class
Students are permitted the use of laptops or tablet devices in class to take notes or access the course website or other materials relevant to the class. Other uses are disruptive to the class, the instructor, and
other students, and are not permitted. Use of smartphones/cellphones for making or receiving calls or texting is prohibited. Smartphones/cellphones should be turned off prior to class. Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
SMO 415 Section B1: Topic Outline
Week 1 January 6th and 8th Tuesday: Overview of the Course; Video Lecture (O’Reilly) Thursday: Chapter 1 (An Introduction to Recruitment and Selection) and Exercise or Case
Week 2 January 13th and 15th Tuesday: Chapter 2 (Foundations of Recruitment and Selection I: Reliability and Validity); Focus on Figure 2.1and Table 2.1 Thursday: Exercise: Computing Reliability and Validity Coefficients; Case if time permits
Week 3 January 20th and 22nd Tuesday: Chapter 4 (Job Analysis and Competency Models);
Capstone Project (group assignment; schedule; rubric) Thursday: Chapter 4 (continued); Exercise or Case
Week 4 January 27th and 29th Tuesday: Chapter 5 (Recruitment, Selection and Job Performance)
Thursday: Exercise: Defining and Measuring Job Performance
Week 5 February 3rd and 5th Tuesday: Mid-Term Exam #1
Thursday: Chapter 7 (Selection I: Applicant Screening); Case if time permits
Week 6 February 10th and 12th Tuesday: Chapter 8 (Selection II: Testing)
Thursday: Exercise: Sourcing Selection Tests; Case if time permits
READING WEEK (February 16-20)
Week 7 February 24th and 26th Tuesday: Chapter 9 (Selection III: Interviewing)
Thursday: Exercise: Developing Behavioural Interviews; Case if time permits
Week 8 March 3rd and 5th Tuesday: Self-Directed Study (Capstone Projects) Thursday: Mid-Term Exam #2
Week 9 March 10th and 12th Tuesday: Chapter 10 (Decision Making); Exercise and/or Case Thursday: Chapter 3 (Foundations of Recruitment and Selection II: Legal Issues); Exercise and/or Case
Week 10 March 17th and 19th Tuesday: Chapter 6 (Recruitment: The First Step in the Selection Process)
Thursday: Case and or Exercise
Week 11 March 24th and 26th Tuesday: Mid-Term Exam #3 Thursday: Project Presentations (2)
Week 12 March 31st & April 2nd Tuesday: Project Presentations (2) Thursday: Project Presentations (2) Week 13 April 7th and 9th Tuesday: Project Presentations (2)
Thursday: Capstone Project Due Today