Faculty of Business & Informatics HRMT19023 HRM Competencies What is this course about? Graduates in human resource management are expected to fill a wide range of roles in organisations. Regardless of the position, some fundamental skills are required of graduates from the very start of their career. These include interviewing skills, training and facilitation skills, and basic conflict resolution and negotiation skills. This course is designed to provide students in the latter part of their degree to build upon theory from earlier courses, and to acquire skills that will be applicable in the workplace. What are the expected outcomes of the course? Course learning outcomes On successful completion of this course, you should be able to: 1. explain interviewing concepts and techniques 2. plan for an interview 3. conduct an interview 4. explain basic conflict resolution techniques 5. apply conflict resolution principles 6. explain how to prepare for a training or information dissemination session 7. plan for a training or information dissemination session 8. facilitate a training or information dissemination session. When is it offered? 2008 Term Two For those of you taking the course on campus, the schedule will be published at http://timetabling.cqu.edu.au Where is it offered? How is it assessed? Approved assessment for this course is: Examination 0% Other 100% What textbooks do I need to obtain? Prescribed Carlopio, J, Andrewartha, G, Whetten, DA, & Cameron, K, 2008, Developing Management Skills: A comprehensive guide for leaders, 4th edn, Pearson/Prentice Hall, Frenchs Forest. Additional contact details may be found at: http://lecturer.cqu.edu.au/lecturer.jsp?term=2082&course=HRMT19023 Information for Students for this Offering Study Schedule Week Begin Date Module/Topic Chapter Events and submissions 1 07 Jul Introduction The Purpose of Training 2 14 Jul Planning and Writing a Practical Session Plan 3 21 Jul Delivering a Training Session 4 28 Jul Facilitation Techniques Assessment item 1 All Students Training package Due: 31 Jul 5 04 Aug Types and Structures of Workplace Interviews Presentation – On-campus students 6 11 Aug Listening and Questioning Techniques Presentation – On-campus students 7 25 Aug Behavioural Interviewing Presentation – On-campus students 8 01 Sep Professional Interview Conduct Standards Presentation – On-campus students Assessment item 2 All Students Interview package Due: 04 Sep 9 Sep Introduction to Managing Conflict Presentation – On-campus students Assessment item 3 All Students Presentation Due: 10 15 Sep The Shape and Causes of Conflict Presentation – On-campus students Responses to Conflict Presentation – On-campus students Assessment item 4 All Students Case study Due: 25 Sep 12 29 Sep Best Practice Conflict Management Presentation – On-campus students Other important dates Program Review: 6 – 8 October Examinations: 9 – 24 October Note: A recess is held during term. Please consult the CQU Handbook for specific dates and other information at: http://handbook.cqu.edu.au. Contacting teaching staff During the course students should initially contact their local teaching staff to answer any queries related to the course that they may have. Contact details for local teaching staff can be found on the course website. If local teaching staff cannot fully answer the query or it is of a personal nature, students can contact the Course Coordinator. A directory of assistance containing important telephone numbers and other information for both on campus and off-campus students will be provided on the web, before term starts, at: http://fbi.cqu.edu.au/FCWViewer/view.do?page=7 If you are unable to access the web for this information please telephone the relevant School Administrative Officer on (07) or (07) 9 and a copy will be provided. Course presentation Web mail The university allocates every student an individual email address, the format of which is studentnumber@student.cqu.edu.au (e.g. S00011123@student.cqu.edu.au). This is the official email address that the university will use for all email correspondence. Student emails can be accessed through http://webmail.cqu.edu.au or http://mycqu.cqu.edu.au. Students are expected to check their official email address on a frequent and consistent basis (at least once weekly). Students are encouraged to review the new university policy relating to email communication at http://policy.cqu.edu.au/Policy/policy.jsp?policyid=642 which has been introduced to ensure all course and program updates are received. It is recommended that off-campus students use the course mailing list fdm-hrmt19023-t2-2008 and that Rockhampton students use the course mailing list rok-hrmt19023-t2-2008. ALL enrolled offcampus and Rockhampton students will be automatically subscribed to their course list using their official university email address (i.e. studentnumber@student.cqu.edu.au). List membership subscriptions are refreshed daily. It is not recommended that students subscribe to the course mailing list using an alternative email address. If so, these will only be effective until the next daily refresh process. This reflects the new CQU Student Email Policy. All students The presentation for all students, in addition to this Course Profile, comprises: System which can be accessed through the MyCQU Student Portal: http://mycqu.cqu.edu.au/portal/dt. If you have difficulty logging in, please contact Helpdesk on (07) 4930 9233. Further details for the use of this online course are provided within the course. Students are expected to follow a self-directed study schedule which meets the required deadlines. Required resources Guide for students Students should refer to the referencing style set out in Chapter 2 of the Faculty of Business and Informatics Guide for students, http://fbi.cqu.edu.au/FCWViewer/view.do?page=492. Web resources As some of the readings for this course must be accessed through the CQU library databases, you will need to have Internet access in order to download these. The CQU library website contains a tutorial to assist students in learning how to access these databases. Alternately, you can contact the library staff for assistance. Optional resources Purchase of additional resources is not compulsory. Recommended references Training and facilitation Blanchard, PN & Thacker, JW 2007, Effective training: systems strategies, and practices, 3rd edn, Pearson Prentice-Hall, Upper Saddle River, NJ. Delahaye, BL 2005, Human resource development: adult learning and knowledge management, 2nd edn, John Wiley & Sons, Brisbane. Delahaye, BL & Smith, BJ 1998, How to be an effective trainer, 3rd edn, John Wiley & Sons, New York. Dick, W, Carey, L & Carey, JO 2005, The systematic design of instruction, 6th edn, Allyn & Bacon. Mager, RF 1997, developing instruction that works Mager, RF 1997, instruction Tovey, MD & Lawlor, DR 2008, Training in Australia,3rd edn, Pearson, Frenchs Forest, NSW. Interviewing Bolton, R 2002, People skills, Simon & Schuster, Sydney. Cole, K 2001, Supervision – the theory and practice of first-line management, 2nd edn, Pearson Education, Australia. Dwyer, J 2005, Communication in business: strategies and skills, 3rd edn, Prentice Hall, Frenchs Forest, NSW. Ivey, AE & Ivey, MB 2003, Intentional interviewing and counselling, 5th edn, Thomson Learning, Pacific Grove. Janz, T, Hellervik, L & Gilmore, DC 1986, effective Landsberg, M 2003, The tao of coaching, Profile Books, London. Uris, A 1988, 88 mistakes interviewers make – and how to avoid them, AMACOM, New York. Whitmore, J 2002, Coaching for performance, 3rd edn, Nicholas Brealey Publishing, London. Conflict Management Books: Boulle, L 1996, Mediation: principles, process, practice, Butterworths, Sydney. Boulle, L 2001, Mediation: skills and techniques, (Butterworths Skills Series), Butterworths, Sydney. Condliffe, P 2002, Conflict management: a practical guide, Lexis Nexis Butterworths, Sydney. Fisher, R & Ury, W 1991, Getting to yes: negotiating an agreement without giving in, revised edn, Business Books, London. Moore, C 1986, The mediation process: practical strategies for resolving conflict, Jossey-Bass, San Francisco. Rubin, Z, Pruitt, D & Kim, S 1997, Social conflict: escalation, stalemate and settlement, 2nd edn, McGraw-Hill, New York. Spegel, NM, Rogers, B & Buckley, RP 1998, Negotiation: theory and techniques, (Butterworths Skills Series), Butterworths, Sydney. Tillett, G & French, B 2006, Resolving conflict: a practical approach, 3rd edn, Oxford University Press, Melbourne. Ury, W 1991, Getting past no: negotiating with difficult people, Century Business, London. Journals: Australian Dispute Resolution Journal, Law Book Company, Sydney. Conflict Resolution Quarterly, Jossey-Bass, San Francisco. Dispute Resolution Journal, American Arbitration Association. Ohio State Journal on Dispute Resolution, Ohio State University. Websites: www.nadrac.gov.au (National Alternative Dispute Resolution Advisory Council) www.iama.org.au (The Institute of Arbitrators and Mediators Australia) www.bond.edu.au/study-areas/law/publications/drn/index_drn.html (Bond University Dispute Resolution Centre Newsletter) www.mediate.com (Mediation Information and Resource Centre) Assessment Continuous assessment / examination To pass this course, you must: more. Assignment submission For off-campus students, hard copy, signed assignments for this course should be submitted using the Division of Teaching and Learning Services assignment submission system. On-campus students should submit hard copy, signed assignments through their particular campus submission system. Policies and procedures for assessment Students must familiarise themselves with the following policies and procedures: Assessment and examination policy and procedures University Assessment of Coursework Policy http://policy.cqu.edu.au/Policy/policy.jsp?policyid=701 Assignment preparation and presentation Chapter 1 Faculty Guide for students http://fbi.cqu.edu.au/FCWViewer/view.do?page=492 Referencing style Detailed information: Chapter 2 Guide for students http://fbi.cqu.edu.au/FCWViewer/view.do?page=492 Assignment submission Chapter 1 Faculty Guide for students http://fbi.cqu.edu.au/FCWViewer/view.do?page=492 Applying for extensions http://fbi.cqu.edu.au/FCWViewer/view.do?page=7 Assignment grading http://policy.cqu.edu.au/Policy/policy_file.do?policyid=437 Plagiarism policy http://policy.cqu.edu.au/Policy/policy.jsp?policyid=198 Plagiarism detailed explanation Chapter 2 Faculty Guide for students http://fbi.cqu.edu.au/FCWViewer/view.do?page=492 Assessment details for ALL students Assessment item 1—Training package Due date: Weighting: Length: 1500 words This assessment item is for HRMT19023 for Term Two 2008. Objectives This assessment item relates to course learning outcomes numbers 6 to 8 as stated on page 1. Learning task Using the format in Delahaye and Smith, 1998 (Reading 2-2) as a guide, create a session plan. The session plan should provide training in a ‘practical skill’. The session should go for at least one (1) hour, and contain at least four (4) topics/activities (in addition to the introduction, assessment and conclusion). If you are uncertain about the ‘practical skill’ you have chosen, discuss it with your Lecturer or Course Coordinator before commencing. The session plan must include: 1. at least one (1) instructionally-sound learning objective 2. supporting information about location, layout, equipment (including training aids) and materials and reasons for these 3. things to be done before commencing the training session 4. an introduction and a conclusion 5. content linked to training activities (including topic/activity timings) 6. instructions for the trainer to allow them to conduct at least one self-managed activity 7. a valid assessment activity including justification of why it was chosen. In this assessment you should clearly demonstrate your understanding of the concepts covered in Modules 2 and 3 of this course. Although this is a predominantly practical assessment item, you are expected to do some additional reading and provide proper referencing for these sources. Even if referring to your text or readings, you should provide references. Chapter 2 of the Guide for students will assist you with this. Assessment criteria Marks are allocated to criteria as follows: Learning objective(s) (point one (1) above) 3 The first section – supporting information (points two (2) and three(3) above) 4 The second section – detailed running sheet (points four (4)-six (6) above) 8 Assessment activity (point seven (7) above) 3 Presentation, including referencing, formatting, layout and grammar 2 TOTAL 20 marks Assessment item 2—Interview package Due date: Weighting: Length: 1500 words This assessment item is for HRMT19023 for Term Two 2008. Objectives This assessment item relates to course learning outcomes numbers 1 to 3 as stated on page 1. Learning task Identify a position for which an interview might be conducted as part of a selection process. You can base it on an advertisement from a newspaper or magazine. Where possible, obtain further details such as a position description and selection criteria from the organisation placing the advertisement if sufficient detail is not provided. You should provide the advertisement and additional information as an appendix to your assignment. Using the information contained in Modules 5-8, create an Interview Package for this position. The interview planned as part of this package session should go for approximately one (1) hour. The package you submit must include: 1. a description of the behavioural criteria you believe should be assessed during the interview and the reasons for this. (Please note: this is not referring just to the selection criteria for the position. For example a qualification in accounting, but the identification and justification of the behavioural criteria you believe are appropriate based upon your understanding of the position). 2. information about preparation you would undertake as the interviewer for the interview referring to relevant theory 3. an interview guide (using the format provided in Reading seven (7)-three (3) as a guide) 4. the wording for the introduction and conclusion of the interview, explaining the reasons for your approach and the theories/models behind it. Although this is a predominantly practical Assessment item, you are expected to do some additional reading and provide accurate referencing for these sources. Even if referring to your text or readings, you should provide references. Chapter 2 of the Guide for students will assist you with this. Assessment criteria Marks are allocated to questions as follows: Identification and justification of appropriate behavioural selection criteria (point one (1) above) 3 Discussion of preparation to be undertaken for the interview including reference to relevant theories and/or models (point two (2) above) 5 Interview Guide (point three (3) above) 7 Interview introduction and conclusion, including justification (point four (4) above) 3 Presentation, including referencing, formatting, layout and grammar 2 TOTAL 20 marks Assessment item 3—Presentation Due date: Tutor) Off-campus students: 12 noon AEST, Thursday, Week 9 ASSESSMENT Weighting: Length: On-campus students – 20 minute presentation Off-campus students – 15 minute video This assessment item is for HRMT19023 for Term Two 2008. Objectives This assessment item relates to course learning outcomes numbers 6 to 8 or 1 to 3 (depending on topic chosen) as stated on page 1. Learning task You are required in this assessment to put into practice either the training plan or the interview plan you have prepared for Assessment items 1 and 2. To meet the time requirements, you will have to cut back on the plan you have prepared, however, the presentation should still have an introduction, body and conclusion, and not appear disjointed. If you are conducting an interview, you should expect to use 2-3 questions in addition to the introduction and conclusion. If you are conducting a training session, you should use one (1) of the four (4) topics/activities within the plan in addition to the introduction and conclusion. Internal students will be allocated a timeslot between Weeks 5 and 12 to conduct this presentation during a workshop. External students should arrange to videotape themselves conducting this presentation with a volunteer interviewee if conducting an interview, or at least one participant if conducting the training session. If you have difficulties arranging this, please contact you Course Coordinator prior to Week 4. External students residing overseas should contact the Course Coordinator prior to Week 4 to confirm that videotaping systems are compatible with Australian systems. Assessment criteria Marks are allocated to criteria as follows: Application of the planned structure within the time provided, making adaptation as required 5 Engagement of participants (trainee/s or interviewee), using appropriate verbals, non-verbals, and listening and questioning techniques 7 Effectiveness of session in meeting specified objectives. 5 Overall effect of the presentation including demonstration of professional presentation and conduct 3 TOTAL 20 marks Assessment item 4—Case study Due date: Weighting: Length: 1500 – 2000 words This assessment item is for HRMT19023 for Term Two 2008. Objectives This assessment item relates to course learning outcomes numbers 4 and 5 as stated on page 1. Learning Task The following is a case study to be analysed. I am so angry with my boss I can’t even speak to him. We had always been pretty close. Only a few years older than me, he was a member of my fraternity when he was in college. We met at a chapter career networking event. He said I would fit right in at the investment bank where he worked and then hired me as I graduated from college. For the first few years he was always there for me. I was placed in another department, but he stayed in touch, providing me informally with information and tips. People knew that we were close, and I have to admit I didn’t mind being affiliated with him in people’s heads. As his stature and reputation at the bank grew, I felt lucky and proud to have been taken under his wing. Don’t get me wrong. I worked hard and earned my promotions on merit. But it didn’t hurt to be associated with him and to get useful advice from him. At least, not until now. Last year he was placed in charge of all campus recruiting for the bank. He was the senior person in charge, and people in all departments who recruited for the bank, like me, had a dotted line reporting relationship to him for our recruiting results. That’s where things began to go wrong. As soon as he was put in charge, he made me his lieutenant. I worked closely with him to ensure his strategic recruiting objectives would be implemented. I began to travel extensively with him and with other recruiters, line people like myself who had been “lent” to the function for just one season. It was an honor to be selected. The opportunity to recruit at top-tier campuses is only offered to people who are “up and comers” at the bank. I was proud of his belief that I could contribute to the effort and do a good job. Plus the added visibility couldn’t hurt when it came time for my next bonus and promotion. Or could it? One night after our firm’s presentation at a top-tier school, he and I ended up the only recruiters left at the bar from our team of eight. Everyone else had retired for the evening. We were the diehards, left with a group of students who didn’t seem to want to leave. I noticed my boss, Bob, over in a corner of the bar with one of the students. A female student. Uh-oh. I was worried how this might look and thought I’d better saunter over and join in. I got there just in time to hear the student, who sounded like she had already had enough drink, order a drink whose name I hadn’t heard since back in college on spring break in Florida. Bob told the waiter to charge it to his room. He also politely told me to scram. I left, slightly worried about what might be happening but figuring he knew how to handle himself. To make a very long story short, a few weeks later, I found out that Bob had propositioned this student and that she had filed a complaint against him, and by association, against me and our firm’s entire recruiting team. Apparently she thinks it was wrong of us to have sent the wrong signal to the students by staying out so late with them. She says she stayed because she thought we were interested in her as a potential hire. And that one of the reasons she didn’t get invited back (for an interview the next day) is she refused to sleep with Bob. Now both Bob’s job and mine are on the line. Since he’s the senior person in charge of recruiting and the one who made the pass, he’s almost certain to lose his job. And since I’m his lieutenant, I’m vulnerable too. The rest of the team will probably get reassigned. I am so angry I can’t even talk to anyone about this. Not him. Not his boss. Not my fiancée. Not human resources. It’s humiliating, childish, and shouldn’t be involving me. All my hard work at the bank is about to go down the tubes. I’m so angry. I thought we were friends. I thought he would look out for me, not get me in trouble. I don’t know what to do. I just want this all to go away. (Based on a case study from de Janasz, SC, Dowd, KO & Schneider, BZ 2002, organisations Let us assume the above story is narrated by John, an employee who had initially idolised his HR manager, Bob. Melanie Roberts, the CEO of the investment bank, knows you have recently completed a course in HRM Competencies and asks you to prepare for her an analysis of the situation and to make recommendations for strategies that could be used to address the problems. Prepare a case study on the situation outlined above. If the case does not have specific details you feel are relevant, you can make assumptions as long as these are clearly identified at the beginning of your case study. In relation to the case study, you should: making your assessment) high emotion, race, disability etc conflict – you will need to justify your choice/s the circumstances you have outlined in your analysis. This learning task must be written up as a case study. Please refer to the Faculty of Business and Informatics Guide for Students to ensure that you reference and structure your case study appropriately. Chapters 2 and 6 in particular will assist you. Assessment criteria Marks are allocated to criteria as follows: Discussion and analysis of the scenario, making reference to relevant models and theories 5 Discussion of the key players’ roles and perspectives 5 Identification of the major issues and any special issues, making reference to relevant theories 10 Identification of and justification for proposed conflict management strategy/ies based upon previous analysis and relevant theories 10 Discussion of methods of implementation of chosen strategy/ies 5 Presentation, including referencing, formatting, layout and grammar 5 TOTAL 40 marks
Study Guide
Resource Materials Book
Student use of the course website is required–this is provided using the Learning Management
Regular student access to email is recommended for this course
Regular student access to the Internet is required for this course.
Making instruction work: of skillbloomers: a step-by-step guide to designing and
, 2nd edn, CEP Press, Atlanta.
Preparing instructional objectives: a critical tool in the development of effective
, 3rd edn, CEP Press, Atlanta.
Behavior description interviewing: new, accurate, cost
, Allyn and Bacon, Massachusetts.
complete all pieces of assessment to a satisfactory level and achieve an overall result of 50% or
12 noon AEST, Thursday, Week 4 ASSESSMENT
20%
1
12 noon AEST, Thursday, Week 8 ASSESSMENT
20%
2
On-campus students: Weeks 5-12 (to be scheduled by your
20%
3
12 noon AEST, Thursday, Week 11 ASSESSMENT
40%
4
Interpersonal skills in
, McGraw-Hill, New York, pp. 241-242.)
classify the type of conflict (and the models or theoretical approaches you have relied upon in
identify the players in the conflict, their role and possible perspective on the conflict
identify the major issues in the conflict and any special issues such as power imbalance, gender,
identify the strategy/ies you believe will be most appropriate for the effective management of this
provide detail and discussion of how your chosen strategy/ies might be actually implemented given
Credit:ivythesis.typepad.com
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