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:
Study Guide
Resource Materials Book
Student use of the course website is required–this is provided using the Learning Management
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.
Regular student access to email is recommended for this course
Regular student access to the Internet is required for this 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,
Making instruction work: of skillbloomers: a step-by-step guide to designing and
developing instruction that works
, 2nd edn, CEP Press, Atlanta.
Mager, RF 1997,
Preparing instructional objectives: a critical tool in the development of effective
instruction
, 3rd edn, CEP Press, Atlanta.
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,
Behavior description interviewing: new, accurate, cost
effective
, Allyn and Bacon, Massachusetts.
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:
complete all pieces of assessment to a satisfactory level and achieve an overall result of 50% or
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:
12 noon AEST, Thursday, Week 4 ASSESSMENT
Weighting:
20%
Length: 1500 words
1
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:
12 noon AEST, Thursday, Week 8 ASSESSMENT
Weighting:
20%
Length: 1500 words
2
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:
On-campus students: Weeks 5-12 (to be scheduled by your
Tutor)
Off-campus students: 12 noon AEST, Thursday, Week 9
ASSESSMENT
Weighting:
20%
Length: On-campus students – 20 minute presentation
Off-campus students – 15 minute video
3
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:
12 noon AEST, Thursday, Week 11 ASSESSMENT
Weighting:
40%
Length: 1500 – 2000 words
4
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,
Interpersonal skills in
organisations
, McGraw-Hill, New York, pp. 241-242.)
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:
classify the type of conflict (and the models or theoretical approaches you have relied upon in
making your assessment)
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,
high emotion, race, disability etc
identify the strategy/ies you believe will be most appropriate for the effective management of this
conflict – you will need to justify your choice/s
provide detail and discussion of how your chosen strategy/ies might be actually implemented given
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
Credit:ivythesis.typepad.com
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