Updated Jan. 15, 2018

Management 486

Human Resource Management:

Current Topics and Policy Issues Seminar

Spring, 2018

Instructor:	William Ross, Ph.D.

Office:	416A Carl Wimberly Hall (CWH) / also known as “North Hall”

Office Hours:	10:45 – 11:30 a.m. W

1:15 – 2:00 MW; 3:45 – 4:30 MW (and by appointment)

Phone:	7858450

Fax:	785-8549

E-mail:	wross@uwlax.edu

Web pages:	http://websites.uwlax.edu/wross/ (a few course files…and lots of other information)

Desire2Learn: You should study materials (e.g., PowerPoint Presentation documents) found in the learning

management system, Desire2Learn (D2L). You will need your UWL NetID to login to the course

from the D2L homepage: http://www.uwlax.edu/d2l/ .

Classroom &

Class Hours:	2:15-3:40 MW; 226 CWH. This is a “face-to-face” course: class attendance is expected.

Catalog	An in-depth investigation of selected current trends and issues of importance in personnel/

Description:	human resource management and industrial relations. An integrative, case-oriented approach to the study of problems and policy in personnel/HRM and industrial relations may be used. Simulation exercises or case analyses may be used in addition to lectures and student presentations. Prerequisites: admission to business & senior standing. Offered: occasionally. (3 cr.)

Objectives	One objective is to prepare you for graduate study in Human Resource Management so that, if you

& Overview: wish, you will be prepared to eventually pursue a career in a Human Resource (HR) Managementrelated field. Therefore, some readings you will read this semester are theoretical, and some readings are empirical. However, if you are enthusiastic about the subject matter, even academic readings can be rewarding.

A second purpose is to prepare you for a career as a Human Resource Manager. Therefore, some readings are practitioner-oriented. (“HR Manager” is listed on GlassDoor’s latest “Best Jobs” list: https://www.glassdoor.com/List/Best-Jobs-in-America-LST_KQ0,20.htm ).

A third purpose is to explore selected current trends and issues in Human Resource Management and Labor & Employment Relations. These topics will be examined by reading articles reflecting theoreticians', lawyers', researchers', and practitioners' viewpoints.

Major Themes:	1.	Advanced Topics in Organizational Fairness and HR.

2.	Advanced Topics in Personnel Selection &

Equal Employment Opportunity.

3.	Current Topics in HR Policy & Law.

4.	HR and Technology.

These themes were identified based on my surveying the literature published during the last three years, topics that I feel you need to understand prior to graduation, my own interests, and topic lists identified by Human Resource Managers in review articles.

Specifically, we will seek to understand the following content areas:

I.	Advanced Issues Pertaining to Mergers and HR Policies.

II.	Personnel Selection -- Methodological Issues

III.	Personnel Selection -- Selection Techniques

IV.	Equal Employment Opportunity

V.	HR & Strategy Issues.

Books:	•You will be assigned several readings not found in the book, especially in the first third and final third of the course. We will use the textbook in the middle third of the course. The non-textbook readings are available via the University Library on-line databases (e.g., ABI-Inform, Lexis-Nexus, or the following EBSCOhost databases: Academic Search Premier, Business Source, or PsychArticles). This syllabus contains hyperlinks, so that, if reading this syllabus online, you can easily connect to the appropriate library database where you can read the abstract of the appropriate readings. From there, you can usually read either a hypertext version of the article or an Adobe Acrobat (.pdf) image of the article as it originally appeared in the journal or magazine. You can either read the article online, or print the article and study the paper copy.

•Gatewood, R. D., Feild, H. S. & Barrick, M. (2016). Human Resource Selection, eighth edition. Boston, MA: Cengage. (Probably identified in the reading list as "Gatewood & Field" due to the autocorrect feature in Word). This is the latest edition. The 8th edition is available at Textbook Rental. If you wish, you can also probably purchase a copy through either a local bookstore, or by ordering online. Cost varies: $165 to $280. A copy of an older edition may be available online at a lower price (The 2011 7th edition costs $130 and the 2007 6th edition costs $20). You will use the text primarily for material for Exam #2.

•This course involves moocho reading, so read some every day!

Evaluation:

1. Tests.

Three shortanswer essay examinations will be given. These examinations are NOT open-book or

open-note exams. They rely exclusively upon your memory. Each exam counts 15% of your course grade. Together, the three exams are 45% of your course grade.

2. Human Resource project.

Assume that you are the HR Manager at an assigned (fictional) organization. You must prepare three reports for the top managers making recommendations for different decisions they face. Each typed report will require you to complete one or more exercises using the Statistical Package for the Social Sciences (SPSS) for Windows. You must write a full report for each assignment (you may use either doublespaced American Psychological Association (APA) style (for examples, see issues of Journal of Applied Psychology), or you may use a single spaced, block paragraph style.

You may do this assignment in pairs, or by yourself, as you prefer. You may not do this in groups of three. (Why not? Because it is too easy to divide the three parts of the project among three people – but if you delegate 2/3rds of the work, you don’t learn very much, do you?). If you work in pairs, then both members of the team should work together on all phases of the analysis and report. If you work with a partner for one (or two) of the three assignments, but then decide you want to work alone for the remaining assignment(s), that is fine with me; just tell your partner in a timely manner (at least two weeks before the due date) via e-mail, cc’ing me.

For EACH assignment, your report should include the following information:

1.	Purpose of the Report (about 1/2 page). Be sure to name your independent variables (what you control; your predictors) and dependent variables (outcomes you don’t control; outcomes).

2.	Introduction & Literature Review, citing relevant laws, court rulings, CURRENT research findings, examples from other firms, etc. Discuss every specific topic listed in the grading rubric (last page of instructions). For example, if your study deals with the impact of second-hand smoke on health claims, absenteeism, and turnover, you should cite relevant literature on all of those topics. Tell why this research is important to the company. This should prepare the reader for the Method section. By the time I finish reading your Literature Review, I should (1) be convinced of the need for your study and (2) expect the specific study you describe in your Methods section. (24 pages).

3.	Summary paragraph at the end of the Literature Review, restating the purpose of the assignment (but don't just copy what you said in No. 1).

4.	Method, telling what you did, how you tested the questions you were asking, what data you used, which groups of employees served as participants, how variables were scaled (13 pages). The Method section should logically follow from your literature review. In the past, students lost points because their research methods had very little to do with their literature review.

5.	Results, telling what you found (14 pages). Use headings to organize different findings. Report all your findings in your paper – don’t just refer the reader to your printouts. Also, tell the reader what your findings mean. For example, if you were writing about physical traits and the likelihood of being promoted into management, you might say the following: “Of the employees who were left-handed, 28% became managers; of the employees who were right-handed, 14% became managers. This difference is significant, Chi-Square (1) = 23.42, p < .05, and it means that left-handed employees were twice as likely to become managers as right-handed employees.”

6.	Discussion, telling your conclusions from your results, the recommendations you make (e.g., “the firm should consider hiring left-handed applicants to be managers”). Also, write about the implications of your decision for other relevant corporate policies (e.g., “does a test for left-handedness qualify as a ‘medical examination’ under the Americans with Disabilities Act?”) and for future research as well as the limitations of your study (e.g., “My data set suggests that left-handed workers are more likely to be promoted to managers, but it does not tell whether they are more successful as managers”). If you want more information, tell what you need and why; however, do not avoid making a recommendation in your paper simply because you'd like more information. And do not avoid making a decision by saying, "hire an outside consultant” -- or your boss is likely to say, "OK, I will…and since you have no expertise, you're fired." (24 pages).

7.	Reference Page (1-2 pages) referencing at least ten different published sources of literature cited within your paper. At least two of these ten references per report must be from scientific research journals, at least one source per report should have been published within the past 12 months, and no more than one source per report may be from internet sources that are not also actual published books, journal, or newspaper articles (any consultant hawking his services can put a webpage on the internet; published articles have gone through an editorial review process). [The full-text version of some journals can be found from the Murphy Library website, click on Research Databases, then ABI-Inform, or EBSCHOhost databases].

8.	Appendices with printouts. Yes, I do give up to 10% extra credit for extra calculations or other work if they are clearly noted and discussed in your report.

9.	Formal, written policy dealing with the topic, as it would appear in your employee handbook or a policies and procedures manual.

10.	As you write the report, make sure the paper is not deficient in the “Written communication” and “Critical thinking & decision making” CBA goals & rubrics: http://www.uwlax.edu/CBA/Undergraduate-curriculum-Learning-Goals-and-Objectives-(including-rubrics)/

Each report is 15%; therefore, the total project is worth 45% of your course grade.

Scientific Journals Useful for your Project (in no particular order):

1.	Administrative Science Quarterly	14.	Human Resources Development Quarterly

2.	Academy of Management Journal	15.	Organizational Beh. & Human Decision Processes

3.	Academy of Management Review	16.	Journal of Applied Psychology

4.	Human Resource Management	17.	Human Resource Planning

5.	Human Resources Journal	18.	Journal of Applied Behavioral Science

6.	Annual Advances in Human R. Mgt.	19.	Journal of Applied Social Psychology

7.	Annual Review of Psychology	20.	Human Relations

8.	Journal of Management	21.	Organizational Behavior Management

9.	Employee Relations Law Journal	22.	Psychological Bulletin

10.	Employee Rights & Responsibilities J.	23.	Journal of Personality and Social Psychology

11.	Personnel Psychology	24.	Labor Law Journal

12.	Mergers & Acquisitions	25.	Research in Personnel & H. R. Mgt. (bound books)

13.	SAM Society for Advancement of Mgt.	26.	Journal of Management Studies

Please note that the project is divided into three parts. The total project is 45% of your course

grade. Below are due dates for each part of the project:

****	Monday, Feb. 12th -- Part I. You will evaluate how well a (hypothetical) company handled several issues following a merger. For this exercise, you will use the Statistical Package for the Social Sciences (SPSS) for Windows based on information distributed in class. This part of the project is more than a “weekend’s worth of work,” so budget a lot of time accordingly. For your literature review you may want to consider the following topics: Mergers, Organizational Justice, Procedural Justice, Absenteeism, Turnover, Job Satisfaction. (Part I is worth 10% of your course grade).

****	Monday, March 5th -- Part II. Validating a Personnel Selection System. You will analyze these data using SPSS and write a report on the validity of your predictors. Note that in your literature review you can discuss each of the types of predictors you are validating as well as validity and decision accuracy, per se. Also be aware that this exercise takes a lot of time, so don't wait until the last minute to start this exercise. (Part II is worth 15% of your course grade).

****	Wednesday, March 28th--Part III. Differences in Validity/Equal Employment Opportunity. In your literature review, you can discuss the fairness of the specific methods used for selection as well as the legal and statistical aspects of fairness for your selection methods. Note that this exercise is difficult also! (Part III is worth 15% of your course grade).

Regarding late papers: Late papers lose some points each calendar day. Also, it is my general policy not to accept late papers after other students' papers have been graded and returned to them. So don't wait to see whether you "need the points" to do a particular part of the project. Keep up with the assignment, meet the assigned deadlines, and do your best.

3. Quizzes

During the semester, I will give SIX quizzes. I will take the best five scores and each will count 2% of your course grade. Quizzes are given at the beginning of the class period: once a quiz is over, if you arrive late, you will not be given the quiz. Some professors make students keep journals. Rather than doing that, I will use these quizzes. Therefore, quizzes are “open (handwritten) notes.” You cannot use the articles or books (the time to read the material is before class, not during class). Similarly, you cannot use photocopies of other students’ notes, etc.

What are you allowed to use? You can only use the following:

(1) Your own handwritten notes from classes or readings,

(2) Printouts of any in-class PowerPoint presentations, and

(3) Any in-class handouts that I had previously distributed.

Each quiz typically has two short essay or definition-type questions. Because the quizzes are “open notes” the questions are sometimes more specific (i.e., “picky”) than the questions found on your closed-book, closed-notes examinations. However, a few of the questions on a few of the quizzes may come from the “Questions to ask yourself” found in this syllabus (below). Collectively, the Quizzes count 10% of your course grade.

4. Class presentation.

You will be assigned to one of several teams. Each team will give one presentation. This presentations will be of one of two types: issue debates or case/policy presentations.

(1) Issue debates. Most teams will debate current issues before the class (15-20 minutes). Ideally, y'all will encourage discussion, questions, and participation by the other class members (and not just read note cards or PowerPoint slides to each other!).

HINTS: Although no specific readings are on reserve for debate presentations, it is not hard to find opinions on these topics. Reasoned arguments and discussions can be found in:

-labor law magazines, such as ABA Journal, Labor Law Review, Employee Relations Law Journal,

-political magazines, such as National Review, Focus on the Family Citizen, & Congressional Digest.

-Human Resources magazines such as Personnel Journal, HR Focus, and HR Magazine.

-general business publications such as The Wall Street Journal, Forbes, and BusinessWeek,

-general magazines, such as U.S. News and World Report.

You may take any reasonable approach you wish for your presentation. However, you may not use guest speakers or show films rather than present the topic yourselves.

(2) Cases. Some teams will give policy and/or case presentations. For these, each team will, by interviewing personnel managers and/or by searching library readings, discover actual company policies illustrating the topic of the day. The team will give a 15-20 minute presentation describing AND CRITIQUING these actual policies. As you research your topic, ask: "What would we do differently?"

HINTS: Although no specific readings are on reserve for policy presentations, some popular magazines, such as Personnel Journal, HR Magazine, and HR Focus feature "success stories." You are encouraged to consult with the instructor prior to your presentation because there may be interesting background readings relevant to your presentation. You may take any reasonable approach you wish to presenting your case, such as leading discussions (after all it is a seminar course), a procon debate, mock interview with a personnel manager, etc. However, you may not use guest speakers or show films rather than present the topic yourselves.

Four or five possible readings associated with each presentation topic are found on the following pages. Most are from either ABI-Inform or EBSCOhost databases in Murphy Library. None are on D2L. You do not have to use these in your presentation; they are merely references to “help you get started.”

Your class presentation will count as 5% of your course grade.

No.	Type of Presentation	Topic	Possible Readings (You are not limited to these – they are just suggestions). Sorry, no hyperlinks to most of these possible readings.	Date
1	CASE: To protect student privacy, names are omitted. For the names of presenters, see D2L.	Analyze how well HR handled a merger (your choice of firms). [Be aware that “cross-national mergers” seem to be a “hot topic” within this larger topic.]	--- (May 23, 2016). Successful Mergers and Acquisitions: What You Can Learn From Them. Aperian Global [weblog]. http://www.aperianglobal.com/successful-mergers-acquisitions/ Hajro, A. (2015). Cultural influences and … cross-border mergers and acquisitions. International Journal Of Human Resource Management, 26(2), 192-215. Gordon, P. (2015). Tale of two mergers… J. of Business Case Studies, 11 (2), 87 Schroeder, H. (2012). Post-merger integration the art and science way. Strategic HR Review, 11 (5), 272-277. Okur, M. E., et al. (2014). Human Resource Management Problems… A Case Study. Journal of Advanced Management Science 2 (4), 316-320.	Jan. 29 Mon.
2	DEBATE	HR Departments should abandon numerical performance appraisals as a waste of time. If anything, managers should use simple goal-setting techniques such as Management by Ojectives (MBO) instead of rating or ranking techniques.	Ayers, R. S. (June, 2015). Aligning individual and organizational performance. Public Personnel Mgmt, 44, (2), 169-191. Moon et al. (2016). Precarious curve ahead: effects of forced distribution… Human Resource Management Review, 26, (2),166-179 Dyer, J. (Dec. 17, 2013). Does MBO stifle excellence? Industry Week. Meinert, D. (Apr. 2015). Reinventing Reviews. HRMagazine, 60, 36-40,42. Goler, L., et al. (2016). Let’s not kill Performance Evaluations yet. H. Business Review, 94 (11), 90-94. Adler, S., et al. (2016). Getting rid of performance ratings: Genius or folly? Industrial and Organizational Psychology, 9(2), 219-252.	Feb. 7 Weds.
3	CASE	‘Blockchain’ technology underlies ‘Bitcoin’ and it is impacting the finance and shipping industries. What implications does Blockchain technology have for HRM?	Brown, G., & Smit, N. (June 13, 2017) Will blockchain disrupt the HR technology landscape? Deloitte, https://www2.deloitte.com/nl/nl/pages/human-capital/articles/will-blockchain-disrupt-the-hr-technology-landscape.html Zielinski, D. (Nov. 21, 2017) Is HR ready for blockchain technology? https://www.shrm.org/resourcesandtools/hr-topics/technology/pages/is-hr-ready-for-blockchain-technology.aspx Continued on next page… Baker, P. (Feb. 20, 2017). Why blockchain for recruitment might be a future HR trend. TechTarget [weblog] http://searchhrsoftware.techtarget.com/feature/Why-blockchain-for-recruitment-might-be-a-future-HR-trend 4. Lemieux, V. (May, 2017). In Blockchain we trust? Conference for e-democracy & open government, 57-62. [find it in Google Scholar] 5. Cooper, C. (Oct. 17, 2017). How could blockchain technology impact HR? Sage People. https://www.sagepeople.com/about-us/news-hub/how-blockchain-technology-can-impact-hr/	Feb. 14 Weds.
4	DEBATE	Computer-based selection testing is superior (inferior) to traditional paper-and-pencil selection testing (and/or interviews). Feel free to discuss both proctored and unproctored versions.	1. Beaty, J. C., Nye, C. D., Borneman, M. J., Kantrowitz, T. M., Drasgow, F., & Grauer, E. (2011). Proctored versus unproctored Internet tests… International Journal Of Selection And Assessment, 19 (1), 1-10. 2. King, D. (2015) Mobile Internet Testing… International Journal Of Selection And Assessment, 23 (4), 382-394. 3. Sawhney, G., & Cigularov, K. P, (2014). Measurement equivalence and latent mean differences of personality scores across media and proctoring. Computers in Human Behavior, 36, 412-421. 4. Le Corff, Y., et al. (2017). Equivalence of unproctored internet testing and proctored paper‐and‐pencil testing of the Big Five. International Journal of Selection and Assessment, 25 (2), 154-160.. 5. Diedenhofen, B., & Musch, J. (2017). PageFocus: Using paradata to detect and prevent cheating on online achievement tests. Behavior research methods, 49 (4), 1444-1459.	Feb. 21 Weds.
5	DEBATE	It is (is not) ethical for Companies to search social networking websites like Facebook, when considering job applicants or recruiting.	1. Roulin, N., & Bangerter, A. (2013). Social networking websites in personnel selection: A signaling perspective on recruiters and applicants… Journal Of Personnel Psychology, 12(3), 143-151. 2. Slovensky, R. (2012). Should Human Resource managers use social media to screen job applicants? Info, 14, (1), 55 – 69. 3. Davison, H., Maraist, C., & Bing, M. N. (2011). Friend or foe? The promise and pitfalls of using social networking sites for HR decisions. Journal Of Business & Psychology, 26 (2), 153-159. 4. Davison, H. K., Bing, M., Kluemper, D. H., & Roth, P. L. (2016). Social media as a personnel selection and hiring resource…In Social Media in Employee Selection and Recruitment (pp. 15-42). Springer. https://link.springer.com/chapter/10.1007/978-3-319-29989-1_2 5. Stoughton, J. (2015). Examining Applicant reactions…Journal of Business and Psychology, 30 (1), 73-88. 6. Van Iddekinge, C. H., et al. (2016). Social media for selection? Validity and adverse impact potential of a Facebook-based assessment. Journal of Management, 42 (7), 1811-1835.	Feb. 28 Weds.
6	DEBATE	Companies should (should not) test job applicants for “maladaptive” personality traits. Such traits include: *Negative emotionality (worry, anxiety) *Detachment from others *Disinhibition: A lack of self-restraint *Obsessive/Compulsive behavior: attachment to an idea or behavioral ritual. *Psychoticism (odd thoughts & behaviors). *Antagonism: Bullying or belittling others and an exaggerated sense of self-importance. (This includes the “Dark Triad” of Narcissism, Machiavellianism, & Psychopathy.)	1. Guenole, N. (2014) Maladaptive personality at work: Exploring the Darkness. Industrial and Organizational Psychology, 7 (1), 85-97. The rest of the March issue (pp. 98-152) is devoted to this topic. 2. Ahmetoglu, G., Dobbs, S. Furnham, A., et al. (2016). Dark side of personality, intelligence, creativity, and managerial level, Journal of Managerial Psychology, 31 (2), 391-404. 3. Wright, A., Thomas, K., Hopwood, C. Markson, K., Pincus, A., & Krueger, R. F. (2012). The hierarchical structure of DSM-5 pathological personality traits. Journal of Abnormal Psychology, 121, 951-957. 4. Goldstein, A. M., & Epstein, S. D. (2008). Personality Testing in Employment: Useful Business Tool or Civil Rights Violation? The Labor Lawyer, 24 (2), 243-252. 5. Smith, M. B., Hill, A. D., Wallace, J. C., Recendes, T., & Judge, T. A. (2017). Upsides to Dark and Downsides to Bright Personality: A Multidomain Review and Research Agenda. Journal of Management, 44, 191-217. 6. Grijalva, E., & Harms, P. (2014). Narcissism: An Integrative synthesis & …model. Academy Of Management Perspectives, 28 (2), 108-127.	Mar. 7 Weds.
7	DEBATE: Choice #1: Choice #2	Companies should (shouldn’t) make HR decisions (such as charging different insurance rates, hiring, or firing people) based on credit ratings. Artificial Intelligence (AI) will (will not) fundamentally transform the HR role in organizations.	1. Kuhn, K. (2012). The controversy over credit checks in selection…Journal of Management Inquiry, 21, (3), 331 – 347. 2. Kiviat, B. (2017). The art of deciding with data: evidence from how employers translate credit reports into hiring decisions. Socio-Economic Review. 3. Rivlin, G. (2013, May 12). The Long Shadow Of Bad Credit. New York Times, pp. 1-5 4. Bryan, L. et al. (2012). Do job applicant credit histories predict performance appraisal ratings or termination decisions? The Psychologist-Manager Journal, 15(2), 106-127. 5. Volpone, S. (2015). Exploring the use of credit scores. J. of Business & Psychology, 30 (2), 357-372. 6. Duguay, D. & Shaheen, J. (Apr 25, 2014), Credit reports in the hiring process. ERE.net http://www.ere.net/2014/04/25/credit-reports-in-the-hiring-process-how-to-bring-clarity-to-the-confusion/ 1. Meister, J. (Nov. 9, 2017). The Future Of Work: How AI Will Transform The Employee Experience. Forbes, https://www.forbes.com/sites/jeannemeister/2017/11/09/the-future-of-work-how-artificial-intelligence-will-transform-the-employee-experience/#7b8f8d7623c9 2. Huang, G. (Sept. 27, 2017). Why AI Doesn't Mean Taking The 'Human' Out Of Human Resources. Forbes, https://www.forbes.com/sites/georgenehuang/2017/09/27/why-ai-doesnt-mean-taking-the-human-out-of-human-resources/#38349dc81ea6 3. Wislow, E. (Oct. 24, 2017). 5 ways to use artificial intelligence (AI) in human resources. http://bigdata-madesimple.com/5-ways-to-use-artificial-intelligence-ai-in-human-resources/ 4. Silverthorne, V. (2017). When artificial intelligence and human resources intersect. TechTarget. http://searchsoftwarequality.techtarget.com/feature/When-artificial-intelligence-and-human-resources-intersect 5. RiseSmart (Dec. 5, 2017). Why human intelligence is critical to artificial intelligence. https://www.risesmart.com/blog/why-human-intelligence-critical-aritificial-intelligence-ai 6. Boudreau, J. & Cascio, W. (2017) Human capital analytics: why are we not there? Journal of Organizational Effectiveness: People and Performance, 4, (2), 119-126.	Mar. 19 Mon. Mar. 19 Mon.
8	DEBATE Choice #1:	The ‘gig economy’ does/does not require fundamentally new ways for HR to deal with workers. As you debate this, also consider these questions: -What exactly is the ‘gig economy?’ -Are workers ‘employees’? or ‘contractors’? -What are the functions of HR & other managers? -How much (if at all) do those functions change? Feel free to cite business examples to support your position.	1. Travis, A. (2017) Grasping Smoke: Defining the Gig Economy and its HR Implications. Revelian [weblog]. Available at: http://www.revelian.com/blog/grasping-smoke-defining-the-gig-economy-and-its-hr-implications/ 2. Scorza, J. (2017, Mar. 29). Stop Looking for a Job (and Join the Gig Economy). SHRM, https://www.shrm.org/hr-today/news/hr-magazine/0317/pages/stop-looking-for-a-job-join-the-gig-economy.aspx 3. HRN. (Aug. 14, 2017). Is HR ready for the gig economy? HRN [weblog]. Available at: https://careers.hrn.io/blogs/hrn-blog/is-hr-ready-for-the-gig-economy 4. Kuhne, K. (2016). The Rise of the “Gig Economy” and Implications…Industrial-Organizational Psychology, 9, (1), 157-162. 5. Graham, M., Hjorth, I., & Lehdonvirta, V. (2017). Digital labour and development: … Transfer: European Review of Labour and Research, 23 (2), 135-162. 6. Harney, N. (2016) The gig economy: A disruptor requiring HR agility. People + Strategy, 39, (3). Available at: http://agilityconsulting.com/wp-content/uploads/2016/07/HRPS_Gig-Economy-Final-from-printer.pdf	Apr. 2 Mon.
8	Choice #2:	Debate: “Wellness programs” are of unproven financial value to companies and all-too-easily violate laws (e.g., Americans with Disabilities Act and the medical records privacy portion of the Health Insurance Portability and Accountability Act).”	1. Andrews, M. (Jan. 6, 2017). Federal Judge Denies Request To Delay EEOC Rules On Wellness Programs. Kaiser Health News, at https://khn.org/news/federal-judge-denies-request-to-delay-eeoc-rules-on-wellness-programs/ 2. Rand Corp. Do workplace wellness programs save employers money? At http://www.rand.org/content/dam/rand/pubs/ research_briefs/RB9700/RB9744/RAND_RB9744.pdf 3. Ozminkowski, R. J., et al. (2016). Beyond ROI: using value of investment to measure employee health and wellness. Population health management, 19 (4), 227-229. 4. U.S. Dept. of Labor (2013). HIPAA nondiscrimination requirements. http://www.dol.gov/ebsa/faqs/faq_hipaa_ND.html 5. Zabawa, B. (2017, Apr. 20). Workplace Wellness Programs: The Penalties and Risks of Noncompliance. WELCOA [weblog]. At: https://www.welcoa.org/blog/workplace-wellness-programs-penalties-risks-noncompliance/ 6. McGowan, Kevin (Aug. 1, 2016). EEOC’s Proposed ADA Wellness Plan Rule Elicits Comments. Managing Benefits Plans, 6-10.	Apr. 2 Mon.
9	Debate	Many employers have had rules in their handbooks limiting employee speech (even in social media) requiring it to be ‘polite’ and ‘civil.’ Some argue that this is fine, as it encourages professionalism; others argue that it interferes with employee rights. The National Labor Relations Board has taken varying positions on this issue. What should its position be? Key cases: *2004 Lutheran Heritage Village-Livonia & V.A. Foreman [Bush-era case] *2016 William Beaumont Hospital & J. Antilla [Obama-era case] *2017 Boeing Co. & IFPTE [Trump-era case] Should employers be able to include provisions in their employee handbooks to require ‘civility’ and limit employee speech?	1. See the Human Resource Executive website section called “Employment Law” at http://hreonline.com/category/employmentlaw/ 2. NLRB office of public affairs (Dec. 14, 2017). NLRB Establishes New Standard Governing Workplace Policies, and Upholds No-Camera Policy in Boeing. NLRB. At: https://www.nlrb.gov/news-outreach/news-story/nlrb-establishes-new-standard-governing-workplace-policies-and-upholds-no 3. Borden, S. (Dec. 15, 2017). National Labor Relations Board Overrules Lutheran… McGuire Woods Labor Relations Today [newsletter]. https://www.laborrelationstoday.com/ 2017/12/articles/uncategorized/national-labor-relations-board-overrules-lutheran-heritage-sets-new-standard-for-reviewing-work-rules-unrelated-to-protected-activity/ 4. Jones-Day (2012). National Labor Relations Board issues two decisions enjoining rules… http://www.jonesday.com/files/Publication/3ef9904c-88fa-4235-a408-e57e549fd258/Presentation/ PublicationAttachment/4be30343-6808-414c-8225-e5d97909945b/NLRB%20Issues%20Two%20Decisions.pdf 5. Pasternak, D. & Kitzes, D. (April 14, 2016). NLRB Majority Reaffirms Standard Applied in Employer Rules Cases Over Dissent… Employment Law World https://www.employmentlawworldview.com/nlrb-adheres-ruling-on-rules-nlrb-issues-another-decision-striking-down-employer-rules/	April 9, Mon.
10 10	CASE: Choice #1: Choice #2:	What company policies (and relevant laws) exist to prevent/deal with discrimination against caregivers (a.k.a. “family responsibilities discrimination”)? How well do they work? What do HR managers need to know? What should HR do in this area with regard to training? What new company policies (and laws) exist to prevent/deal with sexual harassment? How well do they work? What do HR managers need to know? What should HR do in this area with regard to training?	1. Adams, S. J., Heywood, J., & Miller, L. (2014). Caregivers, firm policies and… discrimination claims. Review of Economics of the Household, 12 (2), 359-377. 2. Pinkham, M. M. (Summer, 2008). Employers should take care when making decisions about caregivers. Employee Relations Law J., 34, (1). 3. Huppke, R. (May 21, 2016). Caregivers are winning discrimination cases. Chicago Tribune, http://www.chicagotribune.com/business/careers/ijustworkhere/ct-huppke-work-advice-caregivers-discrimination-0522-biz-20160520-column.html 4. --- (2017). Workplace Fairness: Family Responsibilities Discrimination. https://www.workplacefairness.org/family-responsibilities-discrimination 5. Berdahl, J. L., & Moon, S. H. (2013). Workplace Mistreatment of Middle Class Workers Based on Sex, Parenthood, and care- giving. J. of Social Issues, 69 (2), 341-366. 6. Ireson, R. et al. (2016). Availability of caregiver-friendly workplace policies…Health and Social Care in the Community, 26, (1) 1. Quick, J. C., & McFadyen, M. A. (2017). Sexual harassment: Have we made any progress? Journal of Occupational Health Psychology, 22, (3), 286-298. 2. Cheung, H. K., et al. (2017). Are They True to the Cause? Beliefs About …Commitment to Sexual Harassment Awareness Training. Group & Organization Management. 3. Hennekam, S., & Bennett, D. (2017). Sexual Harassment in the Creative Industries: Tolerance, Culture and the Need for Change. Gender, Work & Organization. 4. Sherwyn, D., Menillo, N. F., & Eigen, (2017). When rules are made to be broken: The case of sexual harassment law. Cornell Hospitality Report, 17, (2), 3-17. 5. Edelman, L. (Nov. 17, 2017). What’s the point of sexual harassment training? Often, to protect employers. Washington Post, at: https://www.washingtonpost.com/outlook/whats-the-point-of-sexual-harassment-training-often-to-protect-employers/2017/11/17/18cd631e-c97c-11e7-aa96-54417592cf72_story.html?utm_term=.734cab74c594 6. Becton, J. B., Gilstrap, J. B., & Forsyth, M. (2017). Preventing and correcting workplace harassment: Guidelines for employers. Business Horizons, 60, (1), 101-111.	April 16, Mon. April 16, Mon.
11	CASE	“Being Green” is all the rage and HR managers may be expected to train workers in this area. Yet HR can also contribute to sustainability in other ways. Generally, what are the links between global sustainability/ environmentalism and Human Resource Management? Use examples.	1. Garavan, T. N., & McGuire, D. (2010). Human Resource Development and Society … Advances In Developing Human Resources, 12 (5), 487-. 2. Rothenberg, et al. (2017). The impact of human resource management on corporate social performance... Business & Society, 56, (3), 391- 3. Graf, P. & Doerzapf, A. (Jan. 13, 2014). Sustainability as a core HR discipline. Forbes, http://www.forbes.com/sites/sap/2014/01/13/sustainability-as-a-core-hr-discipline/ 4. Galpin, T. (2015). Is your sustainable strategy sustainable? Corporate Governance, 15, 1-17 5. Sroufe, R. et al. (2010). Are you a Leader or a Laggard? HR's role in creating a Sustainability Culture. People and Strategy, 33 (1), 34-42. 6. Cheema, S., & Javed, F. (2017). The effects of corporate social responsibility toward green human resource management: The mediating role of sustainable environment. Cogent Business & Management, 4 (1). .	April 25 Weds.
12	CASE	How did/should HR respond to crises like flu pandemics, terrorism, hurricanes, Ebola, and earthquakes?	1. Hutchins, H. (June 2008). What does HRD know about organizational crisis mgt? Advances in Developing HR, 10, (3), 299- 2. See the May, 2006 issue of Harvard Business Review and The Aug., 2006 issue of HRMagazine for relevant, early, articles. 3. Premeaux, S. & Breaux, D. (2007). Crisis mgt. of Human Resources… Human Resource Planning, 30, 39 – 47. 4. Wielke, D. (Sept. 13, 2017). How HR Pros Are Responding to Hurricanes…SHRM HR Today, https://www.shrm.org/resourcesandtools/hr-topics/employee-relations/pages/hurricanes-harvey-irma-.aspx 5. Sullivan, J. (Oct. 22, 2014). The Ebola Scare: 10 Workplace Issues HR Should Be Ready for. www.tlnt.com 6. Schooling, R. (Sept., 7, 2017). This is how to prepare your workforce for a natural disaster. Fast Company, available at: https://www.fastcompany.com/40463945/this-is-how-to-prepare-your-workforce-for-a-natural-disaster .	Apr. 30 Mon.

Grading criteria for Debate or Policy (Case) Presentations:

1. Handout given to the class (photocopied at your expense).

2. Explained the topic and tied it to the readings.

3. Analyzed the issue or policyor got class members to do so.

4. Good presentation style, use of visual aids, etc.

5. Class participation. This class is a seminar; preparation, attendance,

and intelligent, participation are expected. Attendance may also be recorded.

6. Did you participate in class discussions during other groups’ presentations

throughout the semester?

Late Assignments, Missed Exams

Assignments are due on the dates indicated in this syllabus. For late or missed assignments, the consequences vary, depending upon the type of assignment. These are as follows:

Exams. For extenuating circumstances affecting your ability to take an exam, you should contact me via e-mail as soon as possible and we will schedule a makeup exam at a mutually-convenient time, before the regular exam is returned to the class. Makeup essay exams may differ from the regular exam in content and/or format (e.g., containing fewer essay questions and/or different questions than the regular exam). A well-prepared student should be able to answer a variety of questions about the material.

Projects. As noted earlier, late project (SPSS) papers lose some points each calendar day. Also, it is my general policy not to accept late papers after other students' papers have been graded and returned to them.

Quizzes. Because I give six quizzes/assignments and take the best five scores, I do not give makeup quizzes. Therefore, you should earnestly avoid missing more than one quiz. If you miss a quiz, it gets a score of zero.

Presentation. Be aware that missing a presentation inconveniences your partners in the class; therefore, you should try to present when scheduled. If you miss a presentation due to extenuating circumstances, I will assign you a different presentation (perhaps with another group; perhaps by yourself) if time permits. If that is not possible, I will ask you to complete a library-type written assignment instead.

Expectations for Graded Work

I try to provide students feedback and/or scores on assignments that require grading before a further assignment of a similar format is due (e.g., SPSS project papers). Generally, I return work that requires individual feedback within 21 days from the date the work was due. I will notify you if I am unable to grade the work within the 21-day timeframe, and will identify a revised return date. If you submit work after the due date, it may not be returned within 21 days. Because ‘participation’ and ‘asking questions of other presenters’ throughout the semester factors into your own presentation grade, I will probably not give you a ‘presentation grade’ until everyone has given their presentation, near the end of the semester.

I respect your privacy: Your individual graded work (e.g.., exams) will be returned in compliance with FERPA regulations, such as (1) in class, (2) at my office (e.g., during office hours), (3) via e-mail to your UWL e-mail account, or (4) via the online course management system, if used, through which only you will have access to your grades. I will not intentionally give your individual grades or graded work to anyone else in the class; nor will I give it to your parents/stepparents, your siblings, your roommate, your boyfriend or girlfriend, or your parole officer to bring to you. HOWEVER, the exception to this policy is that work competed in groups (e.g., SPSS project papers) may be graded and returned to any member of your group.

After you have completed the course, any copies or records of your graded material that I retain will be accessible up to 7 weeks into the next academic term (e.g., until the end of June). After that, the material goes into storage and may be shredded after a few weeks’ of storage. Therefore, if you wish to discuss grades and you want me to look at your original exams or papers again, you should talk to me within the first seven weeks after the semester ends.

How course assignments relate to College and Department Learning Objectives (briefly described at:

https://www.uwlax.edu/cba/undergraduate-curriculum-learning-goals-and-objectives/ and https://www.uwlax.edu/management/undergraduate-majorsminors/

Learning Objective	Relevant Course Requirement:

1.	Effective Communication Skills	Case Presentations, topic debates, and other presentations

provide opportunities to practice formal, persuasive oral

communication and to develop those skills.

Written assignments provide opportunities to practice

written communication in a Human Resources (HR) context.

2.	Critical Thinking & Decision Making	The SPSS project provides a series of problems for the

student teams to solve. For each problem, students

must research the issues, analyze the data, and offer

policy recommendations to the firm (e.g., Do we

recommend selection method “A” or “B?” Why?)

Frequently, authors of readings disagree in their underlying	positions, viewpoints and/or recommendations. Reading and

evaluating multiple articles on the same topic gives students

opportunities to question author’s assumptions, logic,

conclusions, and whether they have “hidden agendas.”

3.	Global Context of Business	While this is not a topic of focus of MGT 486, some readings

present information from other countries. Do the recommend-

ations generalize back to the United States?

4.	Competency in the Major	Students should understand how domestic and global issues

(e.g., federal policies; cross-border mergers) impact management

practice.

Students should understand the advanced, technical HR topics

covered in this course in order to evaluate management practices

and policies with regard to social responsibility and ethics

(e.g., how to assess the fairness of a selection system to minority

applicants).

This course will help students identify and recommend ways

to influence individual and group behaviors in organizational

situations (e.g., designing better performance appraisal or

mentoring programs).

The project and other assignments allow students to analyze

and recommend solutions for business problems using

management concepts and theories.

5. Understanding of Corporate	This course allows students to use knowledge from other

Social Responsibility	courses that they have taken (e.g., legal environment of business) and to integrate and apply those to HR management situations (e.g., what ethical HR strategies should an organization pursue during a merger?). A theme of the course is “organizational justice,” focusing on fair and legal HR practices. We cover ethical issues for several topics ranging from corporate practices (e.g., Equal Employment Opportunity developments) to individual managerial ethics (e.g., “the politics of performance appraisal”).

To summarize, your grade equals:

(.15 x points from Midterm Exam #1) +

(.15 x points from Midterm Exam #2) +

(.15 x points from Final Exam) +

(.40 x points from SPSS Project) +

(.10 x points from five quizzes and homework assignments) +

(.05 x points from one in-class Presentations)

------

100%

Grading	Letter grades for each exam, project, etc. will be assigned in the following manner: First, I will find the scores of the top 5% of the class (typically, the top two scores in a class this size) plus a perfect score (excluding any bonus points). Second, I will take the average of these three scores to compute a “reference mean.” Third, I will determine the following cutoffs:

92% of the “reference mean” is the lower cutoff for an "A."

89% of the “reference mean” is the lower cutoff for an "AB."

82% of the “reference mean” is the lower cutoff for a "B."

79% of the “reference mean” is the lower cutoff for a "BC."

70% of the “reference mean” is the lower cutoff for a "C."

65% of the “reference mean” is the lower cutoff for a "D."

Scores lower than 65% of the “reference mean” will receive an "F."

At the end of the semester the means for each exam, project, or presentation within the course are totaled. The procedure outlined above is then repeated (using the sum of all of the reference means as the “course reference mean”) to find the point cutoffs for the course grade.

Also, scores lower than 60% of the total possible points in the course (e.g. 120 of 200) will be considered failing, regardless of the curve. Note that there is no rounding upward. The grade you earn is the grade you get, so study thoroughly.

Example	The exam had 100% possible; the top two students in a class of twenty-four had the following scores: 91% & 87%; a perfect score was 100%. Kristine made an 87, Floyd made a 74, and Earnest T. made a 66. What grade did each make on the exam?

The mean of the top two scores, plus a perfect score was 92.67.

The lower cutoff for an A = (.92 x 92.67) = 86

The lower cutoff for an AB= (.89 x 92.67) = 83

The lower cutoff for a B = (.82 x 92.67) = 76

The lower cutoff for a BC= (.79 x 92.67) = 74

The lower cutoff for a C = (.70 x 92.67) = 65

The lower cutoff for a D = (.65 x 92.67) = 61

-Kristine, with an 87%, earned an "A"

-Floyd, with a 74%, barely made the cut for a "BC" and

-Earnest T., with 66%, made a "C."

Advantages

1. Your performance is not compared solely to any arbitrary number of points. Although a perfect score is used as one element of determining the reference mean, other students' performance is also considered. (A fixed number is only used for determining the minimum number of points needed to pass the course). This solves the problem of an exam that is too difficult for the entire class. Notice that in the above example, a score of 86% was needed to make an "A" on the exam -- a cutoff considerably below what an absolute grading scale would use for an "A".

2. You are not compared to the top student but rather to the top 5% of the class. This reduces the likelihood that one "superstar" will alter the curve so dramatically that a passing grade is beyond the reach of the mere mortal. However, by including the perfect score in the reference number it assures that an "A" will be somewhat comparable across semesters. Thus, the scoring system is both flexible (e.g., the mean drops when the top two students in a class perform poorly), yet meaningful in an absolute sense.

Consider the example of one "superstar": The top scores are 99 and 87 and 100. The mean is 95.3 and the minimum score needed to get an "A" is 87 and to get a "C" is 67. These numbers are not dramatically different from the first example (above) and are more generous than if the cutoffs were based solely on the top score (92% of 99 = 91; 70% of 99 = 70).

3. There are no fixed percentages of "As," "Bs," etc. It is possible for everyone to get an "A."

FYI: SHRM Assurance of Learning Examination.

If you are interested in a specialized career in Human Resources, you may eventually wish to take the Society for Human Resource Management’s Certified Professional (CP) Exam (you are eligible if you are a college student or a recent graduate with 500 hours of HR-related work experience, including internship work). For details visit https://www.shrm.org/certification/apply/EligibilityCriteria/Pages/student-shrm-cp-eligibility.aspx . Traditionally, these various exams have been offered in early May (in places like Duluth and Rochester in MN, Madison, and Brookfield/Milwaukee in WI). Contact Western Technical College for more information about a possible La Crosse study group. You can also find Dr. Dan Wilson’s SHRM-related study materials at http://learn.westerntc.edu/wilsond/phr_certification_prep.htm

If you don’t study for these exams, you probably won’t pass them, and passing the exams may enhance your career in the HR field. Please be aware that the local professional SHRM chapter sometimes offers a study group for the PHR exam. There may also be a 2-credit course at WWTC designed to prepare you for the certification exam. It “teaches the test.” The course is usually offered Jan-April and it costs approximately $200 to take the course. Contact Western Technical College for more information.

FYI: Other Professional Certification Designations (some involve specialized exams; some require a college degree and/or work experience; all of these cost several hundred dollars)

Certified Employee Benefits Specialist. Visit http://www.ifebp.org/Pages/default.aspx for details

Certified Outsourcing Specialist – HR. See http://www.iaop.org/Content/23/193/3080

Certified Payroll Professional. http://www.americanpayroll.org/certification/certification-cppinfo/

Certified Professional in Learning & Performance. See https://www.td.org/Certification/Get-Started

Certified Safety Professional. Visit http://www.bcsp.org/ Safety experience required.

International Public Management Association for Human Resources Certified Professional designation. See http://www.ipma-hr.org/professional-development/certification

You are not required to take any of these examinations as a course requirement, as most have minimum work experience requirements. They are simply listed for your information and future reference because they are widely-recognized among HR managers. You may want to eventually take one of these if you plan a specialized career within the field of Human Resources.

Policies: UW-L’s Legal Obligations to You (also found at: https://www.uwlax.edu/info/syllabus/ )

Religious Accommodations

Per the UWL Undergraduate and Graduate Catalogs http://catalog.uwlax.edu/undergraduate/aboutuwlax/#accommodation-religious-beliefs “any student with a conflict between an academic requirement and any religious observance must be given an alternative means of meeting the academic requirement. The student must notify the instructor within the first three weeks of class (within the first week of summer session and short courses) of specific days/dates for which the student will request an accommodation. Instructors may schedule a make-up examination or other academic requirement before or after the regularly scheduled examination or other academic requirement.”

Students with Disabilities

Any student with a documented disability (e.g. ADHD, Autism Spectrum Disorder, Acquired Brain Injury, PTSD, Physical, Sensory, Psychological, or Learning Disability) who needs to arrange academic accommodations must contact The ACCESS Center (165 Murphy Library, 608-785-6900, ACCESSCenter@uwlax.edu) and meet with an advisor to register and develop an accommodation plan. In addition to registering with The ACCESS Center, it is the student's responsibility to discuss their academic needs with their instructors. You can find out more about services available to students with disabilities at The ACCESS Center website: https://www.uwlax.edu/access-center/

Misconduct

As an employee of the University of Wisconsin-La Crosse, I am a ‘mandated reporter’ of sexual harassment and sexual violence that takes place on campus or otherwise affects the campus community. This means that if I receive detailed or specific information about an incident such as the date, time, location, or identity of the people involved, I am obligated to share this with UWL’s Title IX Coordinator https://www.uwlax.edu/affirmative-action/ in order to enable the university to take appropriate action to ensure the safety and rights of all involved. For students not wishing to make an official report, there are confidential resources available to provide support and discuss the available options. The contact in Student Life is Ingrid Peterson, Violence Prevention Specialist, (608) 785-8062, ipeterson@uwlax.edu. Please see https://www.uwlax.edu/sexual-misconduct/ for more resources or to file a report.

Veterans and Active Military Personnel

Veterans and active military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to me. For additional information and assistance, contact the Veterans Services Office in 116 Main Hall or https://www.uwlax.edu/veteran-services/ . Students who need to withdraw from class or from the university due to military orders should be aware of the military duty withdrawal policy http://catalog.uwlax.edu/undergraduate/academicpolicies/withdrawal/.

Note that, even when special accommodation is granted for any of the above circumstances, it is usually expected that course requirements will be successfully completed by each student.

Various Other UW-L Course Policy Issues:

Class Recordings & Media Use: To foster an open atmosphere of discussion, classes may not be audio- or video-recorded without prior consent of the instructor. Nor may photographs be taken in the class without prior consent of the instructor. To minimize distractions, if you are using a computer in class, it must be for class purposes. (Please wait to check your social media account and other sites (e.g., ESPN) until after class.)

Academic Integrity & Misconduct. Academic misconduct is a violation of the UWL Student Honor Code and is unacceptable. (See: http://catalog.uwlax.edu/undergraduate/academicpolicies/studentconduct/ ). I expect you to submit your own original work for your paper and any other written assignments. When appropriate, cite original sources, following any of the major the style conventions used in business (e.g., numbered footnotes; APA style). For additional information, visit the Murphy Library website (see http://libguides.uwlax.edu/c.php?g=274211&p=1828490 ). You may also visit the Office of Student Life (https://www.uwlax.edu/student-life/ ) if you have questions about plagiarism or cheating incidents. Failure to understand what constitutes plagiarism or cheating is not a valid excuse for academic misconduct.

Cartoon courtesy of Limebridge

http://www.limebridge.com.au/page/Learning_Centre/Cartoons/

Technical Support: Useful files are found on the D2L online course management system. For tips and information about D2L visit the Information Technology Services (ITS) student support page, at http://www.uwlax.edu/D2L/Help-for-students/ . You can contact the ITS Support Center at (608) 785-8774 or email them at itssupport@uwlax.edu for questions about D2L or any other technological difficulties. Hours for ITS are Monday - Thursday from 7:30 a.m. to 6:30 p.m., and Friday from 7:30 a.m. to 4:30 p.m. Access to course materials in D2L may cease when the term ends. If you wish to archive materials for your personal records you should do so as you progress through the course. As a general rule, you should always save local copies of course-related work; it is wise for you to also save important files to external media or cloud storage.

Other Concerns. If you have a course-related concern, complaint, or suggestion, feel free to bring that to my attention during office hours. My hope is that by communicating any concerns, we are able to resolve them. If you are uncomfortable speaking with me, or you feel your concern hasn’t been resolved after bringing it to my attention, you can contact Associate Dean Ken Rhee in 138 Wimberly Hall. More information about grade-related matters is found at: http://catalog.uwlax.edu/undergraduate/academicpolicies/gradesgradingtesting/#appeal-final-grade

Assessment. As an AACSB-accredited College of Business, faculty members are expected to occasionally assess student learning in ways beyond what is shown on regular exams. For example, I might give a special pre-test and a post-test to see how well students learned specific concepts (assessment may also use other methods). The UW-L Department of Management and the College of Business Administration Assurance of Learning Task Force also occasionally conduct assessment activities. Please cooperate in these efforts. By measuring how well our programs are working, we can better design and improve our curriculum to facilitate student learning!

Internet Resources:

Normally, I prefer internet resources that have undergone serious peer-review or editorial-review process prior to being posted rather than the “I’m a consultant and here’s my thoughts on xyz topics; hire me” websites. Thus, I find “ABI-Inform,” “PsychInfo”/ “PsychLit” / “PsychArticles,” and “EBSCOhost Business Source” databases to be useful. “Lexis-Nexus” may be useful for law-related topics. These contain magazine and journal articles and are accessible from the Murphy Library website. As you research topics for papers or presentations, you should also be aware of other internet sources related to human resource management. Some of these are listed below (no, I have not used all of these – neither I nor UW-L are liable for any content or advice found on the websites; nor are we liable for missing or re-directed web links or any possible viruses/Trojans/worms found at any websites):

Cornell University’s General Guides to Human Resource Information on the Internet:

http://www.ilr.cornell.edu/library/research/subjectGuides/hrInternet.html

This lists information by subject (e.g., benefits, globalization, recruiting, etc.)

2.	HR.COM: The Human Resource Community Network:

https://www.hr.com/en/communities/

3.	Society for Human Resource Management:

http://www.shrm.org/	Some features are free; for others, you must be a national SHRM member. I like the daily HR NEWS (www.shrm.org/hrnews).

4.	Training and Development: Association for Talent Development:

https://www.td.org/ Links to training content and certification information.

5.	International Foundation of Employee Benefit Plans:

http://www.ifebp.org.

6.	Human Resource Jobs

http://www.humanresourcesjobs.com/	HR job listings!!!

7.	Bureau of Labor Statistics National Compensation Surveys

http://www.bls.gov/ncs/	Searchable Comp & Benefits data. Also see Monthly Labor Review:

http://www.bls.gov/opub/mlr/

8.	Employment and Labor Law

http://www.lawatwork.com

Management 486 Reading List

General organization of the reading list:

You must read (or skim) approximately 60 readings for this course – averaging two per class. If you read an article each day you will find that this is a reasonable load. However, if you fall behind in your reading it will be difficult to catch up! Some library databases exclude publications for 12 months; even so, many of the readings for this semester are new to this course. Approximately 41% of the readings have been published in the last two years (2016-present), 85% have been published within the last five years (2013-present) and 95% have been published in the last ten years. (I try to keep the course “up to date!”).

Although this semester we will not have specific classes devoted to “International HR” (you can take several “International Management”-oriented courses at UW-L), a few of the research-oriented readings analyze specific HR practices in countries outside the U.S. [You might ponder whether these findings generalize back to the U.S. “as is,” given that they are usually testing American theories, or whether the findings would be different in the U.S.]

Journal articles should be downloaded from the Murphy Library databases. There is a mixture of academic research, thorough textbook chapters, and short practitioner articles – enjoy!

MGT 486: Advance Readings

PART I: STRATEGY, FAIRNESS, and HUMAN RESOURCE POLICIES

Jan. 22 M	An overview of Distributive and Procedural Justice (Fairness) Theory & Human Resources

1.	Cropanzano, R., Bowen, D. E., & Gilliland, S. W. (2007). The management of organizational justice. Academy of Management Perpectives, 21 (4), 34 – 48. [Not “new,” but a thorough summary of procedural justice theory and research; relevant for Part I of the project.] Permalink via EBSCOhost Business Source database found at: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=27895338&loginpage=Login.asp&site=ehost-live

Questions to ask yourself as you read:

What is the difference between distributive justice and procedural justice?

What are the three decision criteria of distributive justice?

What are Leventhal’s “rules” for what makes a fair procedure?

How do these various types of justice affect Organizational Behavior and HRM?

What can HR Managers do if they want to enhance justice in managerial procedures?

Jan. 24 W	The Role of Human Resource Departments During Mergers & Acquisitions…Quiz 1

1.	Milligan, S. (August, 2014). Culture clash! HR Magazine, 59 (8), 19-24. Murphy Library

Permalink via EBSCOhost Business Source database found at:

http://libweb.uwlax.edu:2130/ehost/pdfviewer/pdfviewer?vid=3&sid=dbe8743b-ad0a-4b59-9fa7-1f33e0f4abfc%40sessionmgr4003&hid=4209

Questions to ask yourself as you read:

What is Organizational Culture? How does it impact Mergers & Acquisitions?

What are some different forms of organizational culture relationships in M & As?

What can HR do to help create a ‘new’ culture at a merged organization?

What can HR do to gain employee acceptance of a ‘new’ organizational culture?

2;	Bebenroth, R., & Thiele, K. O. (2017). When organizational justice matters for affective organizational commitment. Thunderbird International Business Review, 59, (2), 227-241.

[Key reading for part I of your SPSS project. Don’t get too bogged down in the statistics of Tables 2 & 3]. Murphy Library EBSCOhost Business Source Complete Permalink: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=bth&AN=121289382&site=ehost-live&scope=site

Questions to ask yourself as you read:

Why are international Mergers & Acquisitions challenging to do successfully?

Why is “affective commitment to the merger” an important variable to study in Mergers & Acquisitions?

Why is it important to consider the perspectives of the “acquired/target” firm’s employees and the “acquiring/bidder” firm’s employees separately?

“Overall Organizational Justice” seems to be consistently related to “Affective Merger Commitment” over time. However, the different forms of justice varied in how important they were at different points in the merger process. What were the main findings for “target” and “bidder” firms’ employees?

What can HR do with these findings to make mergers more successful?

What else can HR do to enhance mergers generally?

Jan. 29 M	Other HR Issues During Mergers & Acquisitions

(TEAM 1 PRESENTATION)

1;	Mirc, N. (2013). Human Impacts on the Performance of Mergers and Acquisitions.

In Finkelstein, S., & Cooper, C. L. (Eds.). Advances in mergers and acquisitions, 12, 1-31.

Available through Murphy Library ProQuest e-book database (older, but downloadable): https://ebookcentral.proquest.com/lib/uwlax/reader.action?docID=1341901&ppg=12

2.	Thakur, M., & Bansal, A. (2016). A framework of HR enablers for successful M & A

integration. In Annette Risberg, David R. King, & Olimpia Meglio (Eds.) The Routledge

Companion to Mergers and Acquisitions. New York: Routledge. (pp. 40-56).

The Thakur & Bansal chapter is “supplemental” (“fair game” for an open-note quiz, useful for the

project, but only chapter information that we cover in class will be asked about on any closed-note

test). Why? Because you can’t download it! However, you can access it electronically to read, and

it looks like the entire chapter is accessible! (Hooray!) Available at:

https://books.google.com/books?hl=en&lr=&id=eJTwCQAAQBAJ&oi=fnd&pg=PA40&dq=training+%2B+merger+%2B+HR&ots=ENUkuxhCL4&sig=jcZht_ljjJzFtvUzmJfvl2wU7Go#v=onepage&q=training%20%2B%20merger%20%2B%20HR&f=false

Questions to ask yourself as you read:

Mirc addresses three ‘individual factors’ in Mergers & Acquisitions (M&As). What are these and what are their consequences? What factors are relevant for “knowledge transfer & innovation?”

Mirc also talks about the role played by HR. What advice would you give to an HR manager in a merger situation based on information in this chapter?

In Thakur & Bansal’s chapter (Figure 3.1), they propose a “resistance”/ “integration” model. What is the purpose of this model? How are reactions to a merger similar to the grieving process?

In Thakur & Bansal’s chapter, what types of training are especially valuable at the pre-merger phase? The merger phase? The post-merger phase?

What conclusions do Thakur & Bansal draw after reviewing three case studies?

Jan. 31 W	Justice Theory applied to “Organizational Behavior” (e.g., Withdrawal, Organizational

Commitment, and Turnover).

1.	Ribeiro, N., & Semedo, A. S. (2014). Human Resources Management Practices and

Turnover Intentions: The Mediating Role of Organizational Justice. Journal of Organizational Behavior, 13 (1), 7-32. Murphy Library EBSCOhost Permalink:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=95087589&site=ehost-live&scope=site or http://libweb.uwlax.edu:2066/ehost/pdfviewer/pdfviewer?sid=8eb9c039-29f2-4dd9-aa2f-67c0a749a946%40sessionmgr110&vid=11&hid=118

2;	Lavelle, J. J., Folger, R., & Manegold, J. G. (2016). Delivering bad news: How Procedural Unfairness Affects Messengers' Distancing and Refusals. Journal of Business Ethics, 136 (1), 43-55. Murphy Library Proquest ABI-Inform links:

https://libweb.uwlax.edu/login?url=https://search-proquest-com.libweb.uwlax.edu/docview/1796433374?accountid=9435

or http://dx.doi.org.libweb.uwlax.edu/10.1007/s10551-014-2500-5 or https://search-proquest-com.libweb.uwlax.edu/businesspremium/docview/1796433374/abstract/C00AF3E3A7774CC8PQ/2?accountid=9435

Questions on following page…

Questions to ask yourself as you read:

What do people focus upon when they think the organization (or their manager) is fair? What do people focus upon when they think the organization (or their manager) is unfair? Why are these different?

Several years ago, Joel Brockner wrote that people first look at their outcomes; if those are good, they don’t delve too deeply into the fairness of the decision. However, if the outcomes are poor, then the fairness of the decision receives close examination. How are the findings from these studies consistent and/or inconsistent with Brockner’s hypothesis?

What is “mediation analysis” as a statistical technique? What does it show us (in the Ribeiro article) about organizational justice?

Other than “justice” what else is relevant for predicting turnover? Why?

What are the main findings of the Lavelle, et al. studies with regard to delivering bad news (e.g., when laying off a worker following a merger)? What are the dilemmas for line managers?

How can you use the research findings from these studies as an HR manager?

Feb. 5 M	Employee Monitoring, Data Security, HR Policies, and Procedural Justice …Quiz 2

1.	Son, J. Y., & Park, J. (2016). Procedural justice to enhance compliance with non-work-related computing (NWRC) rules: Its deterrence and interaction with privacy concerns. International Journal of Information Management, 36 (3), 309-321. Click this library link, select the title, and log in (if off campus) to read the article: https://browzine.com/libraries/340/journals/5871/issues/8065275

2.	Wright, A. D. (2013). Keep Cyberspies Out. (cover story). HR Magazine, 58 (7), 20 - 26.

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=88410658&site=ehost-live&scope=site or http://libweb.uwlax.edu:2068/ehost/detail?vid=29&sid=5b97cdee-57e4-4dc9-b564-1871fb20f9f6%40sessionmgr110&hid=112&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=88410658

3;	Smith, K. J., & Tischler, R. J. (2015, March 1). Questions and Answers: Electronic

monitoring in the workplace. Employment Relations Today, 42 (1), 73-79. Ebscohost links:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=bth&AN=102170505&site=ehost-live&scope=site OR http://web.a.ebscohost.com.libweb.uwlax.edu/ehost/pdfviewer/pdfviewer?vid=6&sid=89b30899-0430-47e6-bb1a-8fc909786840%40sessionmgr4007

Questions to ask yourself as you read:

What are several types of HR policies that can enhance information security?

According to the Son & Park article, how are the various “Leventhal’s procedural justice” concepts relevant for non-work-related computing?

How does “concern for privacy” interact with justice beliefs to predict NWRC behaviors? What should a manager do, based on these findings?

Name three trends that make it harder for HR to protect data from thieves. What types of data do thieves seek?

According to Smith & Tischler, what are the major legal issues that HR managers should consider when developing employee monitoring policies? How does “the type of technology used” relate to legal considerations?

What should be in a data security plan? What role does HR play in such a plan?

Feb. 7 W	What’s new with Performance Appraisal ratings & Performance Management?

(TEAM 2 PRESENTATION)

1.	Grote, R. (Sept./Oct., 2008). Passing judgment. The Conference Board Review,

45 (5), 36 – 43. [D2L]

2;	Longenecker, C., & Fink, L. (2017). Lessons for improving your performance appraisal process. Strategic HR Review, 16 (1), 32-38. Proquest ABI-Inform link:

https://libweb.uwlax.edu/login?url=https://search-proquest-com.libweb.uwlax.edu/docview/1870224274?accountid=9435 OR EbscoHost abstract (click on “Find it!” to go to the article):

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=bth&AN=121373942&site=ehost-live&scope=site

3;	Evans, S. & Tourish, D. (2017). Agency theory and performance appraisal: How bad theory

damages learning and contributes to bad management practice. Management Learning,48

(3), 271-291. Ebscohost/Sage links:

http://journals.sagepub.com.libweb.uwlax.edu/doi/abs/10.1177/1350507616672736 OR

http://journals.sagepub.com.libweb.uwlax.edu/doi/pdf/10.1177/1350507616672736 OR

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=bth&AN=123769988&site=ehost-live&scope=site (then click the “[find it!]” button).

Questions to ask yourself as you read:

How does Dick Grote’s perspective on Performance Appraisal design and implementation differ from the conclusions that the other authors draw?

What does each author conclude about justice-related topics (e.g., participation)?

According to Longenecker & Fink, what are elements of an effective appraisal system?

Contrast Evans and Tourish’s perspective on appraisals with that of either Dick Grote or Longenecker & Fink.

What are the problems that Evans and Tourish identify (rooted in “agency theory”)? What do they recommend regarding appraisals – and why? What are the advantages of following their advice? Can you think of some disadvantages?

FEB. 12 M	*** REMINDER: PART I OF PROJECT DUE AT THE BEGINNING OF CLASS! ***

Feb. 12 M	What’s new with Performance Appraisal & Performance management? (ctd.)

1;	Pichler, S., Varma, A., Michel, J. S., Levy, P. E., Budhwar, P. S., & Sharma, A. (2016). Leader-Member Exchange, Group- and Individual-Level Procedural Justice and Reactions to Performance Appraisals. Human Resource Management, 55 (5), 871-883. [Skim it: The graph effectively summarizes the statistical tables.] EBSCOhost link: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=bth&AN=118056278&site=ehost-live&scope=site

2.	Harrington, J. R., & Lee, J. H. (2015). What drives perceived fairness of performance appraisal? Exploring psychological contract fulfillment… Public Personnel Management, 44 (2) 214-238. EbscoHost Business Source Premier permalink:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=102387355&site=ehost-live&scope=site

Questions to ask yourself as you read:

Pichler et al.’s article reminds us that performance appraisals occur within the context of relationships. What do they conclude? Why? How do relationships relate to justice?

What three types of social exchanges are discussed by Harrington & Lee? What is a ‘psychological contract’? What are the findings? How do they inform managerial practice?

What are the implications of each of these articles for line managers? For HR recordkeeping accuracy?

Feb. 14 W	HR Management and the Virtual Organization

(TEAM 3 PRESENTATION)

1;	Ford, R. C., Piccolo, R. F., & Ford, L. R. (2017). Strategies for building effective virtual teams: Trust is key. Business Horizons, 60 (1), 25-34. Google Scholar link:

http://isidl.com/wp-content/uploads/2017/08/E4727-ISIDL.pdf

2:	Lepsinger, R., & Derosa, D. (2015, May). How to Lead an Effective Virtual Team. Ivey Business Journal, 2-6. Ebscohost Business Source Premier permalink: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=103632907&site=ehost-live&scope=site

3.	Plump, C. M., & Ketchen, Jr., D. J. (2013). Navigating the possible legal pitfalls of virtual teams. Journal Of Organization Design, 2 (3), 51-55. EBSCOhost Permalink:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=93641081&site=ehost-live&scope=site

Questions to ask yourself as you read:

How are virtual teams different from regular teams?

What are the biggest challenges virtual teams face? What are the interpersonal leadership challenges for team managers? Why? How should they try to overcome those challenges?

What HR policies and programs should be enacted to insure virtual team success?

How does this topic relate to the “theme” of the semester (organizational justice)? What can HR do to enhance “justice” within and among virtual teams (and other employees)?

What are legal concerns with using virtual teams? How should those be addressed by HR?

Feb. 19 Mon.	***EXAM #1 (Everything so far! 15% of your course grade)***

PART II: PERSONNEL SELECTION—Advanced Methodological and Policy Issues

Feb. 21 W	Personnel Selection Methodology--Validity.

(TEAM 4 PRESENTATION)

1.	Gatewood, R.D., Feild, H. S., & Barrick, M. R. (2016). Human Resource Selection, eighth edition. Mason, OH: Thompson/Southwestern. Chapter 1 (“Intro. to Selection” & Chapter 8 ("Validity of Selection Procedures"). [NOT PHOTOCOPIED; HEREAFTER REFERRED TO AS ‘GATEWOOD ET AL.’].

Feb. 22 Thurs.	George Washington's Birthday

Feb. 26 M	Decision Accuracy…Quiz 3

1.	Gatewood, et al. (2016). Human Resource Selection. Ch. 15 ("Strategies for Selection Decision-Making"). [NOT XEROXED].

2.	Landy, F. J. (1989). The psychology of work behavior, fourth edition. Pacific Grove, CA: Brooks/Cole. Ch. 8 excerpt on decision accuracy 250-265. [XEROXED; BOOK MAY ALSO BE ON RESERVE]. [D2L]

*** Looking for more readings about various selection techniques to use with Part II of your project?

Consult scientific journals in the fields of HR Management and Industrial/Organizational

Psychology. Note that you may also need to "read ahead" in the Gatewood et al. text.***

Feb. 28 W	Personnel Selection Methodology & Techniques – Utility Issues; Interviews as a selection method.

(TEAM 5 PRESENTATION)

1.	Cascio, W. (Summer, 2006). The economic impact of employee behaviors on organizational performance. California Management Review, 48, (4), 41 – 60. Although not focused on specifically on selection, this article discusses generally, how HR impacts the ‘bottom line.’ Permalink via EBSCOhost Business Premier: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=22004552&loginpage=Login.asp&site=ehost-live

2.	Gatewood, et al. (2016). Human Resource Selection.

-Ch. 10 ("The Selection Interview")

Questions to ask yourself about the readings:

Summarize the Cascio article. Recount some of the examples he gives. How does HR impact the profitability of business organizations?

Why do HR managers need to compute the financial impact of their programs? Isn’t it enough to report that a program works (e.g., a selection test is valid)?

What does the Gatewood et al. text say about structured vs. unstructured interviews in terms of validity and discrimination?

What is the difference between (Pattern) Behavior Description Interviews vs. Situational Interviews? Is either type valid for predicting job success?

What insights does the Dipboye model of Interviewer decision making provide?

What are the eight recommendations that Gatewood et al. make regarding the use of selection interviews?

PART III: PERSONNEL SELECTION--Selection Techniques

Mar. 5 M	*** PART II OF PROJECT DUE AT BEGINNING OF CLASS! ***

March 5 M	Selection Interviews (ctd.), Ability Tests, and Personality Assessment

1.	Gatewood, et al. (2016). Human Resource Selection.

-Ch. 11 (“Ability Tests”)

-Ch. 12 (“Personality Assessment”)

Questions to ask yourself about the chapters:

What are the typical dimensions measured by mental ability tests? Are mental ability tests valid predictors of job performance? How do they compare with other types of tests in terms of validity? In terms of fairness to minority groups? (Ch. 11)

What does the evidence suggest regarding paper-and-pencil vs. Internet-based employment testing? What are some important considerations when creating or administering Internet-based selection tests?

What are important things for HR managers to know if considering using mechanical abilities tests or physical abilities tests for selection?

What is the “Big Five” (a.k.a. the “Five-Factor Model”) personality theory? Do measures of these five factors predict aspects of job success? (Ch. 12)

What are the components of “Core Self-Evaluation”? What does this trait predict?

How accurate are interviewer and observer assessments of personality traits?

Is “faking” in personality measurement a problem? Why or why not?

What do Gatewood et al. recommend regarding the use of personality tests?

March 7 W	Performance Tests & Assessment Centers

(TEAM 6 PRESENTATION)

1.	Gatewood, et al. (2016). Human Resource Selection.

-Ch. 13 (“Simulation Tests”)

2:	Thornton III, G. J. (2010). Utility of Assessment Center for Promotion of Police Sergeants. Public Personnel Management, 39(1), 59. Link:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=48819721&site=ehost-live&scope=site or http://libweb.uwlax.edu:2068/ehost/detail?vid=14&sid=985d7a8f-23a3-4dc1-a3d2-869064d0fac2%40sessionmgr4001&hid=4112&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=48819721

Questions to ask yourself about the readings:

What is the difference between a “motor test,” a “verbal performance test,” and a “trainability test?” (Ch. 13)

What are the steps in developing a performance test?

Are Performance tests valid? Do they show Adverse Impact?

What is an “Assessment Center?” What issues must be considered when creating and using an Assessment Center for selection or promotion?

In the Thornton article, what formula does he use to assess the change in “utility” of an Assessment Center (AC)? To what selection method does he compare ACs?

What are some key assumptions of utility theory? In the Thornton article, the author varies some of the assumptions. What does he vary? What does he learn?

Mar. 11 Sun	Daylight Savings Time Begins: Set clocks ahead one hour.

Mar. 12 Tu &	**** SPRING BREAK--NO CLASS. HERE'S AN IDEA FOR THE BEACH:

Mar. 14 Th	USE THIS TIME TO "READ AHEAD" FOR YOUR PROJECT! ****

Mar. 19 M	Weighted Application Blanks {also called Biographical Information Blanks, or simply Biodata};

Recruiting and testing via new technologies	(TEAM 7 PRESENTATION)

1.	Gatewood, et al. (2016). Human Resource Selection.

-Chapter 9 (“Application Forms…”)

2..	Newman, E., & Ross, W. H. (Fall, 2014). Using Mobile Devices for Employment Testing:

The Future Is Now. Employment Relations Today, 41 (3), 1-11.

EBSCOHost Academic Search Complete link: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=99045936&site=ehost-live&scope=site

Questions to ask yourself as you read:

How do you decide what to ask on an application blank? What are the legal concerns?

What are the current issues with online resume’ job banks (e.g. Monster.com)?

What are “T & E Evaluations?” How does that process work? Is it reliable and valid?

What are the issues associated with reference checks? What are some recommendations that Gatewood et al. make to improve the reference check process?

What is “negligent hiring?” Under what conditions is the employer liable?

How are mobile devices changing recruiting? Testing? Interviewing?

Which types of personnel selection tests best suited for mobile testing? Why?

What about Equal Employment Opportunity issues with mobile testing?

PART IV: EQUAL EMPLOYMENT OPPORTUNITY (EEO) ISSUES

March 21 W	EEO IssuesStatistical Models of fairness

1.	Arvey & Faley (1988). Fairness in selecting employees, second edition.

Reading, MA: Addison-Wesley. Chapter 5 (pp. 121-145). {Old as the hills,

but still one of the clearest explanations of how these models work.} [D2L]

Gatewood, Feild, & Barrick

-Chapter 4, pp. 105-131; also review the section of Chapter 15, Section on “Banding”

(pp. 672-677) that you read earlier this semester. [NOT PHOTOCOPIED]

Questions to ask yourself as you read:

Why can you not simply use differences in group mean test scores as your main evidence of test fairness/unfairness?

What is the relationship between sample size and the magnitude that a correlation needs to achieve to be statistically significantly different from zero? How is that topic relevant for a discussion of test fairness?

What is the difference between “differential” & “single-group” validity models of fairness?

When is a selection test “fair” according to the “regression” (Cleary) model of fairness?

What is Thorndike’s “Quota” model? How does it work? What are some possible ethical & legal concerns about the Thorndike model?

What are four “Internal measures of bias?” mentioned by Arvery & Faley?

What is adverse impact (AI)? What is the difference between “stock” and “flow” analysis?

What is the difference between “fixed bands” and “sliding bands?” Why is banding controversial? What are the arguments for and against each type of banding?

March 26 M	EEO Issues--Affirmative Action …Quiz 4

Gatewood et al. Part of Ch 2, pp. 131 – 147.

2.	Ployhart, R. E., & Holtz, B. C. (2008). The diversity-validity dilemma: Strategies

for reducing racioethnic and sex subgroup differences and adverse impact in

selection. Personnel Psychology, 61, (1), 153 – 172. ABI-Inform link:

https://libweb.uwlax.edu/login?url=http://proquest.umi.com/pqdweb?did=1436247821&sid=1&Fmt=4&clientId=3845&RQT=309&VName=PQD [This entire ‘special issue’ is an interesting read…]

3;	Aberson, C. L. (2016). Policy type and justification influences on support for affirmative action policies. Journal of Personnel Psychology, 15 (2), 90-93. ProQuest ABI-Inform link:

https://search-proquest-com.libweb.uwlax.edu/docview/1793569976/fulltextPDF/F6CD30308A0C4E83PQ/1?accountid=9435

OR https://search-proquest-com.libweb.uwlax.edu/docview/1793569976?accountid=9435 OR EbscoHost link:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=psyh&AN=2016-26549-005&site=ehost-live&scope=site (then click the “[find it!]” button). A very straightforward study…

Questions to ask yourself as you read:

What are the Uniform Guidelines? How do voluntary Affirmative Action (AA) plans differ from consent decree-type AA plans?

What were the key legal considerations in three important EEO cases discussed in the text?

Ployhart & Holtz identify several strategies designed to reduce adverse impact and/or reducing subgroup differences without reducing test validity. Which five are most effective? Why are they effective? What else did they conclude about these strategies?

What are people’s attitudes toward AA? According to Abertson, what HR policy variation(s) resulted in the greatest (and least) acceptance of AA? Why? How do these relate to organizational justice theories and concepts?

Do Affirmative Action programs result in stigmatization?

March 28 W	*** PART III OF PROJECT DUE AT THE BEGINNING OF CLASS!!! ***

March 28 W	Equal Employment Opportunity (EEO) Issues: Older workers; Religious workers,

1.	Segal, J. A. (2012, Sept.). Defending your reduction in force. HRMagazine, 57, (9),

103 – 105. EBSCOhost Masterfile Premier link: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=79810960&login.asp&site=ehost-live

2.	Meinert, D. (2013, Dec.). Matters of faith. HRMagazine, 58, (12), 18 – 24. EBSCOhost links: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=92578767&site=ehost-live&scope=site or http://libweb.uwlax.edu:2068/ehost/detail?vid=21&sid=93110693-69a9-4410-a2d0-7ff0f1373050%40sessionmgr4003&hid=4106&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=92578767

3;	Green, E. (2016, Feb.17). Why are more companies offering access to chaplains as

an employee benefit? The Atlantic. Available at: https://www.theatlantic.com/business/archive/2016/02/work-secularization-chaplaincies/462987/

March 30 Fri.	Passover begins at sundown.

April 1 Sun.	Easter

April 2 M	Disabled workers: HR & Legal Issues (including the ADA, ADAAA, GINA, etc.).

(TEAM 8 PRESENTATION)

1.	Ramsey, M. (2015, Oct.). Ready, willing, and disabled. HR Magazine, 60 (8), 48-54. EbscoHost link: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=109579125&site=ehost-live&scope=site

2;	Hoffman, S. (2018). Big Data and the Americans with Disabilities Act: Amending the Law to Cover Discrimination Based on Data-Driven Predictions of Future Illnesses. In Cohen, G., Lynch, H. F., Vayena, E., & Gasser, U. (Eds.), Big Data, Health Law, and Bioethics. Cambridge U. Press. Google Scholar link:

https://scholarlycommons.law.case.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=2989&context=faculty_publications or click “Download” at the Case Western Repository link: https://scholarlycommons.law.case.edu/faculty_publications/1990/?utm_source=scholarlycommons.law.case.edu%2Ffaculty_publications%2F1990&utm_medium=PDF&utm_campaign=PDFCoverPages

3.	Dorrian, P. (2014). ADAAA at Five: Intent Largely Realized, But Interpretation

Still Evolving. HR Focus, 91 (7), S1-S8. EBSCOHost Permalink:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=96646012&site=ehost-live&scope=site

4;	Hopkins, P. D., & Fiser, H. L. (2017). “This Position Requires Some Alteration of

Your Brain”: On the Moral and Legal Issues of Using Neurotechnology to Modify

Employees. Journal of Business Ethics, 144 (4), 783–797. [HR meets Sci-Fy?]

https://link-springer-com.libweb.uwlax.edu/article/10.1007/s10551-016-3182-y/fulltext.html

Questions to ask yourself as you read:

According to the Ramsey article, what are some common characteristics

among disabled people that may make them attractive employees?

According to the Ramsey article, what is Section 503 for federal contractors?

How did the ADAAA amend the ADA? Why did Congress pass the ADAAA?

What are the implications of the ADAAA and the Genetic Info. Nondiscrimination Act (more info at: http://www.ginahelp.org/GINAhelp.pdf ) for business managers?

What are some unanswered legal questions regarding these laws?

What are the HR implications of neurotechnology? What are the ethical issues?

April 4 W	**** EXAM #2 (Everything since Exam #1; 15% of your course grade) ****

PART V: CORPORATE HR STRATEGY ISSUES

Apr. 9 M.	What’s new with the National Labor Relations Board (NLRB) and HR Policies?

(TEAM 9 PRESENTATION)

1.	Schmidt, G. B., & O’Connor, K. W. (2015, Sept.). Fired for Facebook: Using

NLRB guidance to craft appropriate social media policies. Business Horizons,

58 (5), 571-579. Library links: http://libweb.uwlax.edu:2093/science/article/pii/S0007681315000658

Or http://libweb.uwlax.edu:2130/ehost/detail/detail?vid=9&sid=72c3404e-fbb3-448e-b817-e46471d4b939%40sessionmgr4003&hid=4212&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=109318783&db=buh then click “Find it”

2:	Droke, M., Murphy, D., Herman, S. A., Bernhard, B. J., & Markison, J. M.

(2015, Sept.). NLRB Report Concludes That Many Common Handbook Policies

Violate the NLRA. Employee Relations Law Journal, 41 (2), 39-44. Ebscohost

Business Source Premier link: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=108428172&site=ehost-live&scope=site

Questions to ask yourself as you read:

What sort of social media policies invite NLRB scrutiny and criticism?

What sort of social media policies “pass muster” with the NLRB?

How did the Purple Communications ruling (2014) change the standards set up in the Register Guard (2007) case? What is the current standard regarding employee use of corporate e-mail to voice complaints?

What other areas of employee handbooks that may be problematic for the National Labor Relations Board, as mentioned in the Droke article?

Apr. 11 W	What’s new with the NLRB and Union Organizing?	Quiz 5

1;	Smith, A. (2017, May). Union-Organizing Rules: What to Expect Under President Trump. HR Magazine, 62 (4), 8-9. EbscoHost Business Source Complete link:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=bth&AN=122866121&site=ehost-live&scope=site

2.	Grossman, R. J. (2013). Leading from behind? HR Magazine, 58 (12), 37-41.

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=92578787&site=ehost-live&scope=site	or

http://libweb.uwlax.edu:2066/ehost/detail/detail?vid=11&sid=096fb68d-934c-4976-906e-a65d2e914e1f%40sessionmgr198&hid=101&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=buh&AN=92578787

Questions to ask yourself as you read:

The National Labor Relations Board (NLRB) is like a swinging pendulum: It swung “pro-union” under the previous administration; it is predicted to swing “pro-management” under the current administration. What are at least three implications of this “swinging pendulum” phenomenon for HR managers? For labor organizers? For employees?

How do “worker centers” change the dynamics of union organizing? What challenges do they pose for employers? How do they have greater freedom than traditional unions under federal labor law?

April 16 M	What’s new with Training (and training research)? An assortment of advice…

(TEAM 10 PRESENTATION)

1.	Churchard, C., Everett, O., Jeffrey, R. Kirton, H., Lewis, G., & Newbery C. (2015, March).

Become an L & D master in 10 easy steps. People Management, 32-39. Ebscohost link: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=101544812&site=ehost-live&scope=site

Cappelli, P. (2018, January). The Skills Gap Is a Myth. HR Magazine, 62 (10), 22-23. https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=126578901&site=ehost-live&scope=site

Ho, T. H., & Yeung, C. (2015). How a one-time incentive can induce long-term

commitment to training. California Management Review, 57 (2), 113-128.

Murphy Library Permalink via EBSCOhost Business Source database found at:

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=buh&AN=101668195&site=ehost-live&scope=site

Questions to ask yourself as you read:

Why does Peter Cappelli say that “the skills gap is a myth” when companies have a hard time finding employees with the right skills? What solutions does he suggest?

Under what conditions, if any, is classroom-style coverage of management concepts (think of college courses like MGT 308) useful?

What is “gamification” of training? Is it “overhyped”? Justify your position.

How should technology be used to optimally deliver (or enhance) employee training?

The Ho & Yeung article talks about “prospect theory.” What is prospect theory?

What are the two Independent Variables in the Ho & Yeung study? What are the Dependent Variables? What are the main findings? How can HR use these findings?

Apr. 18 W	Work/Life and Family-Friendly Benefits and Policy Issues

1;	Ko, J., & Hur, S. (2014). The Impacts of Employee Benefits, Procedural Justice, and Managerial Trustworthiness on Work Attitudes: Integrated Understanding Based on Social Exchange Theory. Public Administration Review, 74 (2), 174-187. Link: http://onlinelibrary.wiley.com.libweb.uwlax.edu/doi/10.1111/puar.12160/full or http://onlinelibrary.wiley.com.libweb.uwlax.edu/doi/10.1111/puar.12160/epdf

2;	Caza, A., McCarter, M. W., & Northcraft, G. B. (2015). Performance benefits of reward choice: A procedural justice perspective. Human Resource Management Journal, 25 (2), 184-199. Retrieved from https://libweb.uwlax.edu/login?url=https://search-proquest-com.libweb.uwlax.edu/docview/1675193617?accountid=9435 OR http://onlinelibrary.wiley.com.libweb.uwlax.edu/doi/10.1111/1748-8583.12073/full

Questions to ask yourself as you read:

Ko & Hur argue that studying only direct effects of Family Friendly Workplace Policies ignores important moderators; what ‘moderators’ did they study?

What did Ko & Hur find in terms of predicting job satisfaction? Turnover?

Caza et al. looked at other variations in family-friendly benefits. What were they? What did they find?

How do these two articles work together (within a procedural justice framework)?

How can an HR manager use these findings to make his/her workplace more attractive to job applicants and employees?

April 23 M	Succession Planning (Those Baby Boomers are Starting to Retire…)	Quiz 6

1;	Rothwell, W. J., Brower, M., Jackson, R. D., Jones, M. C., & Ressler, C. L. (2015). Career planning and succession management: developing your organization's talent for today and tomorrow, second ed. Chapter 7. 112-121, Santa Barbara CA: Praeger. Retrieved from http://ebookcentral.proquest.com OR https://ebookcentral.proquest.com/lib/uwlax/reader.action?docID=2075489&ppg=138

2.	LaMarche, M., & Ruyle, K. E. (2015). Should You Tell Employees They're Part of

a Succession Plan? [A debate]. HR Magazine, 60 (1), 26-27.

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=100347729&site=ehost-live&scope=site

Questions to ask yourself as you read:

What does Rothwell see as critical components of succession planning? Why does he identify those as important?

What are the “pros and cons” of telling workers that they are a part of a succession plan?

In class, I may cover Markov analysis, where one computes the probabilities of various groups of employees being promoted, staying in their current positions, or leaving, in any given year. With only a few exceptions (e.g., Oczki, 2014, http://www.ijkie.org/IJKIE_August2014_JAROSLAW%20OCZKI.pdf – NOT a required reading), these techniques are not discussed much in the HR literature. Why not? Should they be?

April 25 W	Immigration issues & HR

(TEAM 11 PRESENTATION)

1;	Dietz, J., Joshi, C., Esses, V. M., Hamilton, L. K., & Gabarrot, F. (2015). The skill

paradox: Explaining and reducing employment discrimination against skilled immigrants. The International Journal Of Human Resource Management, 26 (10), 1318-1334. EbscoHost PsychInfo permalink: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=psyh&AN=2015-10241-003&site=ehost-live&scope=site

2;	Katz, E. (2017, June 13). Trump Administration to Undocumented

Immigrants: 'You Should Be Worried'. Government Executive, 1-2. [D2L]

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=123612450&site=ehost-live&scope=site [Masterfile link to HTML file]

Questions to ask yourself as you read:

Companies often need highly-skilled immigrant employees. According to Dietz, et al., why are firms sometimes unlikely to hire them? What role does “Social Identity Theory” play in understanding hiring dynamics?

Often HR merely screens applicants and it is department (line) managers who conduct interviews and select whom to hire. How can HR managers use the Dietz findings as they work with individual line managers to encourage fairness?

What should HR managers know about the legal environment in which firms operate with regard to immigrant labor?

April 30 M	Crime (Part I): Theft, Sabotage, & Violence in the Workplace

(TEAM 12 PRESENTATION)

1.	Hoey, B. (2013, Nov.). Defuse Workplace Violence. HR Magazine, 58 (11), 67-69. EBSCOhost MasterFile Permalink: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=91592987&site=ehost-live&scope=site or http://libweb.uwlax.edu:2068/ehost/detail?vid=40&sid=576985d8-22be-484b-91bd-2b380ff0550c%40sessionmgr4005&hid=4206&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=91592987

2;	An, M., Boyajian, M. E., & O’Brien, K. E. (2016). Perceived victimization as the mechanism underlying the relationship between work stressors and counterproductive work behaviors, Human Performance, 29 (5), 347-361. http://www-tandfonline-com.libweb.uwlax.edu/doi/abs/10.1080/08959285.2016.1172585

Questions to ask yourself as you read:

What should HR managers do to “defuse workplace violence?”

What are the warning signs of possible workplace violence?

How are different types of crime and violence related to various types of justice?

Should companies ban weapons from the workplace? Or does that simply take guns from law-abiding citizens (violent intruders don’t care about HR policies)?

What are “Counterproductive Work Behaviors (CWBs) ?”

In the An, Boyajian, & O’Brien article, the authors discuss “two appraisal processes” that occur in interpersonal transactions at work. What are these, and how do they relate to ‘victimization’?

The An, Boyajian, & O’Brien article barely mentions “fairness” or “justice” – yet the concepts used in the study can be related to “organizational justice.” How?

How can managers use these research findings to reduce CWBs?

May 2 W	Crime (Part II): Employing Former Prisoners

1.	Zeidner, R. (2014). Choices and Chances: The Dilemma of Criminal Background

Screening. HR Magazine, 59 (6), 50-56.

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=96152503&site=ehost-live&scope=site

2.	Lyle, T. (2014). Marijuana Maelstrom. HR Magazine, 59 (6), 42-48.

https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=f5h&AN=96152501&site=ehost-live&scope=site

Questions to ask yourself as you read:

There is a move to “ban the box” – eliminate criminal history inquiries from application blanks. Do you think this is a good idea? Why or why not?

What are the EEO implications of criminal background screening? What is “negligent hiring?” How is that concept relevant here?

What are the major issues involved in testing for drugs that are legal in some states? How should HR managers insure a safe workplace while recognizing that legal variations among states now exist?

What are the unique issues associated with both hiring and training former prisoners?

**** EXAM #3 (FINAL EXAM. 15% of your course grade)**********************

Wednesday, May 9, 2018 from 4:45 p.m. to 6:45 p.m. (only material since Exam #2)

May 13 Sun.	Mother’s Day

May 13 Sun.	Commencement

May 28 Mon.	Memorial Day (observed)

June 1 Mon.	The snow finally melts in Wisconsin, ha!

Note: Widely-celebrated holidays are included for your personal planning purposes (if applicable to you) and do not constitute an endorsement by the Department of Management, UW-L, UW-System, or the government of the State of Wisconsin. However, the greeting card companies probably like them.

MGT 486: SEMESTER-AT-A-GLANCE, 2018

January	PART I: STRATEGY, FAIRNESS, and HUMAN RESOURCES

22	M	HR Careers; Distributive and Procedural Justice Theory: An Overview………………….

24	W	HR and the “latest wave” of Mergers & Acquisitions……………………………………… Quiz 1

29	M	Fairness during Mergers………………………………………………………………………	TEAM 1 PRESENTATION

31	W	Justice and Organizational Behavior; psychological contracts ……...……...……….………

February

5	M	Employee Monitoring & HR……………………………………….………………………....Quiz 2

7	W	What’s New with Performance Appraisal …………………………………………………... TEAM 2 PRESENTATION

12	M	What’s New with Performance Appraisal? (ctd.)……………………………………………	PART I OF PROJECT DUE

14	W	HRM and the Virtual Organization …………………………………………………………TEAM 3 PRESENTATION

19	Mon.	**** EXAM #1 (Everything so far)**************************************

PART II: PERSONNEL SELECTION--Methodological Issues

21	W	Validating Selection Methods………………………………………………………………..	TEAM 4 PRESENTATION

26	M	Decision Accuracy ………………………………………………………………………….. Quiz 3

28	W	Utility and Selection……………………………………………………………………….…	TEAM 5 PRESENTATION

PART III: PERSONNEL SELECTION—Current Issues with Selection Techniques

March

5	M	Interviews and Ability Tests: Problems & Prospects……..…………………………………PART II OF PROJECT DUE

7	W	Performance Tests and Assessment Centers……………………………………………….	TEAM 6 PRESENTATION

11-17	NO CLASS--SPRING BREAK

19	M	Weighted Application Blanks	TEAM 7 PRESENTATION

PART IV: EQUAL EMPLOYMENT OPPORTUNITY

21	W	EEO: Models of test fairness…………………………………………………………...........

26	M	EEO: Affirmative Action…………………………………………………….…….............. Quiz 4

28	W	EEO: Age Discrimination; Religious Workers……………………………………................. PART III OF PROJECT DUE

April

2	M	EEO: ADA & Other Legal Developments ……………………………………………… … TEAM 8 PRESENTATION

4	Weds.	**** EXAM #2 (Everything since the first exam)***************************

PART V: HR & STRATEGY ISSUES

9	M	What’s New with Employment Relations? The NLRB & Social Media Policies	TEAM 9 PRESENTATION

11	W	What’s New with the National Labor Relations Board (NLRB) & union organizing?……..... Quiz 5

16	M	What’s New with Training?........................................................................................................ TEAM 10 PRESENTATION.

18	W	Family-Friendly Benefit Issues ………………………………………………….............

23	M	Succession Planning ………………………………………………….…………………. Quiz 6

25	W	Immigration ….................................................................................................................. TEAM 11 PRESENTATION

30	M	Crises, & HR; Crime & Violence in the Workplace………………………….…...... ……….	TEAM 12 PRESENTATION

May

2	W	Crime (ctd.): Employing Former Prisoners and the Hard-Core Unemployed

**** EXAM #3 (FINAL EXAM)****************************************

Wednesday, May 9, 2018 from 4:45 p.m. - 6:45 p.m. (only material since Exam #2).