ADED 5433-2433 Advanced Human Relations in Talent Development
Spring 2021 •University of Central Oklahoma •College of Education and Professional Studies
Instructor: Dr. Michelle Johnson Office: HES 202A
Phone: (405) 974-5804
Email: mjohnson160@uco.edu
Office Hours: Mon, Tues, & Weds from 1-3pm (all appts are being held virtually via Zoom)
Day and time of class meeting: Wednesday, 5:30-8:15pm
On Campus meeting in HES 209
Virtual meetings
Join Zoom Meeting
https://uco.zoom.us/j/91556549517?pwd=ekwrSTIxMjJ5NDJobWZKT3hQeXRLZz09
Meeting ID: 915 5654 9517
Passcode: 558900
*This is a hybrid course and we will meet on campus and virtually as a class on the following dates: 1/20, 2/3, 2/17, 3/3, 3/24, 4/7, 4/21, and 5/5.
COURSE DESCRIPTION
This course will examine the role of human relations in organizations with particular emphasis on the training and development function. Topics addressed include history of human resource development, communications, attitudes, positive self-concept, communication styles, motivation, values, emotional control, positive reinforcement, team building, and conflict management.
LEARNING OBJECTIVES
After completion of this course, learners should be able to:
• Interpret the concept of communication and its effect on interpersonal relationships
• Construct skills to communicate effectively
• Examine self-awareness as a critical part of self-development to personal relationships and career Differentiate ways to increase your self-acceptance to build relationships
• Critique the complex nature of motivation in a work setting
• Evaluate a plan to build trust within a work environment
• Practice constructive self-disclosure
• Recommend ways individuals and organizations can enhance work force diversity
REQUIRED COURSE TEXTBOOKS
Werner, J.M. (2017). Human Resource Development: Talent Development (7th ed.). Boston, MA: Cengage Learning. (Readings indicated on the course schedule by W)
Durbin, A.J. (2011). Human relations for career and personal success: Concepts, applications, and skills. New York, N: Pearson. (Selected readings indicated on the course schedule by D)
ADDITIONAL ASSIGNED READINGS
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Journal of Applied Psychology, 92(3), 707. doi:10.1037/00219010.92.3.707
Carmeli, A. (2003) . The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior manager, Journal of Managerial Psychology, 18(8), pp.788-813, https://doi.org/10.1108/02683940310511881
Derry, M. & Jago, L. (2015) Revisiting talent management, work-life balance and retention strategies, International Journal of Contemporary Hospitality Management, 27(3), pp.453-472, https://doi.org/10.1108/IJCHM-12-2013-0538
Danielsson, C.B., Bodin, L., Wulff, C., & Theorell, T. (2015). The relation between office type and workplace conflict: A gender and noise perspective. Journal of Environmental Psychology, 42, pp.161-171. https://doi.org/10.1016/j.jenvp.2015.04.004
**Check D2L for additional required readings.
RECOMMENDED RESOURCES FOR WRITING A LITERATURE REVIEW
Boote, D.N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation review in research preparation. Educational Researcher (34)6, 3-15.
Imel, S. (2011). Writing a literature review. In T.S. Rocco and T. Hatcher (Eds.), The handbook of scholarly writing and publishing (pp. 145-160). San Francisco, CA: Jossey-Bass.
Rocco, T.S., & Plakhotnik, M. (2009). Literature reviews, conceptual frameworks, and theoretical frameworks: Terms, functions, and distinctions. Human Resource Development Review, 8(1), 120-130
COMMUNICATION GUIDELINES
In order to maintain communication with my students, I have developed these guidelines to help facilitate our communication. Please come prepared to scheduled appointments with your questions, suggestions, or concerns.
1. Email (mjohnson160@uco.edu): This is my preferred method of communication. All official course communications need to be conducted using this account. If your email requires a lengthy response, I strongly suggest that you schedule an office appointment with me. Due to our busy lives, I will reply to your email as soon as possible.
2. Phone (405-974-5804): You can call and speak with me during my office hours. If you need to talk about a course issue outside of my office hours you can schedule an in-person appointment during class meetings. If you leave a message, I will reply to your voicemail as soon as possible. If you need to reach me after hours, please send an email.
3. Office hours (M, T, & W 1-3pm): You can visit me during my office hours. I have this time specifically reserved for you. You can meet with me to discuss general course issues or other issues. The office hours are offered on a first-come-first-serve basis. It is best to schedule an appointment with me via email.
4 Appointment (email or call for appointment): If you are unable to meet with me during the office hours, you can schedule an appointment with me. I will do my best to accommodate your appointment needs.
5. One-minute papers (after each class): As part of an ongoing assessment of this course, I may ask students to submit a one-minute reaction paper at the end of the class session. Generally, I will ask you what new concepts you learned, what concepts are still confusing, and what concepts you would like to explore during the next class session. The spirit of this exercise is to improve my teaching and provide you a medium to communicate your comments and concerns throughout the entire semester, rather than waiting until the final course evaluation.
Session Dates
Course Schedule
**Readings Assignments due
*1 1/20 Course introduction
Syllabus review
2 1/27 Ch. 1-3 (W) Ch. 1-3 (D)
Carmeli (2003)
*3 2/3 Ch. 4-5 (D)
Danielson et. al (2015)
4 2/10 Ch. 7-8, 10 (D)
*5 2/17 Ch. 12-13 (D)
6 2/24 Ch. 4-5 (W)
*7 3/3 Ch. 6-7 (W)
8 3/10 Ch. 8-9 (W)
Bauer et al. (2007)
9 3/17 Ch. 10-11 (W)
*10
Derry & Jago (2015)
Review Part I
Review Part II
III
*On campus class meets in HES 209 and Virtual students need to be online for class using the Zoom link listed on page 1 of the syllabus.
**Check D2L for additional readings
DESCRIPTION OF COURSE ASSIGNMENTS
Online Engagement and Participation (10 pts)
This class will engage in online discussion over the concepts you will learn from the assigned readings. Each student is responsible for creating one original post and/or responding to two peers post.
These discussions will allow you to articulate your thoughts and utilize your critical thinking skills as we cover….
Engagement and participation in class discussions guidelines and expectations:
• Read all assigned journal articles and/or book chapters for each session unless otherwise instructed by the professor.
• Apply the readings to support your own experience or reasoned opinion. By lending your own voice to the conversation, the class discussions are richer and more meaningful.
• Attend each class session; missing a session will result in the loss of points.
• Actively participating in large and small group discussions by giving constructive feedback, being insightful, and giving thought-provoking comments to provide evidence of critical thinking and/or critical reflection on the course materials. Most importantly, please be respectful.
Literature Review over human relations topic in Talent Development (total of possible points: 65)
For this assignment you will write a literature review, on a major issue in the field of human relations in talent development. This paper may focus on one of the most recent issues within human relations in talent development or may be related to one of the topics from the following list presented (this list, by no means, is exhaustive):
• Diversity and inclusion
• Downsizing/Rightsizing
• Compensation and Benefits
• Employee and Labor Relations
• Outsourcing Employment
• Law Sustainability/Corporate Social Responsibility
• Globalization
• HR Career Planning
• HR’s Role in Organizations
• Job Analysis and Job Design
• Managing a Diverse Workforce
• Metrics and Measurement of HR
• Organizational Development
• Performance Management
• Staffing (Recruitment and Selection)
• Strategic HR
• Training and Development
• Workforce Planning and Talent Management
• Workplace Health, Safety and Security
This assignment is intended to help students learn how to research and analyze literature. In addition, it will help you better understand the components of research and academic writing.
NOTE: This assignment is broken into multiple parts that build on each other in order to create the final product: a literature review.
Here are the overall guidelines for each section of this assignment:
• Include an analysis and synthesis of information of the peer-reviewed sources and nonpeer reviewed sources (The preferred peer-reviewed journal articles must have been published within the last three to five years.
• A maximum of 12 pages (excluding cover page and references)
• Formatted in APA style
Part 1: Background, purpose, and reference list (5 pts)
For this part of the assignment, each student will turn in a 1-2 page discussing the background of the problem and purpose statement for their literature review. Attached to this document should be a bibliography of 10 resources that are directly related to your research topic. Thus, each student should immediately begin compiling list of references that are relate to their research topic. Student will determine what are relevant to their topic, however, roughly 75% of your sources should be scholarly sources (peer-reviewed journal and books) and the other 25% can come from other sources (non-peer reviewed articles, websites, newspaper, etc.)
Part 2: Literature review outline (10 pts)
For this part of the assignment, each student will create a detailed outline of their literature review. The outline should include detailed subheadings and must include the relevant references from the previous reference list previously turned in. Students are expected to add additional resources to the initial list of references for this part of the assignment.
Part 3: Rough Draft (15 pts)
For this part of the assignment, you will flush out the outline. In addition, your rough draft should have
• Introduction and background of issue in human relations in talent development
• The purpose of the literature review
• The analysis and synthesis of the relevant literature – this part of the paper may be structured in the manner you choose as long as the paper presents a holistic review of the literature for the topic you selected.
• Conclude with the implications for employers, employees, and organizations. This section may also include possible interventions.
In pairs, each student will review and provide feedback to each other prior to the due date of the rough draft. You will turn in the copy of the rough draft with feedback from your peer and the final copy of the draft with the appropriate feedback, comments, or suggestions incorporated in your draft.
Part 4: Literature Review (35 pts.)
The final literature review document should include the background of the problem, the purpose statement, and analysis and synthesis of the literature that frames your topic. You will want to ensure that you have incorporated the peer feedback into your final product. Be sure to proofread your work before turning it in.
This final document must be 10-12 pages and should include 10-15 relevant references. The document must adhere to APA standards and guidelines.
Student presentation: Contemporary issue in the field of human relations in talent development (25 pts)
Each student will present their issue and literature review on the assigned date and time. The following are the presentation guidelines:
• Come prepared to teach us about issue you have selected to research
• Introduce the background of your issue
• Provide the purpose statement for your literature review
• Provide your analysis and synthesis of the literature
• Provide the implications of your issue and possible interventions for human relations in talent development
This presentation should be no longer than 30 minutes with a maximum of 15 PowerPoint slides. In order to receive a grade for your presentation, you are expected to upload your PowerPoint, handouts, etc. to D2L no later than 11:59 pm on the Friday following your presentation Submitting these documents late will result in a loss of 5 points.
GRADING PHILOSOPHY AND RUBRIC
My grading philosophy is based on a working collaborative partnership between you and me
Overall, it is my intention to award grades that accurately reflects individual effort across all aspects of the coursework. I would like to help you grow intellectually and professionally in my course. Ultimately, the grade reflects a fair and honest assessment of your graduate level work.
Assignment Grades: What does an ‘A’ look like?
An “A” Assignment – May demonstrate some or all of the following:
• is the best possible work a student can produce?
• has a clearly defined audience and purpose
• has an appropriate tone
• employs a clear, concise communication style
• is clearly organized
• follows all instructions precisely and thoroughly
• contains no distracting errors
• includes complete source citations if appropriate
A “B” Assignment – May demonstrate some or all of the following:
• is very good
• follows all instructions thoroughly
• shows a clear understanding and completion of objectives
• may contain several minor errors or inconsistencies
• is thoroughly and competently completed, but perhaps somewhat less impressively thorough than an “A” or “A“assignment
A “C” Assignment – May demonstrate some or all of the following:
• is adequate (generally satisfactory but could clearly be improved in specific areas)
• follows all instructions but could be improved in terms of development/thoroughness
• seeks to fulfill all objectives competently
• is complete, but will improve with additional attention
• may have noticeable, but not habitual, errors
• may misconstrue details requested in the instructions
A “D" Assignment - May demonstrate some or all of the following:
• fails to follow some more major instructions
• has an ambiguous audience
• employs a vague tone or inconsistent communication style
• contains a detrimental number of errors
• has organizational weaknesses
• generally, follows instructions but needs improvement
• shows only a partial understanding of objectives
• is missing some, but not all, pieces of vital information
An "F" Assignment - May demonstrate some or all of the following:
• disregards instructions
• has no clear audience or purpose?
• uses an inappropriate tone
• employs a convoluted communication style
• contains no citation of sources, though appropriate
• contains an unreasonable or habitual number of errors
• needs major improvement and development
• fails to show understanding of objectives
• is demonstrably incomplete
100-94 is an A, 93-87 is a B, and 86-80 is a C. No grade lower than a “C” will apply to degree requirements.
POLICIES AND GENERAL INFORMATION
DISABILITY STATEMENT
The University of Central Oklahoma complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Students with disabilities who need special accommodations must make their requests by contacting Disability Support Services, at (405) 974-2516 (V/TTY). The DSS Office is located in the Nigh University Center, Room 305. Students should also notify the instructor of special accommodation needs as soon as possible. Per Title IX of the Education Amendments of 1972 (“Title IX”), pregnant and parenting students may request adjustments by contacting the Title IX Coordinator, at (405) 974-3377 or TitleIX@uco.edu. The Title IX Office is located in the Lillard Administration Building, Room 114D.
ATTENDANCE AND PARTICIPATION
It is your responsibility to notify me as soon as possible in the event you must be absent from a class meeting. Documentation of your absence may be required. It is also your responsibility to arrange alternative assignments to earn participation and engagement points. Many of the graded assignments are related to class activities. Therefore, it is essential to maintain attendance in the course. You are allowed one absence in this course. Each subsequent absent may result in a deduction of grade points in the course.
Participation and engagement in the course activities and learning process are essential to your success in the course. Participation and engagement in the course occur both in the classroom and in the online course site.
LATE WORK
Assignments submitted after the due date will be assessed a 50% penalty prior to conducting any evaluation.
PROFESSIONALISM
This course requires an open mind and empathy for new ideas and perspectives. Professional conduct and behavior will be maintained at all times in both the classroom and online learning environments. We will draw on our own experiences to construct meaning and relevance about the course topics. Therefore, confidentiality is an essential component to building trust and a productive and collegial exchange of ideas. As the course facilitator, I reserve the right to take necessary means needed to maintain a professional, open, and accepting environment to share ideas and engage in vibrant discussion.
ACADEMIC INTEGRITY
Each student is expected to engage in all academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty and integrity in the academic experiences both in and out of the classroom. Academic dishonesty includes, but is not confined to: plagiarizing; cheating on tests or examinations; turning in counterfeit reports, tests, and papers; stealing tests or other academic material; knowingly falsifying academic records or documents of the institution; accessing a student's confidential academic records without authorization; disclosing confidential academic information without authorization; and, turning in the same work to more than one class without informing the instructors involved. Any student found responsible of academic dishonesty will be subject to disciplinary action.
Source: http://www.uco.edu/student-affairs/conduct/integrity/astatement.asp
Note: You may want to visit the UCO Library online tutorials for information on how to properly cite sources. We will use the Publication Manual of the American Psychological Association (APA) 6th Edition as a style guide in this course.
EXPECTATIONS FOR WRITTEN AND ORAL COMMUNICATION
This is a graduate level course and the quality of written and oral communication should reflect this high level of academic and professional achievement. A major part of being successful in graduate experiences is developing effective written and oral communication skills. You will be held to the highest of standards when communicating in both written and oral mediums in this course.
Your work in this course should be reflective, consistent with posted guidelines, and convey the highest levels of professionalism. Writing and oral communication throughout the course should be approached as a professional working in the adult education field. Poor writing and
communication skills can reflect negatively on the quality of your work and minimize the influence of your ideas. APA is the only format accepted for written assignments in this class.
If you are concerned about meeting these expectations, you should seek assistance with Tutoring Central.
Student presentations: Contemporary issue in the field of human relations in Talent development
Date
4/7/2021
On campus student presentations
4/14/2021
Virtual student presentations
4/21/2021
On campus student presentations
4/28/2021
Virtual student presentations
Student Name