Date
Credits
3
Course Number
MA 60600
Pre-requisite (s)
Recruitment and
Human Resources
Information Systems
NONE
Co-requisite (s)
NONE
Hours
45
Out of Class Work 90
Hours
Course Title
Place and Time of Class Meeting
San Ignacio University
3905 NW 107 Avenue, Suite 301
Miami, FL 33178
Name and Contact Information of Instructor
Book required
(San Ignacio University, recognizes the use of the textbook in the classroom as part of the
educational methodology and strategy applied in diverse materials. The textbook is part of the
curriculum and is used to reach the student in an effective manner in the classroom. Every
student is expected to acquire and use the textbook.)
Human Resource Information Systems: Basics, Applications, and Future Directions
Authors: Michael J. Kavanagh, Mohan Thite, and Richard Johnson
Publisher: SAGE Publications, Inc; Third Edition (January 17, 2014)
ISBN-10: 1483306933 | ISBN-13: 978-1483306933
Page 1 of 15
Classroom expectations for students
Attendance Policy
Students are expected to attend all scheduled University classes for the courses that they are
registered for and to achieve the goals set forth by each class instructor. Attendance is taken
daily. Enrolled students are permitted no more than 2 “free” absences in one semester. Students
missing 3-5 classes over the course of the semester will receive a one-letter grade deduction from
their final course grade; missing more than 6 classes will result in failure of the course regardless
of grade average. It is the student's responsibility to arrange to make up work missed because of
an absence.
Student Tardiness Policy
A student is considered tardy/late if he/she comes to class 15 minutes late. With three tardies the
student accumulates one full absence. If the student misses half of the class period, it is a full
absence. When a student has more than 6 tardies, the instructor will contact the San Ignacio
University Coordinator of Student Affairs and Academic Department and request an intervention
session with the student. The goal of the intervention session is to develop and implement an
intervention program to help students learn new ways to save and manage time.
NOTE: Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the
unauthorized copying of software and the violation of copyright laws. Students who commit
plagiarism will obtain a grade of “Failure” on their exam or assignment.
Course Description (must correspond exactly to Catalog description)
This course will prepare students to confront the developing challenges of the field of human
resource management. Among the topics to be discussed are: database concepts and systems
considerations, structural planning, needs analysis, change management, training and
performance analysis, and special topics in resource management.
Learning Objectives
At the end of the course the student will be able to:
•
•
Explain why the accomplishments of a school are a direct reflection of the goals and
objects of the human resources function.
Describe the line and staff organizational structure and the place of the human resources
unit in such a structure.
Page 2 of 15
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Describe the relationship of the human resources operational plan to the school district
strategic plan and how they may best be correlated.
Outline and explain the information that is typically included in a job description.
Explain internal and external recruiting.
Discuss the importance of a letter of acknowledgement for each application received.
Discuss the information that is required on the job description to avoid any charges of
discrimination.
Distinguish between the cognitive motivation theories of expectancy, goal setting, and
equity.
Define staff development and its importance to the success of educational programs.
Discuss the basic assumption underlying andragogy and their implications for adult
learning.
List the substantive and procedural due process standards that must be followed in the
development and operation of a school district evaluation system.
Discuss why system evaluators should work with all stakeholder groups to ensure the
evaluation design allows important questions to be addressed.
Discuss the methods used by school districts to compensate teachers for extracurricular
activities.
List the major categories of indirect compensation of school district employees.
Describe the evolution of the empowerment of teacher unions.
Identify the responsibilities of the human resources unit and human resources
administrator in the collective bargaining process.
Week Outline and Schedule
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
WEEK 1
• Describe the course.
• Explain the definition of recruitment, selection, and induction.
• Illustrate ways in which each facet of recruitment is tied together.
• Describe how the induction processes relate to the assignment process.
• List issues that teachers encounter today.
• Discuss the implications that the issues create for teachers.
• Explain how the issues that teachers face impact the human resources
department.
• Syllabus
• Discuss Library Orientation Course, Instructor to verify completion
• Examine position descriptions and discuss the importance of having
proper descriptions for each job.
• Explain the type of preparation and experience that is required to
prepare job descriptions.
• Discuss the specific competencies that are necessary for an effective
principal.
Page 3 of 15
•
•
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
Describe the human resources processes of selection and stability.
Explain why the accomplishments of a school are a direct reflection of
the goals and objects of the human resources function.
Discussion of Syllabus
Group discussion of current issues in human resources.
Review the Syllabus
Complete the Library Orientation Course. Instructor to verify completion.
Homework: read pages 1-22
Complete discussion questions on page 21
Complete case 1.1 and 1.2
WEEK 2
• Define the human resources function and delineate its primary process.
• Explain the responsibilities of the central human resources unit in a
school district.
• Describe the line and staff organizational structure and the place of the
human resources unit in such a structure.
• Enumerate the major competencies required of human resources
administrators.
• Identify the ethical standards that guide human resources
administrators.
• Describe and discuss the collective bargaining process.
• Discuss Final Class Project & Presentation,
• List of Topics
• Explain the evolution of human resources administration in education.
• Describe the processes of human resources utilization.
• Describe and explain the human resources processes and relationships.
• Discuss placement of personnel.
• Explain the induction of personnel.
• Define and explain compensation and welfare of personnel.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Homework: read pages 23-43
Complete discussion questions on page 40
Complete case 2.1. 2. 2 and 2.3
WEEK 3
• Define strategies human resources planning and discuss its importance
to the human resources process.
• Enumerate the characteristics of strategic human resources planning.
• Discuss the major elements of a strategic planning model.
• Distinguish between external and internal scanning as they relate to
Page 4 of 15
strategic planning and the human resources function.
Define strategic and operational planning and project their use in the
human resources administration strategic planning process.
• Explain the importance of a mission statement to the strategic planning
process.
• Describe the relationship of the human resources operational plan to
the school district strategic plan and how they may best be correlated.
• Explain the major approaches to forecasting student enrollment and
personnel needs.
• Discuss strategic human resources planning.
• Outline the characteristics of effective strategic human resources
planning.
• Illustrate and explain the Baldridge Model Strategic Planning Process.
• Explain how to perform an environmental scan and use s SWOT
analysis.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Library Research. Develop Tentative Bibliography
Due: Project Topic
Due: Tentative Bibliography
Homework: read pages 46-67
Complete discussion questions on page 76
Complete case 3.1
WEEK 4
• Differentiate between a job analysis and a job description.
• Identify the major external recruitment methods used by school
districts.
• Explain the options available to school districts for internal recruiting.
• Describe the major efforts being made to increase the supply of new
teachers.
• Discuss the need for and efforts to recruit diversity.
• Outline the purpose of a job analysis.
• Due: Project Topic
• Due: Tentative Bibliography
• Define the recruitment process.
• Discuss how to establish short term and long-term goals.
• Outline the questions that must be answered to prepare a job analysis.
• Outline and explain the information that is typically included in a job
description.
• Explain internal and external recruiting.
•
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
Page 5 of 15
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
• Discuss using social media to recruit employees.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Continue research and work on final project
Homework: read pages 70-76
Complete case 3.2
WEEK 5
• Describe the impact of the fiscal resources of the district on the
recruitment process.
• List the major approaches that may be used to evaluate the recruitment
process.
• Explain how to establish an applicant pool.
• Discuss the fiscal and legal constraints on recruitment.
• Describe the legal constraints of recruitment.
• Summarize the major Anti-discrimination and EEO laws.
• Discuss the evaluation of the recruitment process.
• Explain how to evaluate applicant predictors.
• Describe evaluation using subjective measures.
• Discuss the importance of a letter of acknowledgement for each
application received.
• Discuss the information that is required on the job description to avoid
any charges of discrimination.
• Outline the information that should be in an advertisement and list
what must be avoided.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Continue research and work on final project
Homework: read pages 78-109
Complete discussion questions on page 107
Complete case 4., 4.2, and 4.3
WEEK 6
• EXAM I
• Identify the candidate information typically being sought by the
application form.
• Distinguish between the purposes of the preliminary interview and
those of the employment interview.
• Identify the types of background checks that should be conducted on
school employees.
Page 6 of 15
•
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
Discuss the importance of the physical setting and the psychological
atmosphere to the conduct of the employment interview.
• Describe how the interviewer’s interpersonal skills, listening skills, and
questioning techniques influence the interview process.
• List the pre-employment conditions that must be satisfied before an
employment can be finalized.
• Describe the process by which employment offers are finalized in
education.
• Discuss how to manage the application process.
• Explain the importance of having a formal application form on file for
applicants.
• Outline the acceptable and unacceptable questions for applications and
interviews.
• Explain the initial screening process.
• Discuss the preliminary interview.
Participate in a forum.
Exam
Review of case studies.
Review of discussion questions.
Homework: read pages 110-129
Complete discussion questions on page 129
Complete case 5.1
WEEK 7
• Identify the primary considerations in the placement of school
personnel.
• Explain the purpose of a planned induction program.
• List the steps in the induction process.
• Distinguish between induction, mentoring, and orientation.
• Describe the benefits of a mentoring program to the mentee, mentor,
and school district.
• Describe the primary elements of the post-orientation phase of
induction.
• Explain the process of placing employees.
• Review the teaching assignment provisions of a collective bargaining
agreement.
• Outline the characteristics of an effective induction program.
• Define the components of an orientation for teachers.
• Explain a mentoring program to assist teachers to receive the proper
training.
• Describe constructive feedback through formative assessment.
Participate in a forum.
Review of case studies.
Page 7 of 15
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
Review of discussion questions.
Continue research and work on final project
Homework: read pages 130-159
Complete discussion questions on page 158
Complete case 6.1 and 6.2
WEEK 8
• Describe the three components of motivation.
• Compare the major theories of human motivation.
• Distinguish between the cognitive motivation theories of expectancy,
goal setting, and equity.
• Define staff development and its importance to the success of
educational programs.
• Enumerate the major purposes of staff development.
• Define an effective staff development program.
• Describe the five steps in the staff development process.
• List major approaches to job-embedded professional development.
• Describe a personal learning network.
• Distinguish between the major approaches to on the job training and
off the job training for support personnel.
• Discuss the basic assumption underlying andragogy and their
implications for adult learning.
• Outline human motivation and how each person is motivated by
different needs.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Continue research and work on final project
Homework: read pages 160-190
Complete discussion questions on page 189
Complete case 7.1 and 7.2
WEEK 9
• Compare the purposes of a school district evaluation system with the
primary type of evaluation.
• Discuss the major elements of a comprehensive and effective employee
evaluation system.
• Distinguish between summative and formative evaluation.
• Describe the importance of validity, reliability, the use of multiple
measures, and evaluator training to the evaluation results.
• Identify the major measures used to collect evaluation data in
education.
• List the substantive and procedural due process standards that must be
Page 8 of 15
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
followed in the development and operation of a school district
evaluation system.
• Explain how to determine the goals and purposes of the evaluation
system.
• Discuss the process to establish standards and performance indicators.
• Outline selection and use of performance measures.
• Review a rubric to evaluate teachers.
• Illustrate a summative teacher evaluation form.
• Explain the reliability and validity of measures.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Continue research and work on final project
Homework: read pages 186-188
Complete discussion questions on page 21
Complete case 1.1
WEEK 10
• Explain the appraisal and review of the evaluation system.
• Discuss legal standards for the development and operation of the
evaluation system.
• Outline the substantive due process standards.
• Illustrate the procedural due process standards.
• Discuss the importance evaluation.
• Describe how important it is for a school system to demonstrate a
commitment to a sound evaluation system.
• Discuss using peer review as a method for self-improvement.
• Describe the process to ensure that due process is conducted in an
uniform and consistent manner
• Explain why the evaluation process must not be used as a means of
retaliation against an employee.
• Discuss the importance of providing the employee an opportunity to
respond to an unsatisfactory evaluation.
• Explain that the evaluation process should yield, and decisions should
be based on evidence and verified documentation.
• Discuss why system evaluators should work with all stakeholder
groups to ensure the evaluation design allows important questions to be
addressed.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Page 9 of 15
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
Continue research and work on final project
Homework: read pages 191-206
Complete case 7.2
WEEK 11
• Identify the major determinants of school district compensation.
• Describe the major approaches to compensation teachers and
administrators.
• Discuss the methods used by school districts to compensate teachers
for extracurricular activities.
• List the major categories of indirect compensation of school district
employees.
• Distinguish between the two major types of flexible benefit plans.
• Explain how to establish district compensation goals and policies.
• Explain the movement to pay for performance.
• Outline the direct link to compensation.
• Describe how a teacher’s compensation system should align with and
reflect the school district’s mission and goals.
• Define why the salary system should be equitable.
• Explain why the compensation program should be nondiscriminatory,
defensible, and legal.
• Explain why the compensation must reflect the school district’s
commitment to the welfare of their employees.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Due: First Draft of Final Project
Homework: read pages 207-228
Complete discussion questions on page 227
Complete case 8.1, 8.2 and 8.3
WEEK 12
• MIDTERM EXAM II
• Discuss compensation for extracurricular activities.
• Explain direct compensation of administrators.
• Outline indirect compensation – benefits.
• List and explain legally required benefits.
• Discuss retirement programs.
• Describe pay for time not worked.
• Discuss differentiated compensation.
• Review the Social Security Act of 1935.
• Explain the process of unemployment insurance.
• Describe the purpose of Worker’s Compensation.
Page 10 of 15
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
• Outline the Family and Medical Leave Act of 1993/
• Explain health care benefits.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Homework: read pages 229-253
Complete discussion questions on page 252
Complete case 9.1 and 9.2
WEEK 13
• Define employee union and collective bargaining.
• Describe the evolution of the empowerment of teacher unions.
• Identify the responsibilities of the human resources unit and human
resources administrator in the collective bargaining process.
• Compare the distributive and interest bases approaches to collective
bargaining.
• Explain the major decision that must be made before bargaining
begins.
• Identify the major steps in the collective bargaining process.
• Discuss the employee unions and collective bargaining historical
perspective.
• Describe the procedures for dealing with impasse.
• Explain what is meant by good faith bargaining.
• List the major components of the collective bargaining agreement.
• Discuss the impact of collective bargaining on education.
• Outline the human resources function and collective bargaining.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Editing & Revision of Final Project
Homework: read pages 255-271
Complete discussion questions on page 292
Complete case 10.1 and 10.2
WEEK 14
• Identify the federal constitutional provisions affecting the personnel
function in education.
• Compare statutory law, case law, and administrative law.
• Describe the benefits of a viable set of governance policies and
regulations for the school district and its stakeholders.
• Discuss the position of the courts in regard to certification, residency,
health, physical, and testing requirements of teachers and other
Page 11 of 15
employees.
Identify the basic elements of a contract.
Differentiate between the due process rights of tenured and nontenured teachers and dismissal and renewal of contracts.
• Describe the legal framework for public schools.
• Discuss school board policies.
• Explain health and physical requirements.
• Describe citizenship and residency requirements as a requirement of
employment.
• Discuss the terms and conditions of employment for teachers.
• Explain the first, fourth, and fourteenth amendment.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Editing & Revision of Final Project
Homework: read pages 274-292
Complete case 10.3
WEEK 15
• Final Project
• Final Presentation
• Final Exam
• Distinguish between procedural and substantive due process.
• Discuss the conditions under which a school district may be liable for
the sexual harassment committed by its employee.
• Describe the major personnel issues involved in dismissal for cause,
suspension, and involuntary transfers.
• Identify the primary grounds for legal challenges to reduction in force.
• Outline and describe the procedural due process.
• Discuss property rights for teachers.
• Outline and discuss the procedural elements that must be followed
before an employee is terminated.
• Define and explain employment discrimination.
• List and explain the EEOC Grievance Process.
• Describe and explain disparate impact.
• Discuss adverse employment decisions.
Participate in a forum.
Group discuss of current issues in human resources.
Review of case studies.
Review of discussion questions.
Prepare a 500-word paper that outlines and explains the information that is
•
•
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
Page 12 of 15
READINGS
typically included in a job description.
Instructional Methods
In developing methodological strategies, it is best to discuss them between teachers and students
in an environment of freedom and mutual agreement in order to ensure that the students make
them their own and take responsibility for their execution and for attaining the goals of this
course.
The following strategies may be used in this class:
1.
2.
3.
4.
5.
6.
7.
8.
A review of the literature.
Check of the reading.
Analysis of assigned readings.
Group discussions.
Individual and group discussions.
Preparation of reports.
Preparation of a didactic plan.
Carrying out a micro-class.
Instructional Materials and References
The Essentials of Human Resources Administration in Education
Author: Ronald W. Rebore
Publisher: Pearson; 1st Edition (February 27, 2011)
ISBN-10: 0137008538 | ISBN-13: 978-0137008537
Human Resources Administration in Education: A Management Approach
Author: Ronald W. Rebore
Publisher: Pearson; 9th Edition (March 6, 2010)
ISBN-10: 0137004818 | ISBN-13: 978-0137004812
Strategic Management of Human Capital in Education: Improving Instructional Practice and
Student Learning in Schools
Author: Allan R. Odden
Publisher: Routledge; 1st Edition (January 12, 2011)
ISBN-10: 041588666X | ISBN-13: 978-0415886666
Page 13 of 15
Assessment Criteria and Methods of Evaluating Students
96 – 100%
90 – 95%
87 – 89%
83 – 86%
80 – 82%
77 – 79%
73 – 76%
70 – 72%
67 – 69%
63 – 66%
60 – 62 %
< 59%
A
 A B+
B
 B C+
C
 C D+
D
 DF
Do not count on a curve!
Generally, the grades “A” and “B” are considered passing grades. Grades "W" and "I"
indicate that no grades were earned for the course. A "W" grade indicates that the student
withdrew from the course. An "I" grade indicates that the student was passing the course,
but failed to complete all the required course work. The instructor, in his/her discretion
may grant an "I" grade instead of an "F", pending completion of the course work by the
student within a specified time arranged by the instructor and told to the student. It is the
student's responsibility to follow-up with the instructor to complete the course work. If the
course work is not completed by the arranged time, the “I” grade becomes an “F".
Distribution of Grade Elements
Homework:
Exams I, II, III:
Final Presentation:
Final Research Project:
Total:
15%
30%
30%
25%
100 %
Date Syllabus Was Last Reviewed: July 2015
Page 14 of 15
STUDENT AGREEMENT
Print Student’s Name: _______________________________________
Date: ______________
Course Number and Prefix: _______________
Instructor: _____________________
Semester: _____________________________
Contact Information:
Telephone Number: _______________________________
Cell Number: _____________
Student’s E-mail: __________________________________
I ___________________________ have received a copy of the syllabus
for the above course. I understand and agree to abide by the terms of this
syllabus. I also acknowledge receipt of the syllabus supplementary
information.
Page 15 of 15