sas.wcu.edusas.wcu.edu/WebFiles/OIPE/unitreview/2015-mshr-selfstudy-appendi… · Table of Contents...

Table of Contents MSHR Review 2015

Appendix 1-A-D – Mission Statements (Self-Study P4) .............................................Pages 1-3

Appendix 2-2 – Fall 2013 Survey Questions ..............................................................Page 4

Appendix 3-A - Curriculum Analysis (Self-Study P8) ..................................................Pages 5-8

Appendix 3-B – Program Admission Requirements ..................................................Page 9-10

Appendix 3-C - SHRM Certificate of Curriculum Alignment ......................................1

Appendix 3-D – 3 Year Course Schedule ...................................................................Page 12

Appendix 3-E - Syllabi ................................................................................................Pages 13-81

Appendix 3-F - 5 Year Course Schedule .....................................................................Pages 82-84

Appendix 3-G – Degrees Conferred (Self-Study P11) ................................................Page 85

Appendix 3-H – Academic Program Assessment Report ..........................................Pages 86-87

Appendix 3-I – CEAP Annual Assessment Report 2012-2013 ...................................Page 88

Appendix 3-J – Curriculum and Learning Outcomes ................................................Pages 89-94

Appendix 4-A – Faculty Tenure .................................................................................Page 95

Appendix 4-B – Faculty Credentials ...........................................................................Page 96

Appendix 4C – Faculty Vitae ......................................................................................Pages 97-133

Appendix 4-D – Dept. of Human Services CRD ..........................................................Pages 134-161

Appendix 4-E-F-G – Faculty Course Distribution .......................................................Page 162

Appendix 5-1 – MSHR Student Demographics (Self-Study P10) ...............................Pages 163-170

Appendix 5-2 – Admission Requirements, MSHR Website .......................................Pages 171-172

Appendix 5-3 – Enrollment in Relevant Courses .......................................................Page 173-177

Appendix 5-4 – Student Research Projects and Conferences ...................................Pages 178

Appendix 6-1 – CEAP Organizational Chart ...............................................................Page 179

Appendix 7-1 – HR Monetary Support ......................................................................Page 180

Appendix 7-2, 3 – Software and Hardware Usage ....................................................Page 181

Appendix 7-4 – Library Materials ..............................................................................Page 182-193

Appendix 7-5 – Support Personnel ............................................................................Page 194

droyer

Typewritten Text

Clicking on the word "Appendix" will take you to the correct page.

University Mission Statements

Western Carolina University:

Western Carolina University is a public regional institution of higher education whose mission is

to create learning opportunities that incorporate teaching, research, service, and engagement

through on-campus, off-campus, online, and international experiences. The university focuses its

undergraduate and graduate academic programs, educational outreach, research, creative, and

cultural activities to sustain and improve individual lives and enhance economic and community

development in Western North Carolina and beyond.

Source: http://www.wcu.edu/about-wcu/leadership/office-of-the-chancellor/wcu-2020-plan/wcu-

mission-statement.asp

College of Education & Allied Professions:

First, the college provides high-quality programs to our students in all of areas of study, with

emphasis on professional education and related areas. Second, we prepare graduates who will

positively impact the region as educators, administrators, and other professionals in human

services, in schools and elsewhere, from birth through higher educational settings. Finally, we

actively engage in our region as teacher-scholars through collaboration, consultation, direct

services, and scholarly endeavors, in a variety of environments.

Source: http://www.wcu.edu/academics/departments-schools-colleges/CEAP/about-the-

college/ceap-strategic-plan.asp

Department of Human Services:

The Department of Human Services within the College of Education and Allied Professions is

unique in its complexity. The department offers programs of study at the baccalaureate through

doctorate level. These programs prepare candidates for rewarding professions in early childhood,

parks and recreation management, community and educational leadership, student affairs, human

resource development, school counseling, and clinical mental health. The department also

provides support to Project Discovery which is a grant funded rural initiative which works

directly with youth in western North Carolina public schools to encourage attendance and

completion of post-secondary education.

Our mission is to create carefully planned collaborative teaching/learning environments designed

to support our students on a path of professional development that embraces lifelong learning

and prepares them to consider and assess information from local, regional, national and global

perspectives. Students who complete our programs are expected as ethical professionals to seek

to understand and appreciate differences in culture, ethnicity, and lifestyle choices and

implement evidence-based initiatives designed to promote equality and growth among all

individuals and communities where they work. Our programs are guided by professional

standards for best practice in professional preparation and includes community service

engagement and professional internship opportunities. In addition to preparing students as

professionals, our faculty serve our communities’ needs through leadership, scholarship, and

service.

Source: Human Services Department files

M.S. Degree Program in Human Resources:

The mission of Western Carolina University’s MSHR program is to prepare strategic HR leaders

for the profession. We do this by developing our courses based on the most current curriculum

guidelines of the Society for Human Resource Management (SHRM) and through innovative

teaching which emphasizes using evidence-based practices, approaching HR from a global

perspective, and application of learning through community service.

Source: http://hrprogram.wcu.edu

droyer

Typewritten Text

Return to Table of Contents

droyer

Typewritten Text


HR-Fall13 1st semester students

Q1 Did you find the registration process to be

Easy (1)

Moderate (2)

Difficult (3)

Q2 What course(s) did you take your first semester and what did you like or dislike about the

class?

Q3 Did you access the MSHR Student Commons in Blackboard?

Yes (1)

No (2)

Q4 If you used the MSHR Student Commons in Blackboard, were you able to find what you

were looking for quickly?

Yes (1)

No (2)

Q5 Did you complete the degree completion plan?

Yes (1)

No (2)

If No Is Selected, Then Skip To What were your biggest challenges dur...

Q6 Was the degree completion plan helpful to you in planning for your upcoming semesters?

Yes (1)

No (2)

Q7 What were your biggest challenges during your first semester?

Q8 What were your biggest accomplishments during your first semester?

Q9 Overall, were you prepared for graduate school?

droyer

Typewritten Text


droyer

Typewritten Text

droyer

Typewritten Text

1 | P a g e

SHRM – 2013 - Curriculum Analysis University: Western Carolina University

Degree Program: MSHR

Include information (e.g., course name and number) for each of the required core content areas taught in the degree program:

Required Content Area Covered in a Required Course

Covered in an Elective Course

Notes

Change Management (Graduate ONLY)

Org. Planning & execution (HR601); Orientation to HR (HR605); Capstone Seminar (HR698)

Org. Development (HR615); Employee & labor relations (HR645); Leadership in HR (HR675)

Employee and labor relations Orientation to HR (HR605), Employee & labor relations (HR645); Capstone Seminar (HR698)

HR650 HR650 is a new course (Fall 2013) that addresses organizational behavior (OB) concepts from an HR perspective. Topics covered include motivation, change theory, mgt. of a diverse & global workforce, staffing (particularly org. entry and socialization), total rewards strategies, and workplace health/safety/security.

Employment law Orientation to HR (HR605) Legal issues in HR (HR666); Staffing (HR614), Compensation & benefits (HR662)

Ethics Org. Planning & execution (HR601); Orientation to HR (HR605), Employee & labor relations (HR645), Capstone seminar (HR698)

Leadership in HR (HR675)

2 | P a g e

Globalization (Graduate ONLY) Orientation to HR (HR605); Leadership in HR (HR675); Org. Behavior for HR (HR650)

HR’s role in organizations

Org. Planning & execution (HR601); Research/Evaluation in HR (HR602); Human Resource Development (HR610); Employee & Labor Relations (HR645); Field experience/internship in HR (HR683); Capstone seminar (HR698)

Org. development (HR615); Performance management (HR613); Staffing (HR614); Talent Mgt.(HR660); Leadership in HR (HR675); OB for HR (HR 650)

Internal consulting (Graduate ONLY)

Orientation to HR (HR605); Human Resource Dev. (HR610); Employee & labor relations (HR645); Capstone seminar in HR (HR698)

Org. development (HR615); OB for HR (HR650)

Job analysis and job design Orientation to HR (HR605) Staffing (HR614); Comp./benefits (HR662)

Managing a diverse workforce Orientation to HR (HR605); Human Resource Development (HR610); Employee & labor relations (HR645)

Leadership in HR (HR675); Talent mgt. (HR660); OB for HR (HR650)

Organizational development (Graduate ONLY)

Org. planning & execution (HR601); Orientation to HR (HR605); Capstone seminar (HR698)

Org. development (HR615); Leadership in HR (HR675)

3 | P a g e

Outcomes: Metrics and measurement of HR

Orientation to HR (HR605); Human Resource Development (HR610); Research & evaluation in HR (HR602 ); Capstone seminar (HR698)

Performance mgt. (HR613); Staffing (HR614); Comp/Ben (HR662)

Performance management Org. planning & execution (HR601); Orientation to HR (HR605); Human Resource development (HR610)

Perf. Mgt. (HR613)

Staffing: recruitment and selection (including organizational entry and socialization)

Org. development & execution (HR601); Orientation to HR (HR605)

Staffing (HR614); OB for HR (HR650)

Strategic HR Orientation to HR (HR605); Human Resource Development (HR610); Research & evaluation in HR (HR602); Capstone seminar (HR698)

Leadership in HR (HR675); Org. Development (HR615)

Total rewards (compensation and benefits)

Org. planning & execution (HR601); Orientation to HR (HR605)

Compensation & benefits (HR662); OB for HR (HR650)

Training and development Org. planning & execution (HR601); Orientation to HR (HR605); Human Resource Development (HR610)

Perf. Mgt. (HR613); Talent mgt. (HR660)

Workforce planning and talent management

Org. planning & execution (HR601); Orientation to HR (HR605); Human Resource Management (HR610); Capstone seminar (HR698)

Talent mgt. (HR660)

4 | P a g e

Secondary content areas (not required to align)

Covered in a Required Course

Covered in an Elective Course

Notes

Downsizing/rightsizing Org. planning & execution (HR601); Orientation to HR (HR605)

Org. development (HR615); OB for HR (HR650)

HR career planning Orientation to HR (HR605); Capstone seminar (HR698)

Human resource information system (HRIS)

Orientation to HR (HR605); Capstone seminar (HR698)

Staffing(HR614); Talent mgt. (HR660)

Mergers and acquisitions Org. Planning & execution (HR601); Orientation to HR (605); Capstone seminar(HR698)

OB for HR (HR650); Org. Development (HR615)

Outsourcing

Orientation to HR (HR605); Human Resource Development (HR610); Capstone Seminar (HR698)

Staffing (HR614)

Sustainability/corporate social responsibility


OB in HR (HR650)

Workplace health, safety and security


OB in HR (HR650)

droyer

Typewritten Text


12/4/2014 Program: Human Resources (M.S.) Western Carolina University Acalog ACMS™

http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&returnto=975 1/2

HELP

Print Degree Planner | PrintFriendly Page

CURRENT Graduate Catalog 20142015 GO

Catalog Search Entire Catalog

Enter Keyword

GO

Advanced Search

Catalog Home

Graduate Programs

Graduate Courses

Academic Calendar

About the University andthe Graduate School

Academic Regulations

Fees, Expenses, andFinancial Aid

Graduate SchoolAdmission Requirements

Telephone Numbers

My Portfolio

Human Resources (M.S.)Add to Portfolio

Return to: Graduate Programs

Program Admission Requirements

In addition to the Graduate School Admission Requirements, a 3.0 overall Undergrad grade point averageis required. You are required to submit scores from either the GRE (preferred) or the GMAT. Threerecommendations from individuals who are in a position to judge the applicant’s aptitude for graduatestudy are required.

Program Description

The program leading to the MS degree in human resources requires a minimum of 36 semester hoursincluding:

Professional Core (18 hours)

HR 602 Human Resources Research and Evaluation Methods Credits: 3HR 605 Orientation to Human Resources Credits: 3HR 610 Human Resource Development Credits: 3HR 645 Employee and Labor Relations Credits: 3HR 683 Field Experience in Human Resources Credits: 3HR 698 Seminar in Human Resources Credits: 3

Additional Courses (18 hours)

18 hours selected from the following course or courses approved by the student’s advisor.

BACK TO TOP

Search

A to Z Index Site Map My Cat Blackboard Contact WCU

http://wcu.blackboard.com/

http://www.wcu.edu/sitemap.asp

http://twitter.com/home?u=http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&t=Check%20out%20this%20program%20at%20Western%20Carolina%20University

http://www.wcu.edu/contact-wcu/index.asp

http://catalog.wcu.edu/content.php?catoid=34&navoid=981


http://www.facebook.com/sharer.php?u=http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&t=I%20just%20discovered%20%27Human%20Resources%20(M.S.)%27%20at%20Western%20Carolina%20University

http://catalog.wcu.edu/index.php?catoid=34




https://catamount4.wcu.edu/cp/home/displaylogin



http://catalog.wcu.edu/search_advanced.php?catoid=34


http://catalog.wcu.edu/portfolio_nopop.php?catoid=34&add=1&poid=4422#programs

http://catalog.wcu.edu/help.php

http://www.wcu.edu/a-to-z-index/index.asp

http://catalog.wcu.edu/portfolio_nopop.php?catoid=34


http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&returnto=975&print


12/4/2014 Program: Human Resources (M.S.) Western Carolina University Acalog ACMS™

http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&returnto=975 2/2

HR 601 Organization, Planning & Execution for HR Professionals Credits: 3HR 613 Performance Appraisal and Management Credits: 3HR 614 Staffing Credits: 3HR 615 Organization Development Credits: 3HR 660 Talent Management Credits: 3HR 662 Compensation and Benefits Credits: 3HR 666 Legal Issues in Human Resources Credits: 3HR 675 Leadership in Human Resources Credits: 3HR 693 Selected Topics in Human Resources Credits: 3, R12

Return to: Graduate Programs

Add to Portfolio

All catalogs © 2014 Western Carolina University. Powered by the Acalog™ Academic Catalog Management System™ (ACMS™). Mobile Site.

http://twitter.com/home?u=http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&t=Check%20out%20this%20program%20at%20Western%20Carolina%20University

http://www.facebook.com/sharer.php?u=http://catalog.wcu.edu/preview_program.php?catoid=34&poid=4422&t=I%20just%20discovered%20%27Human%20Resources%20(M.S.)%27%20at%20Western%20Carolina%20University

http://catalog.wcu.edu/misc/catalog_list.php?catoid=34


http://m-catalog.wcu.edu/index.php?theme

http://catalog.wcu.edu/portfolio_nopop.php?catoid=34&add=1&poid=4422#programs

http://www.acalog.com/

droyer

Typewritten Text


droyer

Typewritten Text


Search

A to Z Index Site Map My Cat Blackboard Student Email Contact WCU

WCU > Academics > Departments, Schools & Colleges > College of Education and Allied Professions > Education and Allied Professions Departments > Human Services (HS) Department > Online Master's Degree Program in Human Resources (HR) > HR Program Curriculum > MSHR 3-Year Plan

MSHR 3-Year Plan2014-2016

Spring 2014HR 605 Orientation to HRHR 610 HR DevelopmentHR 675 Leadership in HRHR 683 Field Exp. in HRHR 698 Seminar in HR

Summer 2014HR 613 Performance ManagementHR 614 StaffingHR 645 Emp & Labor RelationsHR 666 Legal Issues in HRHR 683 Field Exp. in HRHR 693 Elective

Fall 2014HR 601 Organizational PlanningHR 602 Research/Eval MethodsHR 605 Orientation in HRHR 660 Talent ManagementHR 662 Compensation & BenefitsHR 683 Field Exp. in HR

Spring 2015HR 605 Orientation to HRHR 610 HR DevelopmentHR 615 Org. DevelopmentHR 683 Field Exp. in HRHR 698 Seminar in HRHR 693 Elective

Summer 2015HR 613 Performance ManagementHR 645 Emp & Labor RelationsHR 666 Legal Issues in HRHR 675 Leadership in HRHR 683 Field Exp. in HR

Fall 2015HR 601 Organizational PlanningHR 602 Research/Eval MethodsHR 605 Orientation in HRHR 614 Staffing (Recruitment)HR 662 Compensation & BenefitsHR 683 Field Exp. in HR

Spring 2016HR 605 Orientation to HRHR 610 HR DevelopmentHR 660 Talent ManagementHR 683 Field Exp. in HRHR 698 Seminar in HRHR 693 Elective

Summer 2016HR 614 Staffing (Recruitment)HR 615 Org. DevelopmentHR 645 Emp. & Labor RelationsHR 666 Legal Issues in HRHR 683 Field Exp. in HR

Fall 2016HR 601 Organizational PlanningHR 602 Research/Eval MethodsHR 605 Orientation in HRHR 613 Performance ManagementHR 662 Compensation & BenefitsHR 675 Leadership in HRHR 683 Field Exp. in HR

Copyright 2014 by Western Carolina University • Cullowhee, NC 28723 • 828.227.7211 • Contact WCUMaintained by the Office of Web Services • Directions • Campus Map • Emergency Information • Text-Only

Page 1 of 1Western Carolina University - MSHR 3-Year Plan

12/4/2014http://www.wcu.edu/academics/departments-schools-colleges/CEAP/ceap-depts/humanser...

droyer

Typewritten Text


ORGANIZATIONAL DEVELOPMENT – HR615

SYLLABUS – FALL 2013 Professor: Marie-Line Germain, Ph.D. Course format: Online When/Where: On selected days (typically 6:30pm, check the grid at the end of this syllabus) live (synchronous) online discussion (via GoToMeeting); Weekly asynchronous online discussion (via BlackBoard text discussion tool). Course term will run from August 19th through December 06, 2013. Contact Info: [email protected]; Office: Killian 214-B. Phone: 828-227-3959 (not in office every

day). Virtual appointments welcomed! I. INSTRUCTIONAL MATERIAL - Required Cummings, T.G. & Worley, C.G. (2009). Organization Development and Change (9th ed.). Cincinnati, OH: South-Western College Publishing. Course Description: This course explores, at the graduate level, the practices, theories and methods of planned organizational change. The course material addresses the history, theory and practice within the field of Organization Development (OD) and emphasizes actual OD initiatives implemented at major corporations. Learning Objectives: Upon the completion of this course, learners will be able to: 1. Define Organizational Development and explain your definition 2. Describe the steps of an OD intervention 3. Discuss the historical roots of OD theory 4. Analyze case studies of OD interventions for their strengths and weaknesses and applicability to other organizational change contexts 5. Discuss the variables to be considered when developing an OD intervention 6. Research, interpret, and link the scholarly and practitioner literature in OD for a particular issue 7. Discuss the ethical aspects of OD WCU’s Writing Center The University Writing Center offers online writing resources to help you strengthen your academic skills and address any writing assignment. To receive individual feedback on your writing, visit Smarthinking, WCU’s free academic support service for students who take their classes from off-campus. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact the Office of Disability Services for more information at (828) 227-3886 or [email protected] You may also visit the office’s website: disability.wcu.edu

Dr. Germain's Teaching Philosophy:

My approach to teaching graduate students is very much from an adult learning perspective. I believe that students learn best when they see high relevance in the topics and can direct their learning into areas that most interest/puzzle them; thus, there is usually a lot of flexibility on your paper topics, projects, etc. (This is not always possible in the more quantitative oriented courses.) I believe that in order to achieve a graduate level understanding of an HR subject, it is important for you to develop a solid understanding of the scholarly literature that influences the field--but never without the linkage back to the practical world of organizations where so many of you are applying the concepts each and every day at work. In each of the MSHR courses I teach, I strive to develop student competencies in the areas of: 1) HR content; 2) personal/interpersonal skills; and 3) organizational acumen, each of which has been identified as highly valued by the leading HR-related organizations (AHRD, SHRM, ASTD, ISPI in particular). In this way, our MSHR students are well-prepared for a wide variety of HR-related roles in different types of organizational settings. Some of the course material might be complex and difficult reading but developing your ability to glean insights from dense material will serve you well in your career. I am particularly interested in helping you think critically about an issue, develop your own point of view, and support that point of view. I view as part of my role to ask difficult questions that challenge you to support your position—the intention is never to embarrass or ridicule, but only to help you learn and grow (please remember this when I ask challenging questions :-). Students sometimes comment that I don’t directly answer their questions about an HR issue; this is partially true—I will typically highlight some of the views in the field regarding the topic, and the issues that must be weighed in evaluating the topic. My purpose is not to be evasive, but, rather, to challenge you to do your own analysis and develop your own “answer” to the question. Exploration of the "unanswered questions" and "contradictions" in the field is absolutely encouraged, along with leveraging the class as a community of practice where practical solutions to HR challenges can be developed and shared. Weekly online dialogue on specific HR topics provides our "classroom" environment for learning. However, much of the learning will come through the assignments. I have designed each assignment to help you achieve one or more of the learning outcomes for the course. The emphasis for graduate course exams and student presentations will be on not only assessment of core concept knowledge, but also on assessing your ability to analyze and synthesize issues, and to articulate and advocate a point of view using the literature in the field and workplace examples. Grading is based on a ten-point scale (80-89: B; 90-100: A) unless otherwise specified.

Excerpts from the CEAP Mission/Vision Statement:

The College of Education and Allied Professions (CEAP) is one of four colleges at Western Carolina University. Five academic departments and thirteen service centers, programs and offices comprise the college. The college offers programs of study at the baccalaureate, master's, and doctoral levels. The College of Education and Allied Professions fulfills its mission by creating and nourishing a learning and competency development, and so having it located a community of learners guided by knowledge, values, and experiences. The guiding principles of the community of learners include: (1) the belief that the best educational decisions are made after adequate reflection and with careful consideration of the interests, experiences and welfare of the persons affected by those decisions; (2) an appreciation of and respect for diversity; and (3) a commitment to fostering the responsible use of technology. The faculty members of the College will be noted for their teaching excellence, concern for individual students, and modeling of the qualities that they attempt to instill in their students. The College will continue to be a leader in providing comprehensive opportunities for traditional and non-traditional students. The College's graduates will be noted for their effectiveness in moving their profession forward, for their ethical behavior, their ability to think critically, and for the positive impact they have on the quality of life for those with whom they come into contact. *Note: I occasionally get asked by students why the MSHR program is located in the CEAP as opposed to the College of Business. From the time the MSHR program was first launched (1984), there has been a curriculum emphasis on improving organizational performance through employee education/development so having it located in our College of Education & Allied Professions makes

sense. That said, in keeping with SHRM’s guidelines for graduate HR programs, our MSHR curriculum places an emphasis on how HR is applied to the business environment. WCU’s Writing Center The University Writing Center offers online writing resources to help you strengthen your academic skills and address any writing assignment. To receive individual feedback on your writing, visit Smarthinking, WCU’s free academic support service for students who take their classes from off-campus. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716 or 144 Killian Annex. You can also visit the office’s website: http://www.wcu.edu/12789.asp II. COURSE REQUIREMENTS

Expectations for Participation:

Unlike some professors, I do not specify the number of online “submissions” you must make to earn a certain grade. Further, I do not assign weekly grades in recognition that many of you may have weeks where you are not able to fully participate due to other priorities. Some students find value in not having to submit a certain number of responses each week or the pressure of earning a weekly grade, while others find a lack of structure uncomfortable. Understanding this, let me offer the following guidelines for “good” performance (“excellent” performance would consistently exceed these guidelines) in our weekly online discussion conferences: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least one additional entry later in the week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace. While I do NOT want excessive quoting of text material, I do encourage students to link their comments back (either in agreement or in disagreement) with text material (citing relevant text page numbers) –this helps the text material “come alive” in new ways for many students reading the discussion comments. Given that I don’t “count” the number of submissions, please do not feel obliged to offer comments of “I agree” or “nice comment” for the purpose of increasing the number of submissions. However, I encourage interactions with classmates and do feel free to react to one another’s comments--being sure to comment on why you had a positive or negative reaction to another’s comment. Maintaining a respectful, friendly tone is always expected. Please keep your responses succinct; when submissions ramble, students tell me that they just skip over them-which is not the desired result. Everyone prefers to read sentences without typos… Enough said. Per the guidelines described above, I will use the following evaluation criteria to assign participation grades: Evidence of consistent conference participation (including live/synchronous discussions): 7.5 Points Evidence of consistent linking of comments to course literature: 7.5 Points Evidence of original, substantive comments that address questions posed, build community, and “stretch” class’s thinking: 7.5 Points Evidence of original, substantive comments that respond to other students’ comments, build community, and “stretch” class’s thinking: 7.5 Points “Building community” refers to student efforts in the conferences to demonstrate genuine support and respect of one another, offer suggestions to help one another, etc.; To “stretch” the class’s thinking refers to offering provocative perspectives, asking respectful, but challenging follow-up questions of others, etc. Also note that you need about 3 posts per week of class: 1 post to respond to the Questions posted that

week + 2 responses to your classmates. My Role in Online Discussion: My two primary obvious roles in the online discussion are to develop the stimulating/provocative (hopefully) conference discussion topics/question and to monitor/evaluate students’ overall participation performance. Additionally, I regularly “check in” on the discussions to make sure the discussion generally stays on topic (although I will let relevant “tangents” run for a while if I feel they can produce learning for the class). I will occasionally submit my own comments to the discussion to amplify a point or to bring focus to a discussion. For the live/synchronous discussions. I won’t answer each student’s comments as I do not want to monopolize the Discussion, which ought to be a Student-guided dialogue. I typically will lead a discussion of the week’s readings and answer student questions about content or course management issues. Feedback on Participation: While I do not give weekly grades, I’m happy to give you feedback on your participation at any time. Additionally, at about the mid-point of the session, I review each student’s participation to date and give individual feedback. Note: Students are expected to be experienced in PC and internet operations (I can suggest resources if additional training is needed). Students should have access to a PC with a high-speed processor (Pentium IV or faster), all Microsoft applications, Adobe Acrobat Reader, and access to a high-speed internet connection. We will be using GoToMeeting (see the grid on page 13 to know when those sessions are scheduled). Both are user-friendly but require basic computer literacy and don’t function as well without a high-speed connection. For the GoToMeeting voice discussions, you will need a headset with a microphone! If you don’t already have them, they can be purchased at RadioShack, Target and elsewhere for about $15.

IMPORTANT POLICIES

Policy Regarding Due Dates: All assignments are due BEFORE midnight (i.e., 11:59pm) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.—not computer malfunctions, generally). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten (10) point increments for each 3-day period (or portion thereof) an assignment is late.

Policy Regarding Withdrawals: If circumstances are such that you are forced to drop the course, you need to: 1) Adhere to the specific timelines and paperwork requirements for withdrawal stated in the WCU graduate catalog; 2) Notify me; and 3) Notify any members of a group to which you’ve been assigned. Failure to follow all of the procedures and paperwork requirements for course withdrawal specified in the WCU graduate catalog could result in your receiving an “F” for the course—so please do not assume notifying me of your intention to drop the class is sufficient. Policy Regarding Assignment Grades: I devote considerable time to developing a grading rubric for assignments and in evaluating each student’s work on a given assignment. Thus, the grades assigned are final except in very rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 72 hours of the assignment being returned in order to be considered. Policy Regarding Academic Honesty: Giving or receiving assistance on an assignment to be done individually is a violation of the University’s Academic Honesty Policy. This includes asking former students for copies of course exams or providing such information to future students of the course. Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of academic dishonesty/ plagiarism at Western Carolina University are considered serious infractions and can result in a failing grade or removal from a program. For more information about academic integrity, go to: academicintegrity.wcu.edu

COURSE SCHEDULE

DATE Week Beginning

LEARNING MODULE TEXT MATERIAL/ASSIGNMENTS

Mon., August 19 Getting to know each other; Introduction to Organization Development

Cummings & Worley Ch. 1 Online Discussion – Intro & Topic http://www.ted.com/talks/eddie_obeng_smart_failure_for_a_fast_changing_world.html Watch the TED talk- Smart Failure for a Fast Changing World

Mon. August 26 Nature of Planned Change Cummings & Worley Ch. 2 Online Discussion GoToMeeting: August 26, 6:30pm

Mon. September 2 Role of Organizational Development Practitioner; Entry & Contracting

Cummings & Worley Ch. 3, 4 Online Discussion Plan on attending GoToMeeting “Meet and Greet” session with your nonprofit organization

Mon. September 9 Diagnosing Organizations, Groups, and Jobs

Cummings & Worley Ch. 5, 6 No Discussion

Mon. September 16 Collecting & Analyzing Diagnostic Information; Providing Feedback

Cummings & Worley Ch. 7, 8 Online Discussion

Mon. September 23 Designing Interventions; Leading and Managing Change

Cummings & Worley Ch. 9, 10 No Discussion GoToMeeting: Sep 23, 6:30pm. Guest speaker: Chris Collie VP HR Development / OD Development/ Interval International

Mon. September 30 TBA TBA

Mon. October 7 Fall break No class

Mon. October 14 Evaluating and Institutionalizing OD Interventions; Individual, Interpersonal, and Group Process Approaches

Cummings & Worley Ch. 11, 12 Online Discussion

Mon. October 21 Organization Process Approaches; Restructuring

Cummings & Worley Ch. 13, 14 Online Discussion GoToMeeting: Oct. 21, 6:30pm Guest speaker: Dr. Karen Watkins. TBD

Employee Involvement, Work Design Cummings & Worley 15, 16 Online Discussion

Mon. October 28 Performance Mgt; Developing Talent Cummings & Worley Ch. 17, 18 Online Discussion

Mon. November 4 Transformational Change; Future Directions in OD

Cumming & Worley, Ch. 20, 25

Mon. November 11 Supplemental Reading TBD Online Discussion: GoToMeeting: Nov 11, 6:30 pm. PPT Presentation of your nonprofit project to the class Nov. 15: Individual paper due.

Mon. November 18 Supplemental Reading TBD Online Discussion: See course Mon. November 25 Thanksgiving Break! No class Mon. December 2 COMPREHENSIVE FINAL EXAM Final exam (online). Dec. 06 through Dec. 09

Take FINAL EXAM DUE by Dec 09, midnight!

III. GRADING AND ASSIGNMENTS’ OUTLINE

Assignment Type Total Points Percentage Due Date Team Assignment 40 40% November 11, 2013 Individual paper 20 20% November 15, 2013 Participation 20 20% All semester long Final exam

Total 20 100

20% 100%

Available online Dec. 06 through Dec. 9

Grading Scale

Points Grade

90-100 A 80-89 B 70-79 C 60-69 Below 60

D F

INDIVIDUAL PAPER: For directions, please see the course under the tab “Assignments”. TEAM ASSIGNMENT: Please see the course under the tab “Assignments”. (Nonprofit organization consulting assignment) Technology Resources: In you are interested…. You would have to go to campus….The University makes various technology resources available to you. You can check out video cameras, voice recorders, and tripods from the Instructional Technology office in Killian 102B. The Technology Commons on the bottom floor of the library also has various equipment for checkout. Both also provide consultation on the use of technology and software training. If you have questions or need assistance, see Misty Colton in Killian 102B, call 828-227-2747, or email [email protected]

of 3

HR601: Organizational Planning & Execution for HR Professionals - Syllabus Professor: Dr. Yogita Abichandani, Assistant Professor, MSHR Program, WCU Course Format: “Online”—via BlackBoard (BB) When/Where: Virtual Classroom – 24/7; Select Evenings, 6:30 - 8:00 p.m. live (synchronous audio/video) online discussion (via GoToMeeting tool—see detailed course schedule for the 4 GoToMeeting sessions); Weekly asynchronous online discussion (via BB text discussion tool). Course timeline: August 18th 2014 - December 9th 2014 Contact Info: [email protected]; Office-Killian 214A; Virtual Appointments welcomed! Course Description: This online graduate-level course explores the various functions of an organization and how they work together to achieve success (however that is defined) in the marketplace. As HR professionals are increasingly asked to provide strategic leadership to their organization, it is essential that they have a foundational understanding of organizational strategy and the various functions common to both for-profit and nonprofit organizations. This understanding has been identified as one of the critical HR competencies by the Society for Human Resource Management (SHRM). Organizational functions to be addressed include marketing/sales, finance/accounting, and operations (which may include manufacturing, distribution, administration, etc.). *This course has been designed to align with particular HR content areas, personal competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines. Learning Objectives: Upon the completion of this course, learners will be able to:

1) Describe the basic functions of an organization, including strategy, marketing, finance, and operations;

2) Discuss the concept of HR serving as a strategic business partner with the other functions of the organization;

3) Analyze a business case and develop recommendations Required Texts:

1. Understanding Business. Nickels, et al. , 10th ed. (2013): ISBN: 9780073524597 McGraw-Hill.

2. Harvard Business Case (for the group case study assignment): Web link will be provided to download this case (approximate cost to student: $3.95)

3. What the CEO Wants You to Know, Charan (2001). ISBN-10: 0609608398 Excerpts from College Mission Statement: The College of Education and Allied Professions (CEAP) is one of four colleges at Western Carolina University. Five academic departments and thirteen service centers, programs and offices comprise the college. The college offers programs of study at the baccalaureate, master's, and doctoral levels.

of 3

"The mission of the professional education programs at Western Carolina University is to prepare highly effective and ethical graduates that are inspired to be lifelong learners, engaged in the community, and empowered to become leaders who strive to transform the future."

The faculty members of the College will be noted for their teaching excellence, concern for individual students, and modeling of the qualities that they attempt to instill in their students. The College will continue to be a leader in providing comprehensive opportunities for traditional and non-traditional students. The College's graduates will be noted for their effectiveness in moving their profession forward, for their ethical behavior, their ability to think critically, and for the positive impact they have on the quality of life for those with whom they come into contact.

Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact the Office of Disability Services for more information at (828) 227-3886 or [email protected] You may also visit the office’s website: disability.wcu.edu

Course Requirements (note: additional information about assignments will be posted on the course website and should be considered part of the course syllabus):

1) Mid-term Exam (25%): Due: No later than Sunday, Oct. 5th (11:59pm) Description: M/C, T-F, Essay covering Chapters 1-5, 7-12. Charan- Entire Book

2) Group Case Assignment (25%--including self-peer evaluation): Due: Sunday, Nov. 16th (11:59pm)

Description: Groups of 3-5 will be assigned a business case to analyze and will submit a report of their analysis and recommendations. Note: Students are required to complete a peer evaluation on each of their group members. In order to earn the full group grade, a student must earn an average peer evaluation score of at least 83%; scores between 73-82.99% will result in a 5-point reduction in that student’s group grade. Scores below 73% will result in a 10-point reduction. This policy has been implemented based on student concerns about group members being held accountable for contributing to the group project. More details about the group project can be found on our BB homepage.

3) Final Exam (30%): Due: Sun., December 7th (by 11:59pm) Description: Comprehensive exam covering course material.

4) Participation (20%): Due: All semester!

Description: Participation will be based on text discussions (GoToMeeting live audio conference participation is strongly encouraged). Kindly follow the following guidelines for “good” performance (“excellent” performance would consistently exceed these guidelines) in our weekly online discussions. Guidelines for Participation: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least

one additional entry later in the week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace.

Use both the text material and personal experience and comment back (either in agreement or in disagreement) with text material (citing relevant text page numbers).

3) Agree/Disagree comments should be substantiated. “Nice comment”; “I think so too” are not acceptable in graduate level coursework.

4) The discussions should always be respectful, open, friendly, and engaging but succinct enough to encourage classroom wide participation. Graduate students are expected to carry friendly and engaging dialogue for discussion to “grow”.

Per the guidelines described above, I will use the following evaluation criteria to assign participation grades: Evidence of consistent, weekly participation: 10 Points Evidence of consistent linking of comments to course literature: 2.5 Points Evidence of original, substantive comments that address questions posed, build community, and stretch

class’s thinking: 10 Points Evidence of original, substantive comments that respond to other students’ comments, build

community, and stretch class’s thinking: 2.5 Points

of 3

Evaluation Students with a sound grasp of the material and demonstrate an ability to analyze this material at a satisfactory to above average level for graduate students can expect to receive a grade of “B.” Grades below “B” will be assigned only for performance that is less than satisfactory. The grade of “A” will be reserved to designate excellence. This will require not only a sound grasp of the material and the demonstration to analyze them at a graduate level, but also a clear capacity to synthesize and critique the materials. There is no preconceived designation of the number of students to receive each grade, nor any ceiling on the number of “A’s” to be assigned if all students exhibit the high standards of performance expected for that grade.

IMPORTANT POLICIES

Policy Regarding Due Dates: All assignments are due by 11:59 pm (i.e., before midnight) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten point increments for each week an assignment is late. Policy Regarding Course Drops: If circumstances are such that you are forced to drop the course, you need to: 1) Adhere to the specific timelines and paperwork requirements for withdrawal stated in the WCU graduate catalog; 2) Notify me; and 3) Notify any members of a group you’ve to which you’ve been assigned. Failure to follow all of the procedures and paperwork requirements for course withdrawal specified in the WCU graduate catalog could result in your receiving an “F” for the course—so please do not assume notifying me of your intention to drop the class is sufficient. Policy Regarding Assignment Grades: I devote considerable time to developing a grading rubric for assignments and in evaluating each student’s work on a given assignment. Thus, the grades assigned are final except in very rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 72 hours of the assignment being returned. Grading is based on a ten-point scale (80-89: B; 90-100: A) unless otherwise specified. Policy Regarding Academic Honesty: Giving or receiving assistance on an assignment to be done individually is a violation of the University’s Academic Honesty Policy. Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of academic dishonesty/ plagiarism at Western Carolina University are considered serious infractions and can result in a failing grade or removal from a program. Policy Regarding Computers: Students are expected to be experienced in PC and internet operations (I can suggest resources if additional training is needed). Students should have access to a PC no more than three years old (equipped with a high speed processor and adequate virtual memory for video streaming), all Microsoft Office applications, Adobe Acrobat Reader, and access to high-speed internet connection is required. We will be using both BlackBoard (BB) and an online live audio program called GoToMeeting. Both are user-friendly but require basic computer literacy and don’t function as well without a high-speed connection. For the GoToMeeting live audio discussions, you will need a microphone and speakers (or headset). If you don’t already have these peripherals, they can be purchased at Radio Shack, Target, and elsewhere for about $15. We also have video capability within GoToMeeting which we can use if we want. Some PC monitors have built-in cameras and peripheral video plug-ins are available for about $25 (but this is optional).

Dates of Note:

Priority Registration Spring 2015 begins- Wednesday, Oct. 29 Last Day to drop with a “W”— Monday, Oct. 20 Regular Registration begins Thursday Nov. 6 Commencement – Saturday, December 13

HR602: Research & Evaluation Methods in HR Fall 2014

Professor: Kirk Smith, Ph.D. Course Formats: Online (via Blackboard) When/Where: Up to five live (synchronous) online sessions (via GoToMeeting); Weekly asynchronous online discussions (via Blackboard discussion tool). Course term will run from August 18 – December 5, 2014. Contact Info: The best way to contact me is through the email tool within Blackboard. I generally respond to emails within 24 hours (except weekends). Call if necessary. The best number is my cell phone. Cell: 404.210.4060 Office: 828.227.2493 Appointments (online, telephone) welcomed! Course Description: This course explores, at the graduate level, the theory and practice of research and evaluation within the HR discipline. Metrics and evaluation have become increasingly important in the field of human resources as HR endeavors to become a strategic partner with other business units and to demonstrate HR’s bottom line value. Application of sound research methods, particularly survey research, is critical to this endeavor. Specifically, a course focus is on equipping you with an understanding of the various tools and techniques available for evaluating HR practices, the considerations for using such practices, and equipping you with the ability to actually conduct such evaluations.

Learning Objectives: Upon the completion of this course, students will be able to:

1) Discuss the value of and the methods for measuring the impact of HR policies/practices/interventions;

2) Calculate benefit/cost ratio (BCR) and return on investment (ROI) for a given HR intervention;

3) Identify, describe, and use various HR evaluation metrics; 4) Describe and explain the HR-ROI evaluation steps; 5) Critique HR evaluation cases; 6) Identify and describe how to conduct sound survey research and analyze the data

using basic statistical analysis. 7) Describe the benefits of evidence-based human resources management. 8) Apply evidence-based human resource management in your environment

Required Texts: Phillips, J. J. & Phillips, P. P. (2012). Proving the Value of HR: How and Why to Measure ROI (2nd edition). Alexandria, VA: Society for Human Resource Management. ISBN: 978-1-58644-231-6. Fink, A. (2013). How to Conduct Surveys: A Step-by-Step Guide. Thousand Oaks, CA: Sage. ISBN: 978-1-4522-0387-4. *Note: Text readings will be supplemented by instructor material related to research concepts and HR metrics as we progress through the semester. IMPORTANT: Please login to the course at least 2 times per week. I post announcements pretty frequently. Course Requirements: Mid-term Exam (25%): Due no later than Sunday, October 5th by 11:59 pm EDT. Description: Multiple-choice, T/F (online) Final Exam (25%): Non-comprehensive exam covering course material; format similar Mid-term exam. It will open on December 6 and will is due no later than 11:59 pm EST Wednesday, December 10. Discussion Participation (25%): You are required (for every online discussion we have) to respond to my question/comment and to respond to at least one of your classmates’ posts in a meaningful way; not just “nice post” or “I agree”. Case Study Executive Summary (25%): Write a 2-3 page (single-spaced) ROI impact study executive summary based on a case study I will hand out. More instructions and sample executive summaries will be given to you during the semester. This assignment is due no later than Wednesday, December 3 by 11:59pm EST.

Grading Policy: Percentage of Grade

Or number of points Possible score

Mid-term Exam (Exam I) 25% 100 Final Exam (non-comprehensive Exam II) 25% 100 Executive Summary 25% 100 Discussion Participation 25% 100 100%

Final Grade Weighted Average A 90-100 B 80-89 C 70-79 F Less than 70

Policy Regarding Due Dates: All assignments are due BEFORE midnight (i.e., 11:59pm) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.—not computer malfunctions, generally). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten (10) point increments for each 3-day period (or portion thereof) an assignment is late. Assignments will no longer be accepted after 6 days following the published due date without prior approval. Submit assignments in assignment drop box unless otherwise directed.

Policy Regarding Non-Attendance: Evidence of attendance in an on-line format is by logging into the course website, participating in the published discussions, turning in assignments, and completing exams. All students must either log into the course website or participate in the discussion within the first 5 days of the semester. If there are extenuating circumstances that prevent this, you must notify me through the course e-mail or [email protected]. Failure to communicate or attend class within the first 5 days of the semester will be interpreted that you no longer plan to take the class and your registration will be cancelled.

WCU’s policy is that it remains the student’s responsibility to officially drop the course to avoid a grade of W or F. Student appeals resulting from extenuating circumstances will be considered on a case-by-case basis by the department head or in the appropriate dean’s office. Re-registration will not be permitted for any reason after census day (10th day of the semester).

During the semester, there may be extenuating circumstances that prevent your on-line attendance during a given week. You do not need to notify me unless this will result in missing an assignment or exam due date. See the Policy Regarding Due Dates above.

Policy Regarding Withdrawals: If circumstances are such that you are forced to drop the course, you need to: 1) Adhere to the specific timelines and paperwork requirements for withdrawal stated in the WCU graduate catalog; 2) Notify me; and 3) Notify any members of a group to which you’ve been assigned. Failure to follow all of the procedures and paperwork requirements for course withdrawal specified in the WCU graduate catalog could result in your receiving an “F” for the course—so please do not assume notifying me of your intention to drop the class is sufficient.

Policy Regarding Assignment Grades: I devote considerable time to developing assignments and evaluating student work. The grades assigned are final with very few rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 48 hours of issuing the assignment grade, in order to be considered.

Office of Disability Services Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to the Office of Disability Services. All information is confidential. Please contact the Office of Disability Services at (828) 227-3886 or come by Suite 135 Killian Annex for an appointment. Student Support Services Student Support Services provides support to students who are either first-generation, low-income or those who have disclosed a disability with: academic advising, mentoring, one-on-one tutorial support, and workshops focused on career, financial aid and graduate school preparation. You may contact SSS at (828) 227-7127 or email [email protected] for more information. SSS is located in the Killian Annex, room 138. Writing and Learning Commons (WaLC) Electronic format (with hyperlinks): The Writing and Learning Commons (WaLC), located in BELK 207, provides free small-group course tutoring, one-on-one writing tutoring and academic skills consultations, and online writing and learning resources for all students. All tutoring sessions take place in the WaLC or in designated classrooms on campus. To schedule tutoring appointments, log in to TutorTrac from the WaLC homepage (walc.wcu.edu) or

call 828-227-2274. Distance students and students taking classes at Biltmore Park are encouraged to use Smarthinking and the WaLC’s online resources. Students may also take advantage of writing tutoring offered at the Biltmore Park campus on certain days of the week; call 828-227-2274 or log in to TutorTrac and select “Biltmore Park Writing Tutoring” for availabilities. Academic Integrity Policy: This policy addresses academic integrity violations of undergraduate and graduate students. Graduate students should read inside the parenthesis below to identify the appropriate entities in charge of that step of the process. Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to achieve the highest standards of scholarship and integrity. Any violation of the Academic Integrity Policy is a serious offense because it threatens the quality of scholarship and undermines the integrity of the community. While academic in scope, any violation of this policy is by nature, a violation of the Code of Student Conduct and will follow the same conduct process (see Article VII.B.1.a.). If the charge occurs close to the end of an academic semester or term or in the event of the reasonable need of either party for additional time to gather information timelines may be extended at the discretion of the Department of Student Community Ethics (DSCE).

Violations of the Academic Integrity Policy include:

Cheating - Using or attempting to use unauthorized materials, information, or study aids in any academic exercise.

Fabrication - Creating and/or falsifying information or citation in any academic exercise.

Plagiarism - Representing the words or ideas of someone else as one’s own in any academic exercise.

Facilitation - Helping or attempting to help someone to commit a violation of the Academic Integrity Policy in any academic exercise (e.g. allowing another to copy information during an examination)

Instructors have the right to determine the appropriate sanction or sanctions for academic dishonesty within their courses up to and including a final grade of “F” in the course. Within 5 calendar days of the event the instructor will inform his /her department head (and the Associate Dean of the Graduate School when the student is a graduate student), in writing of the academic dishonesty charge and sanction. The Academic Integrity Policy and Faculty Reporting Form can be found online at dsce.wcu.edu.

COURSE SCHEDULE

DATE LEARNING MODULE COURSE MATERIAL/ ASSIGNMENTS

Week beginning Aug. 18

Getting comfortable with Blackboard; Getting to know each other; online introduction Research Methods Basics

Introductions; Fink: Chapters 1-3; Supplemental Reading

Week beginning Aug. 25 Research Design

Fink – Chapters 4-5; Live Virtual Session

Week beginning Sept. 1 Analyzing Results Fink - Chapter 6: Discussion Board

Week beginning Sept. 8 Presenting Results Fink - Chapter 7; Discussion Board

Week beginning Sept. 15 Evidence-based HR Supplemental Reading; Discussion Board

Week beginning Sept. 22 Evidence-based HR Supplemental Reading; Discussion Board

Week beginning Sept. 29 Mid-term Exam (Exam I) Due by 11:59 PM EDT Oct 5

Week beginning Oct. 6

ROI in HR

Phillips & Phillips– Chapters 1-3; Live Virtual Session; Discussion Board

Week beginning Oct. 13 Fall Break R&R

Week beginning Oct. 20 ROI in HR Phillips & Phillips – Chapter 4-5; Discussion Board

Week beginning Oct. 27 ROI in HR Phillips & Phillips - Chapter 6-7; Guest Speakers:

Jack and Patti Phillips Week beginning Nov. 3 ROI in HR Phillips & Phillips – Chapter 8-9; Discussion Board

Week beginning Nov. 10 ROI in HR Phillips & Phillips – Chapter 10-11; Discussion Board

Week beginning Nov. 17 Human Capital Analytics Guest Speaker: Jac Fitz-enz

Week beginning Nov. 24 Thanksgiving Week Work on Executive Summary

Week beginning Dec. 1 Executive Summary due Live Virtual Session

Week beginning Dec. 8 Final Exam (Exam II) Due by 11:59 PM EST Dec. 10

HR660: Talent Management Fall 2014

Professor: Dr. John J. Sherlock, Associate Professor and Director, MSHR Program. (“Dr. John”)

Course Formats/Location: Online Format: Exclusively BlackBoard (BB); There will also be some live (synchronous) virtual classes via GoToMeeting. See course schedule at the end of this syllabus for specific GoToMeeting dates (attendance is optional but encouraged; sessions will be recorded and archived for later use).

NOTE: Students are expected to be experienced in PC and internet operations. Students should have access to a PC no more than a couple of years old, with a high speed processor, all Microsoft Office applications, Adobe Acrobat Reader, and preferably a high-speed internet connection. We will be using both BlackBoard and a virtual multi-media program called GoToMeeting. Both are user-friendly but require basic computer literacy and do not function as well without a high-speed connection. For the GoToMeeting voice discussions, you will need a headset with a mic and speakers! If you don’t already have them, they can be purchased at Radio Shack, Target, or elsewhere for a nominal cost.

When: August 18 – December 12 Contact Info: Email: [email protected]

Office: 214C Killian Building, Cullowhee campus, WCU Office Phone: 828-227-3380 Appointments: Available in virtual office by appointment, email exchange or virtual chats. Course Description: Analyzes the processes of selecting, developing and retaining talent within an organization. The course focuses on evidence-based talent management strategies and initiatives, which are integrated with organizational strategic and operational objectives.

*This course has been designed to align with particular HR content areas, personal competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines. WCU’s MSHR curriculum was reviewed by SHRM in March 2013 and recognized as being in full alignment with their guidelines. Learning Objectives: Upon the successful completion of this course, the student will be able to:

1. Discuss the implications of “big data” on talent management.

2. Discuss how the labor market has changed over recent decades.

3. Identify solutions to mitigate the effects of the skills gap.

4. Recognize the link between an organization’s performance and its education levels for certain business functions.

5. Identify areas to apply data analysis to determine whether tenure is beneficial to performance.

6. Evaluate the most effective ways to acquire talent in their organizations.

7. Identify and analyze methods to retain talent within their organizations.

8. Analyze talent management gaps and recommend solutions.

Required Texts: Ferguson, F., Hitt, L., & Tambe, P. (2014). The talent equation: Big data lessons for navigating the skills gap and building a competitive workforce. McGraw-Hill. ISBN #978-0-07-182712-6. *Note: There will also be supplemental readings posted throughout the semester—which should be considered required readings (and potential exam content) unless specified as optional reading.

Course Requirements:

Group Project -TM Case Analysis: (30%); Group analysis of a TM case study from Harvard Business Publishing. Due by 11:59pm, Sunday, November 23. Instructions to follow. A Peer Evaluation form will need to be completed by each student in a group. The evaluation form and details about the evaluation is provided within the course content on BlackBoard. Note: In order to earn the full group grade, a student must earn an average peer evaluation score of at least 83%; scores between 73-82.99% will result in a 5-point reduction in that student’s group grade. Scores below 73% will result in a 10-point reduction. This policy has been implemented based on student requests for group member accountability.

Final Exam (30%): Comprehensive exam covering course material. Exam is due no later than 11:59 pm EST Wednesday, December 10. Discussion Participation (20%): Participation will be based on text discussions (GoToMeeting live audio conference participation is optional but strongly encouraged). Unlike some professors, I do not specify the number of online “submissions” you must make to earn a certain grade. Further, I do not assign weekly grades in recognition that many of you may have weeks where you are not able to fully participate due to other priorities. Some students find value in not having to submit a certain number of responses each week or the pressure of earning a weekly grade, while others find a lack of structure uncomfortable. Understanding this, let me offer the following guidelines for “good” performance (“excellent” performance would consistently exceed these guidelines) in our weekly online discussion conferences: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least one additional entry later in the week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace. While I do not want excessive quoting of text material, I do encourage students to link their comments back (either in agreement or in disagreement) with text material (citing relevant text page numbers) –this helps the text material “come alive” in new ways for many students reading the discussion comments. This is particularly important in a course like this where there is a lot of material to read and much of it is quite challenging. Given that I don’t “count” the number of submissions, please do not feel obliged to offer comments of “I agree” or “nice comment” for the purpose of increasing the number of submissions. However, I encourage interactions with classmates and do feel free to react to one another’s comments-being sure to comment on why you had a positive or negative reaction to another’s comment. Maintaining a respectful, friendly tone is always expected. Please keep your responses succinct; when submissions ramble, students tell me that they just skip over them-which is not the desired result. Everyone prefers to read sentences without typos…enough said. TM Topical Briefing: 20%; Short individual paper on a TM topic. Due by 11:59pm, Sunday, October 12. Instructions to follow.

Grading Policy:

Percentage of Grade Or number of points

Possible score

Group Case Analysis 30% 100 Final Exam 30% 100 Discussion Participation 20% 100 TM Topical Briefing 20% 100 100%

Dr. John’s Teaching Philosophy:

My approach to teaching graduate students is very much from an adult learning perspective. I believe that students learn best when they see high relevance in the topics and can direct their learning into areas that most interest/puzzle them; thus, there is usually a lot of flexibility on your paper topics, projects, etc. (this is not always possible in the more quantitative oriented courses.) I believe that in order to achieve a graduate level understanding of an HR subject, it is important for you to develop a solid understanding of the scholarly literature that influences the field--but never without the linkage back to the practical world of organizations where so many of you are applying the concepts each and every day at work.

I am aware that some of the material is complex and difficult reading, but developing your ability to glean insights from dense material will serve you well in your career. I am particularly interested in helping you think critically about an issue, develop your own point of view, and support that point of view (evidence-based thinking). I view as part of my role to ask difficult questions that challenge you to support your position—the intention is never to embarrass or ridicule, but only to help you learn and grow (please remember this when I ask challenging questions). Students sometimes comment that I don’t directly answer their questions about an HR issue; this is partially true—I will typically highlight some of the views in the field regarding the topic, and the issues that must be weighed in evaluating the topic. My purpose is not to be evasive, but, rather, to challenge you to do your own analysis and develop your own “answer” to the question.

Exploration of the "unanswered questions" and "contradictions" in the field is absolutely encouraged, along with leveraging the class as a community of practice where practical solutions to HR challenges can be developed and shared. Weekly in-person and/or online dialogue on specific HR topics provide our "classroom" environment for learning. However, much of the learning will come through the assignments (including exams). I have designed each assignment to help you achieve one or more of the learning outcomes for the course. The emphasis for graduate course exams and student presentations will be not only on assessment of core concept

knowledge, but also on assessing your ability to analyze and synthesize issues, and to articulate and advocate a point of view using the literature in the field and workplace examples.

Grading is based on a ten-point scale (90-100: A; 80-89: B) unless otherwise specified.


The College of Education and Allied Professions (CEAP) is one of four colleges at Western Carolina University. Five academic departments and thirteen service centers, programs and offices comprise the college. The college offers programs of study at the baccalaureate, master's, and doctoral levels.


The faculty members of the College will be noted for their teaching excellence, concern for individual students, and modeling of the qualities that they attempt to instill in their students.

The College will continue to be a leader in providing comprehensive opportunities for traditional and non-traditional students. The College's graduates will be noted for their effectiveness in moving their profession forward, for their ethical behavior, their ability to think critically, and for the positive impact they have on the quality of life for those with whom they come into contact.

*Note: Occasionally students will ask why the MSHR program is located in the CEAP as opposed to the College of Business. From the time the MSHR program was first launched (1984), there has been a curriculum emphasis on improving organizational performance through organization learning and human resource development initiatives, and so having it located in the college of education makes sense. That said, our MSHR program also places an emphasis on the development of HR professionals who have a solid understanding of how to improve the performance of organizations of all types, including for-profit businesses.

Policy Regarding Due Dates: All assignments are due BEFORE midnight (i.e., 11:59pm) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.—not computer malfunctions, generally). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten (10) point increments for each 3-day period (or portion thereof) an assignment is late. Assignments will no longer be accepted after 6

days following the published due date without prior approval. Submit assignments in assignment drop box unless otherwise directed.


Policy Regarding Assignment Grades: I devote considerable time to developing assignments and evaluating student work. The grades assigned are final with very few rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 48 hours of issuing the assignment grade, in order to be considered.

Office of Disability Services Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to the Office of Disability Services. All information is confidential. Please contact the Office of Disability Services at (828) 227-3886 or come by Suite 135 Killian Annex for an appointment. Student Support Services Student Support Services provides support to students who are either first-generation, low-income or those who have disclosed a disability with: academic advising, mentoring, one-on-one tutorial support, and workshops focused on career, financial aid and graduate school preparation. You may contact SSS at (828) 227-7127 or email [email protected] for more information. SSS is located in the Killian Annex, room 138. Writing and Learning Commons (WaLC) Electronic format (with hyperlinks): The Writing and Learning Commons (WaLC), located in BELK 207, provides free small-group course tutoring, one-on-one writing tutoring and academic skills consultations, and online writing and learning resources for all students. All tutoring sessions take place in the WaLC or in designated classrooms on campus. To schedule tutoring appointments, log in to TutorTrac from the WaLC homepage (walc.wcu.edu) or call 828-227-2274. Distance students and students taking classes at Biltmore Park are

encouraged to use Smarthinking and the WaLC’s online resources. Students may also take advantage of writing tutoring offered at the Biltmore Park campus on certain days of the week; call 828-227-2274 or log in to TutorTrac and select “Biltmore Park Writing Tutoring” for availabilities. Academic Integrity Policy: Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to achieve the highest standards of scholarship and integrity. Any violation of the Academic Integrity Policy is a serious offense because it threatens the quality of scholarship and undermines the integrity of the community. While academic in scope, any violation of this policy is by nature, a violation of the Code of Student Conduct and will follow the same conduct process (see Article VII.B.1.a.). If the charge occurs close to the end of an academic semester or term or in the event of the reasonable need of either party for additional time to gather information timelines may be extended at the discretion of the Department of Student Community Ethics (DSCE). Violations of the Academic Integrity Policy include:


Fabrication - Creating and/or falsifying information or citation in any academic exercise.



Instructors have the right to determine the appropriate sanction or sanctions for academic dishonesty within their courses up to and including a final grade of “F” in the course. Within 5 calendar days of the event the instructor will inform his /her department head (and the Associate Dean of the Graduate School when the student is a graduate student), in writing of the academic dishonesty charge and sanction. See course schedule on next page.

COURSE SCHEDULE



Getting Comfortable with Blackboard; Getting to Know Each Other; Big data and HR

Introductions in Discussion Board; Read Introduction in Text; Supplemental Reading


Skills Gap and Shifting Labor Market

Text– Chapter 1;; Discussion Board GoToMeeting #1 (optional): Wed., Aug. 27th, 7:00 pm ET

Week beginning Tue., Sept. 2nd (Mon. is Labor Day holiday)

Skills Gap and Shifting Labor Market

Text– Chapter 1 (cont.); Discussion Board

Week beginning Sept. 8

Education and Performance Text - Chapter 2; Supplemental Reading; Discussion Board


Education and Performance Text - Chapter 2; Supplemental Reading; Discussion Board


Tenure and Market Performance

Text-Chapter 3; Supplemental Reading; Discussion Board


Tenure and Market Performance

Text-Chapter 3; Supplemental Reading; Discussion Board


Work on TM Paper

Individual TM Paper Due by 11:59 PM EDT, Sunday October 12; GoToMeeting #2 (optional): Wed., Oct. 8th, 7:00 pm ET


WCU Fall Break No assigned readings


Empowering Employment Text – Chapter 4; Supplemental Reading; Discussion Board


Empowering Employment Text – Chapter 4; Supplemental Reading; Discussion Board

Week beginning Nov. 3

A Better Candidate Experience

Text – Chapter 5; Supplemental Reading; Discussion Board


A Better Candidate Experience

Text – Chapter 5; Supplemental Reading; Discussion Board;


Recruiting in the Digital Era; Retaining Talent

Text—Chapters 6-7; Group Case Study Due by 11:59 PM EST, Sunday, November 23


Recruiting in the Digital Era; Retaining Talent

Text—Chapters 6-7; Discussion Board

Week beginning Dec. 1

Study for Final Exam GoToMeeting #3 (optional): Wed., Dec. 3rd, 7:00 pm ET

Week beginning Dec. 8

Final Exam Final Exam covers all assigned text chapters and any required supplemental readings. Due by 11:59 PM EST Dec. 10 (Wed.)

HR 662 – 50

Compensation and Benefits Fall 2014

Professor: Dr. John J. Sherlock, Associate Professor and Director, MSHR Program. (“Dr. John”)

Course Formats/Location: Online Format: Exclusively BlackBoard (BB); There will also be some live (synchronous) virtual classes via GoToMeeting. See course schedule at the end of this syllabus for specific GoToMeeting dates (attendance is optional but encouraged; sessions will be recorded and archived for later use).

NOTE: Students are expected to be experienced in PC and internet operations. Students should have access to a PC no more than a couple of years old, with a high speed processor, all Microsoft Office applications, Adobe Acrobat Reader, and preferably a high-speed internet connection. We will be using both BlackBoard and a virtual multi-media program called GoToMeeting. Both are user-friendly but require basic computer literacy and do not function as well without a high-speed connection. For the GoToMeeting voice discussions, you will need a headset with a mic and speakers! If you don’t already have them, they can be purchased at Radio Shack, Target, or elsewhere for a nominal cost.

When: August 18 – December 12 Contact Info: Email: [email protected] Office: 214C Killian Building, Cullowhee campus, WCU Office Phone: 828-227-3380 Appointments: Available in virtual office by appointment, email exchange or virtual chats. Course Overview and Learning Objectives: This course covers core concepts of compensation and benefits at the graduate level. At the end of the course, students should be able to:

Identify and describe the legal, operational, and strategic considerations associated with compensation and benefits.

Identify and describe the key elements of a compensation strategy and develop a

compensation strategy and plan for an organization. Identify, describe, and perform a job analysis and job evaluation. Determine pay levels and design pay mix and structure for an organization. Describe and analyze pay levels and design a pay mix and structure for an organization. This course has been designed to align with particular HR content areas, personal

competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines

Required Text: Milkovich, G., Newman, J., Gerhart, B. (2013). Compensation (11th ed.). McGraw-Hill/Irwin. 978-0078029493 Note: Additional course material has been posted on the BB course website.

Dr. John’s Teaching Philosophy:

My approach to teaching graduate students is very much from an adult learning perspective. I believe that students learn best when they see high relevance in the topics and can direct their learning into areas that most interest/puzzle them; thus, there is usually a lot of flexibility on your paper topics, projects, etc. (this is not always possible in the more quantitative oriented courses.) I believe that in order to achieve a graduate level understanding of an HR subject, it is important for you to develop a solid understanding of the scholarly literature that influences the field--but never without the linkage back to the practical world of organizations where so many of you are applying the concepts each and every day at work.

I am aware that some of the material is complex and difficult reading, but developing your ability to glean insights from dense material will serve you well in your career. I am particularly interested in helping you think critically about an issue, develop your own point of view, and support that point of view (evidence-based thinking). I view as part of my role to ask difficult questions that challenge you to support your position—the intention is never to embarrass or ridicule, but only to help you learn and grow (please remember this when I ask challenging questions). Students sometimes comment that I don’t directly answer their questions about an HR issue; this is partially true—I will typically highlight some of the views in the field regarding the topic, and the issues that must be weighed in evaluating the topic. My purpose is not to be evasive, but, rather, to challenge you to do your own analysis and develop your own “answer” to the question.

Exploration of the "unanswered questions" and "contradictions" in the field is absolutely encouraged, along with leveraging the class as a community of practice where practical solutions to HR challenges can be developed and shared. Weekly in-person and/or online dialogue on specific HR topics provide our "classroom" environment for learning. However, much of the learning will come through the assignments (including exams). I have designed each assignment to help you achieve one or more of the learning outcomes for the course. The emphasis for graduate course exams and student presentations will be not only on assessment of core concept knowledge, but also on assessing your ability to analyze and synthesize issues, and to articulate and advocate a point of view using the literature in the field and workplace examples.

Grading is based on a ten-point scale (90-100: A; 80-89: B) unless otherwise specified.






*Note: Occasionally students will ask why the MSHR program is located in the CEAP as opposed to the College of Business. From the time the MSHR program was first launched (1984), there has been a curriculum emphasis on improving organizational performance through organization learning and human resource development initiatives, and so having it located in the college of education makes sense. That said, our MSHR program also places an emphasis on the development of HR professionals who have a solid understanding of how to improve the performance of organizations of all types, including for-profit businesses.

Student Services:

Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716 or 144 Killian Annex. You can also visit the office’s website: http://www.wcu.edu/12789.asp

COURSE REQUIREMENTS

Participation (20%) – Due Every Week!

Participation will be based on text discussions (GoToMeeting live audio conference participation is optional but strongly encouraged). Unlike some professors, I do not specify the number of online “submissions” you must make to earn a certain grade. Further, I do not assign weekly grades in recognition that many of you may have weeks where you are not able to fully participate due to other priorities. Some students find value in not having to submit a certain number of responses each week or the pressure of earning a weekly grade, while others find a lack of structure uncomfortable. Understanding this, let me offer the following guidelines for “good” performance (NOTE: “excellent” performance would consistently exceed these guidelines) in our weekly online discussion conferences: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least one additional entry later in the

week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace. While I do not want excessive quoting of text material, I do encourage students to link their comments back (either in agreement or in disagreement) with text material (citing relevant text page numbers) –this helps the text material “come alive” in new ways for many students reading the discussion comments. This is particularly important in a course like this where there is a lot of material to read and much of it is quite challenging. Please do not feel obliged to offer comments of “I agree” or “nice comment” for the purpose of increasing the number of submissions. However, I encourage interactions with classmates and do feel free to react to one another’s comments-being sure to comment on why you had a positive or negative reaction to another’s comment. Maintaining a respectful, friendly tone is always expected. Please keep your responses succinct; when submissions ramble, students tell me that they just skip over them-which is not the desired result. Everyone prefers to read sentences without typos…enough said.

Case Study (30%) – Due Tue. Nov. 25th before midnight (11:59pm)

Description: Groups of 4 -6 participants will be assigned a case study to evaluate and present recommendations. Detail information is provided within the course content on BlackBoard and will be discussed during the 1st GoToMeeting session.

There are 3 deliverables for the Case Study:

1. An Executive Summary – Prepare a 2 page (double spaced) report for the company executives. This report is a summary – be mindful of the audience and provide a clear, concise and professionally drafted report.

2. A Presentation – Prepare a Power Point presentation with your group’s analysis and solutions. The Power Point is limited to 25 slides and must contain the presentation narrative in the notes. The Power Point should address:

1) Identification and root cause(s) of major issues 2) Proposed Solution 3) Development of proposal with pay grades and policies 4) Implementation Details 5) Follow-up and measurables after implementation 6) Any unanswered questions (to be mindful of questions during implementation or

as the HR professional from the study itself) 3. A Peer Evaluation - The evaluation form and details about the evaluation is provided within

the course content on BlackBoard. Note: In order to earn the full group grade, a student must earn an average peer evaluation score of at least 83%; scores between 73-82.99% will result in a 5-point reduction in that student’s group grade. Scores below 73% will result in a 10-point reduction. This policy has been implemented based on student requests for group member accountability.

Mid-Term Exam (25%) – Due Sun., October 12th before midnight (11:59pm)

Description: 2 hour online exam (multiple choice, true-false, AND essay questions) covering all course material up to this point (Chapters 1 – 6 and 17).

Final Exam (30%) – Due Sun., Dec. 7th before midnight (11:59pm)

Description: 2 hour comprehensive online exam (multiple choice, true-false, AND essay questions) covering all course material.

IMPORTANT POLICIES

Policy Regarding Due Dates: All exams are due no later than 11:59pm on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten (10) point increments for every 3 days (or portion thereof) an assignment is late.


Policy Regarding Assignment Grades: The grades assigned are final except in very rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 72 hours of the assignment being returned.

Policy Regarding Academic Honesty: Giving or receiving assistance on an assignment to be done individually is a violation of the University’s Academic Honesty Policy. Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of academic dishonesty/plagiarism at Western Carolina University are considered serious infractions and can result in a failing grade or removal from a program.

Course Schedule

WEEK NUMBER

WEEK BEGINNING

(Monday) LEARNING MODULE

COURSE MATERIAL / ASSIGNMENTS

1 August 18 Introduction to Compensation: The Pay Model

Read: Chapter 1 Assignment: Weekly Discussion

2 August 25 Government and Legal Issues in Compensation

Read: Chapter 17 Assignment: Weekly Discussion GoToMeeting #1: Tue., 8/26, 7:00 pm EDT

3

September 2 (Tue., 9/1 is Labor Day Holiday)

Strategy: The Totality of Decisions


4 September 8 Internal Equity: Defining Internal Alignment


5 September 15 Job Analysis Read: Chapter 4 Assignment: Weekly Discussion

6 September 22 Job-Based Structures and Job Evaluation


7 September 29 Person-Based Structures


8 October 6

External Equity: Defining Competitiveness Mid-term exam

Read: Chapter 7 Assignment: Complete Mid-term; No discussion Mid-term Exam covers chapters 1-6, 17. Completion of Exam due by 11:59 pm on 10/12.

9 October 13

Designing Pay Levels, Mix, and Pay Structures WCU Fall Break

Read: Chapter 8 Assignment: None, Enjoy WCU Fall Break

10 October 20

Employee Contributions: Determining Individual Pay: Pay-for-Performance: The Evidence

Read: Chapter 9 Assignment: Weekly Discussion GoToMeeting #2: Tue., October 21st, 7:00 pm ET

11 October 27 Pay-for-Performance Plans Read: Chapter 10 Assignment: Weekly Discussion

12 November 3 Employee Benefits: The Benefit Determination Process; Benefits Options

Read: Chapters 12, 13 (supplemental brief highlighting chapters on our homepage) Assignment: Weekly Discussion

13 November 10 Extending the System: Compensation for Special Groups

Read: Chapters 14 Assignment: Weekly Discussion

14 November 17 International Pay Systems

Read: Chapters 16 Assignment: None

15 November 24

Union Role in Wage and Salary Administration Thanksgiving Holiday –November 26– 28 *no formal discussion posting

Read: Chapter 15 Case Study due by 11:59pm Tue., 11/25 (ENJOY YOUR THANKSGIVING!)

16 December 1

Management: Making It Work Final Exam Posted

Read: Chapter 18 Final GoToMeeting: Mon., 12/1, 7:00 pm EST Comprehensive Exam covers all assigned text chapters (emphasis on latter half of course).

17 December 8th Final Exam DUE 12/8 Completion of Exam due by 11:59pm on Mon., 12/8.

Schedule Notes:

Chapter 11 – Performance Appraisal – Will not be covered in this course. The topic “Performance Appraisals” is covered in the WCU course HR 613: Performance Appraisal and Management.

HR675: Leadership in HR Spring 2014

Professor: Kirk Smith, Ph.D. Course Formats: Online (via Blackboard) When/Where: At least four live (synchronous) online sessions (via GoToMeeting); Weekly asynchronous online discussions (via Blackboard discussion tool). Course term will run from January 13 – May 7, 2014. Contact Info: The best way to contact me is through email. I generally respond to emails within 24 hours (except weekends). Call if necessary. The best number is my cell phone. Cell: 404.210.4060 Office: 828.227.2493 Appointments (online, telephone) welcomed Course Description: This course examines the major theories on the art and practice of leadership. The context of leadership will be explored from multiple settings, including self-leadership, one-on-one leadership, team leadership and organizational leadership in a human resources context. Learning Objectives: Upon the successful completion of this course, the student will be able to:

1. Identify and differentiate the major leadership theories. 2. Discuss the historical, political, social, cultural, psychological and

organizational contexts in which leadership occurs. 3. Apply the above objectives to a human resources setting. 4. Apply basic research and writing skills as a foundation for developing

Masters-level writing assignments throughout the MSHR curriculum, including course research papers and other creative assignments.

Course Organization: The course is organized into learning modules. Each module represents a one-week period and contains the PowerPoint slides, discussion forum, supplemental reading (optional), assignments, videos (optional), and exercises. It is your responsibility to complete the required components in a module during its timeframe. These weekly modules and the text comprise the bulk of the course content.

Required Text: Northouse, P.G. (2013). Leadership: Theory and Practice, 6th ed. Thousand Oaks, CA: Sage Publications. Other supplemental reading material is in the Learning Modules.

IMPORTANT- Please login to the course at least 3 times per week. I post announcements pretty frequently that you may need to know about. Course Requirements: Mid-term Exam (25%): It will open on March 3. Due no later than 11:59 PM ET Sunday, March 9. Description: Multiple-choice, T/F (online) Final Exam (25%): Non-comprehensive exam covering course material; format similar to Mid-term exam. It will open on May 3 and is due no later than 11:59 PM ET Wednesday, May 7. Discussion Participation (25%): You are encouraged (for every online discussion we have) to respond to my question/comment and to respond to at least one of your classmates’ posts in a meaningful way; not just “nice post” or “I agree”. See expectations below. There will be weeks when supplemental assignments or exercises substitute for discussion forums. You will learn a lot from your fellow students. Reflection Paper (25%): Write a 4-5 page (double-spaced) paper discussing the most important takeaways you got from the course and how you can apply the learning in the workplace. This is due no later than 11:59 PM ET Sunday, April 20. Grading Policy: Percentage of Grade

Or number of points Possible score

Mid-term Exam 25% 100 Final Exam (non-comprehensive) 25% 100 Reflection Paper 25% 100 Discussion Participation 25% 100 100%

Final Grade Weighted Average A 90-100 B 80-89 C 70-79 F Less than 70


I do not specify the number of online “submissions” you must make to earn a certain grade. Further, I do not assign weekly grades in recognition that many of you may have weeks where you are not able to fully participate due to other priorities. Some students find value in not having to submit a certain number of responses each week or the pressure of earning a weekly grade, while others find a lack of structure uncomfortable. Understanding this, let me offer the following guidelines for “good” performance (“excellent” performance would consistently exceed these guidelines) in our weekly online discussion conferences: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least one additional entry later in the week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace. While I do NOT want excessive quoting of text material, I do encourage students to link their comments back (either in agreement or in disagreement) with text material (citing relevant text page numbers) –this helps the text material “come alive” in new ways for many students reading the discussion comments.

Given that I don’t “count” the number of submissions, please do not feel obliged to offer comments of “I agree” or “nice comment” for the purpose of increasing the number of submissions. However, I encourage interactions with classmates and do feel free to react to one another’s comments--being sure to comment on why you had a positive or negative reaction to another’s comment. Maintaining a respectful, friendly tone is always expected. Please keep your responses succinct; when submissions ramble, students tell me that they just skip over them-which is not the desired result. Everyone prefers to read sentences without typos, misspelled words, and grammatical errors. While I do not give weekly grades, I’m happy to give you feedback on your participation at any time. Additionally, at about the mid-point of the session, I review each student’s participation to date and give individual feedback in the form of an interim grade. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact the Office of Disability Services for more information at (828) 227-3886.

Academic Integrity Policy: This policy addresses academic integrity violations of undergraduate and graduate students. Graduate students should read inside the parenthesis below to identify the appropriate entities in charge of that step of the process. Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to achieve the highest standards of scholarship and integrity. Any violation of the Academic Integrity Policy is a serious offense because it threatens the quality of scholarship and undermines the integrity of the community. While academic in scope, any violation of this policy is by nature, a violation of the Code of Student Conduct and will follow the same conduct process (see Article VII.B.1.a.). If the charge occurs close to the end of an academic semester or term or in the event of the reasonable need of either party for additional time to gather information timelines may be extended at the discretion of the Department of Student Community Ethics (DSCE).

Violations of the Academic Integrity Policy include:


Fabrication - Creating and/or falsifying information or citation in any academ-ic exercise.



Instructors have the right to determine the appropriate sanction or sanctions for academic dishonesty within their courses up to and including a final grade of “F” in the course. Within 5 calendar days of the event the instructor will inform his /her department head (and the Associate Dean of the Graduate School when the student is a graduate student), in writing of the academic dishonesty charge and sanction. The Academic Integrity Policy and Faculty Reporting Form can be found online at dsce.wcu.edu.

COURSE SCHEDULE


Week beginning Jan. 13

Getting comfortable with Blackboard; Getting to know each other/online introduction; Introduction to Leadership

Text Chapter 1; PowerPoint; Supplemental Reading and Exercises.


Trait Approach; Skills Approach

Text – Chapters 2-3; PowerPoint; Discussion Board; Live Virtual Session; Supplemental Reading and Exercises.


Style Approach; Situational Approach

Text - Chapters 4-5: PowerPoint; Discussion Board; Supplemental Reading and Exercises.

Week beginning Feb. 3

Contingency Theory

Text – Chapter 6; PowerPoint; Discussion Board; Supplemental Reading and Exercises.


Path-Goal Theory Text – Chapter 7; PowerPoint; Discussion Board; Live Virtual Session; Supplemental Reading and Exercises.


Leader-Member Exchange Theory



Transformational Leadership

Text – Chapter 9; PowerPoint; Supplemental Reading and Exercises.

Week beginning Mar. 3

Mid-term Due by 11:59 PM ET Sunday, March 9


Spring Break!

Relax


Servant Leadership; Authentic Leadership

Text – Chapters 10-11; PowerPoint; Discussion Board; Live Virtual Session; Supplemental Reading and Exercises.


Team Leadership Text – Chapter 12; PowerPoint; Discussion Board; Supplemental Reading and Exercises.


Work on Reflection Paper and Assignment TBD

Work on Reflection Paper and Assignment TBD

Week beginning Apr. 7

Psychodynamic Approach



Women and Leadership; Reflection Paper due

Text – Chapter 14; PowerPoint; Reflection Paper due 11:59 PM ET Sunday, April 20;


Culture and Leadership Text – Chapter 15; PowerPoint; Live Virtual Session; Supplemental Reading and Exercises.


Leadership Ethics Text – Chapter 16; PowerPoint; Supplemental Reading and Exercises

Week beginning May 5

Final Exam Due by 11:59 PM ET Wednesday, May 7

droyer

Typewritten Text


HR683‐50: Field Experience in Human Resources

SYLLABUS – SPRING 2014 Professor: Marie-Line Germain, Ph.D. Course format: Online Weekly asynchronous online discussion (via BlackBoard text discussion tool). Course term will run from January 13 through May 06, 2014. Contact Info: [email protected]; Office: Killian 214-B. Phone: 828-227-3959 (I will be in Helsinki,

Finland teaching an HR and Leadership seminar until January 25. This will not affect you. After that, I will ork a lot from home. Emails are the fastest way to reach me); Virtual appointments welcomed!

Course Description:

This course, unlike any other in the MSHR program, centers around providing students supervised experience in a human resource function of an organization. Students should take this course near the end of their MSHR program, after completing a number of core and elective courses in HR.

*This course has been designed to align with particular HR content areas, personal competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines.

There are no texts for this course, and the course deliverables focus on documenting field experience learning goals and progress toward those goals. The grading for this course is also different from other courses in the program. Students adequately meeting the course requirements will receive a “Satisfactory” (a grade of “S”) and those students failing to adequately meet the requirements will receive an “Unsatisfactory” (a grade of “U”), which will require retaking the course. Field Experience Course Learning Goals:

Gain professional knowledge and insights through supervised experience in a human resource function of an organization.

Write and reflect on outcomes of 3-5 professional development goals. Evaluate areas of personal and/or professional growth needed to strengthen for greater

effectiveness as a human resource professional. Utilize the field experience as a means to further clarify career goals.



The College of Education and Allied Professions fulfills its mission by creating and nourishing a community of learners guided by knowledge, values, and experiences. The guiding principles of the community of learners include: (1) the belief that the best educational decisions are made after adequate reflection and with careful consideration of the interests, experiences and welfare of the persons affected by those decisions; (2) an appreciation of and respect for diversity; and (3) a commitment to fostering the responsible use of technology.



*Note: Students occasionally ask us why the MSHR program is located in the CEAP as opposed to the College of Business. From the time the MSHR program was first launched (1984), there has been a curriculum emphasis on improving organizational performance through employee education/development so having it located in our College of Education & Allied Professions makes sense. That said, in keeping with SHRM’s guidelines for graduate HR programs, our MSHR curriculum places an emphasis on how HR is applied to the business environment. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact the Office of Disability Services for more information at (828) 227-3886. Plagiarism Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of plagiarism at Western Carolina University are considered serious academic infractions and can result in a failing grade or removal from a program.

COURSE REQUIREMENTS

Field Experience Agreement Form - 100 points – Due January 20 by 11:59 pm **The preferred method for turning in this form and others requiring a signature is to scan the original signed document and upload it into Blackboard (under Assignment). Thank you!

Experience Learning Contract – 200 points – Due January 20 by 11:59 pm **Same submission directions as above

Online discussion board – throughout the semester starting with the January 13th introductions. Then the general discussion lounge area is available.

Status Reports (2 total) - 200 points (100 points each) Due dates: by 11:59 pm on following dates 1) February 20, 2014 2) March 20, 2014 (see example in folder on course home page) **Same submission directions as above

Field Supervisor Evaluation – 200 points – Due April 28 by 11:59 pm **Please have field supervisor Submit by email to Dr. Germain at [email protected] by April 28.

Final Field Experience Report (includes time log) – 300 points – Due April 28 by 1:59 pm Upload in designated Blackboard assignment box

Complete 150 hours of HR-related work – ALL Semester! The work must be completed under the general supervision of a human resource professional

In order to receive a “Satisfactory” (a grade of “S”) for this course students must earn at least 800 out of 1000 possible points and also complete all 150 hours of HR-related work with a good supervisor evaluation.

All forms may be downloaded from the Forms or Assignments area of the BB course home page. Evaluation Late work is subject to a 10% reduction in points per week. Specific content, form, and neatness criteria are used to evaluate all written assignments. Final Report Due by April 28 11:59 pm (uploaded in Blackboard Assignments area) RECOMMENDED: Remember to update your professional resume with information from your internship. If you would like feedback on your resume, feel free to submit this along with your final report. Remember to send a thank you note to your supervisor at your internship site. A hand-written thank you note is recommended.

HR698-50/51: Capstone Seminar in Human Resources Spring 2014

Professor: John J. Sherlock ("Dr. John") Course Formats: “Online” (through Blackboard 9) When/Where: Virtual Classroom – 24/7; Select Wednesdays, 7:00 - 8:30 p.m. live (synchronous) online discussion (via GoToMeeting tool—see detailed course schedule at end of this document for specific dates); Weekly asynchronous online discussion (via Blackboard (BB) text discussion tool). Contact Info: [email protected]; Office-Killian226b; 227-3380; Appointments welcomed! Course Description: This capstone course of the MSHR program places an emphasis on the strategic aspect of human resources and how HR professionals can best demonstrate their value to the organization and play a leadership role in the organization’s success. We will explore both historical and current perspectives of HR within organizations and prospective role changes for HR. *This course has been designed to align with particular HR content areas, personal competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines. WCU’s MSHR curriculum was reviewed by SHRM in 2013 and recognized as being in full alignment with their guidelines. Learning Objectives: Upon the completion of this course, learners will be able to:

1) Discuss the history of HR and current perceptions of the effectiveness of the HR function—and their implications for future HR practices.

2) Discuss the linkage between HR and organizational strategy and the meaning and implications of a strategic approach to human resources.

3) Engage in personal, critical reflection about key HR issues and their implications for development as a leader within an organization

4) Discuss w/examples how strategic HR leaders are data-driven, using metrics and Evidence Based Management (EBM) concepts.

5) Discuss from a strategic and evidence-based HR perspective particular HR topics, such as globalization, HRIS, and labor relations.

Required Texts: There are no required textbooks for this course. A compilation of scholarly and practitioner journal articles will be provided to drive class discussions. However, you will need to purchase one book for your book review assignment (described later in this syllabus). Dr. John's Teaching Philosophy: My approach to teaching graduate students is very much from an adult learning perspective. I believe that students learn best when they see high relevance in the topics and can direct their learning into areas that most interest/puzzle them; thus, there is usually a lot of flexibility on paper topics, projects, etc. (this is not always possible in the more quantitatively oriented courses.) Additionally, I want our MSHR students to be evidence-based HR managers. To that end, the course content and assignments have as part of their purpose to educate students in being effective consumers of research evidence—which they can apply to real workplace HR decisions. I am particularly interested in helping you think critically about an issue, develop your own point of view, and support that point of view. I view as part of my role to ask difficult questions that challenge you to support your position—the intention is never to embarrass or ridicule, but only to help you learn and grow (please remember this when I ask challenging questions :-). Students sometimes comment that I don’t directly answer their questions about an HR issue; this is partially true—I will typically highlight some of the views in the field regarding the topic, and the issues that must be weighed in evaluating the topic. My purpose is not to be evasive, but, rather, to challenge you to do your own analysis and develop your own “answer” to the question. Exploration of the "unanswered questions" and "contradictions" in the field is absolutely encouraged, along with leveraging the class as a community of practice where practical solutions to HR challenges can be developed and shared. Our online text discussions and live audio sessions on specific HR topics provide our "classroom" environment for learning. However, much of the learning will come through the assignments (including exams). I have designed each assignment to help you achieve one or more of the learning outcomes for the course. The emphasis for graduate course exams and student presentations will be not only on assessment of core concept knowledge, but also on assessing your ability to analyze and synthesize issues, and to articulate and advocate a point of view using the literature in the field and workplace examples. Grading is based on a ten-point scale (80-89: B; 90-100: A) unless otherwise specified.

Excerpts from College Mission Statement:

The College of Education and Allied Professions will be recognized nationally as a community of scholars who promote excellence in teaching, service, and research. The College will have created a niche as the university-of-choice for all programs offered. These programs will have a culturally diverse faculty, staff and student body, and the curricula in these programs will be state-of-the-art, fully staffed, and sufficient in kind and number to meet the needs of its clientele. The College's fully accredited programs will receive exemplary status on all pertinent performance reports. Assessment systems will ensure quality program development which, in turn, will have resulted in high levels of authentic student learning. The programs will have integrated technology including distance learning and web-based courses. Appropriate programs will be recognized for their expertise in rural matters. The faculty members of the College will be noted for their teaching excellence, concern for individual students, and modeling of the qualities that they attempt to instill in their students. The College will continue to be a leader in providing comprehensive opportunities for traditional and non-traditional students. The College's graduates will be noted for their effectiveness in moving their profession forward, for their ethical behavior, their ability to think critically, and for the positive impact they have on the quality of life for those with whom they come into contact.

*Note: I occasionally get asked by students why the MSHR program is located in the CEAP as opposed to the College of Business. From the time the MSHR program was first launched (1984), there has been a curriculum emphasis on improving organizational performance through employee education/development so having it located in our College of Education & Allied Professions makes sense. That said, in keeping with SHRM’s guidelines for graduate HR programs, our MSHR curriculum places an emphasis on how HR is applied to the business environment. Accommodations for Students with Disabilities: Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact the Office of Disability Services for more information at (828) 227-3886. Course Requirements (note: additional information about assignments will be posted on the course website and should be considered part of the course syllabus): Book Review (20%): Due Sun., March 9th Description: A review/critique of a book from the list below (7 pages max., not including cover page or references; no APA format required). Additional guidelines for the book review will be posted on the course website. Students will be expected to provide a short synopsis of the critique in our March GoToMeeting. List of Potential Books for Book Review Assignment (Do NOT feel compelled to select from this list! Choose a topic you want/need to learn about!)

Becker, B., Huselid, M., & Ulrich, D. (2001). The HR Scorecard: Linking People, Strategy, and Performance. ISBN: 1578511364 Boudreau, J.W. & Ramstad, P. (2007). Beyond HR: The new science of human capital. Boston: Harvard Business School Press. Fitz-Enz, J. (2010). The New HR Analytics: Predicting the Economic Value of Your Company's Human Capital Investments. Washington DC: AMACOM. Goleman, D., McKee, A., & Boyatzis, R. (2002). Primal Leadership: Realizing the Power of Emotional Intelligence. ISBN: 157851486X Huselid, M. (2005). The Workforce Scorecard: Managing Human Capital to Execute Strategy. ISBN: 1591392454

Latham, G. P. (2009). Becoming the Evidence-Based Manager: Making the Science of Management Work for You. ISBN: 978-0-89106-260-8

Ulrich, D., Allen, J., Brockbank, W., Nyman, M. (2009). HR Transformation: Building Human Resources From the Outside In. McGraw-Hill. Ulrich, D. (2012). HR from the Outside In. McGraw-Hill. ISBN-13: 9780071802666 Wright, P., Boudreau, D., et al. (2011). The Chief HR Officer: Defining the New Role of HR Leaders. ISBN-13: 9780470905340. John Wiley & Sons publishing. 2006. The Essentials of Strategy: Business Literacy for HR Professionals. Boston: Harvard Business School Press. 2006. The Essentials of Power, Influence and Persuasion: Business Literacy for HR Professionals. Boston: Harvard Business School Press. 2005. The Essentials of Finance and Budgeting: Business Literacy for HR Professionals. Boston: Harvard Business School Press. 2005. The Essentials of Negotiation: Business Literacy for HR Professionals. Boston: Harvard Business School Press.

Group Project: HR Topical Briefings/Analysis (20%): Due by Sun., April 6th (by 11:59pm)

Description: Students will lead class discussion (via text discussion) from the following list of relevant HR topics (or another HR topic you think would be valuable for the class) : HRIS Occupational health, safety & security Labor Relations

Performance Management Global HR HR and mergers & acquisitions Outsourcing Talent management Students will form groups to research and report on a select HR topic as described in the syllabus and the group will lead a question/answer online text discussion during an assigned week. Groups are encouraged to develop an overall "Practice-oriented" question to focus their project. They then should examine the body of evidence (both scholarly and practitioner) to try to answer the question. Additionally, analysis of the HR topic should provide key "take-aways" for our learning in the HR field and present a point of view. Note: Peer Evaluations are due NO LATER THAN 48 hours after the conclusion of your group’s online discussion. In order to earn the full group grade, a student must earn an average peer evaluation score of at least 83%; scores between 73-82.99% will result in a 5-point reduction in that student’s group grade. Scores below 73% will result in a 10-point reduction. This policy has been implemented based on student concerns about group members being held accountable for contributing to the group project. Learning Journal (20%): Due: Sun., April 20th (by 11:59pm) Description: Students are expected to keep a journal throughout the course which demonstrates critical reflection on key questions/insights about HR field and about self. Additional information for the assignment will be posted on the course website. Final Exam (25%): Due: Sun., May 4th (by 11:59pm) Description: Comprehensive exam covering course material. Participation (15%): Due: All semester! Description: Student contribution to the learning experience of the class. Looking for both quantity AND quality each week in online discussions. Expectations for Participation: Unlike some professors, I do not specify the number of online “submissions” you must make to earn a certain grade. Further, I do not assign weekly grades in recognition that many of you may have weeks where you are not able to fully participate due to other priorities. Some students find value in not having to submit a certain number of responses each week or the pressure of earning a weekly grade, while others find a lack of structure uncomfortable. Understanding this, let me offer the following guidelines for “good” performance (“excellent” performance would consistently exceed these guidelines) in our weekly online discussion conferences: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least one additional entry later in the week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace. While I do NOT want excessive quoting of text material, I do encourage students to link their comments back (either in agreement or in disagreement) with text material (citing relevant text page numbers) –

this helps the text material “come alive” in new ways for many students reading the discussion comments. This is particularly important in a course like this where there is a lot of material to read and much of it is quite challenging. Given that I don’t “count” the number of submissions, please do not feel obliged to offer comments of “I agree” or “nice comment” for the purpose of increasing the number of submissions. However, I encourage interactions with classmates and do feel free to react to one another’s comments-being sure to comment on why you had a positive or negative reaction to another’s comment. Maintaining a respectful, friendly tone is always expected. Please keep your responses succinct; when submissions ramble, students tell me that they just skip over them-which is not the desired result. Everyone prefers to read sentences without typos…enough said.

IMPORTANT POLICIES Policy Regarding Due Dates: All assignments are due by 11:59 pm (i.e., before midnight) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten point increments for each week an assignment is late. Policy Regarding Course Drops: If circumstances are such that you are forced to drop the course, you need to: 1) Adhere to the specific timelines and paperwork requirements for withdrawal stated in the WCU graduate catalog; 2) Notify me; and 3) Notify any members of a group you’ve to which you’ve been assigned. Failure to follow all of the procedures and paperwork requirements for course withdrawal specified in the WCU graduate catalog could result in your receiving an “F” for the course—so please do not assume notifying me of your intention to drop the class is sufficient. Policy Regarding Assignment Grades: I devote considerable time to developing a grading rubric for assignments and in evaluating each student’s work on a given assignment. Thus, the grades assigned are final except in very rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 72 hours of the assignment being returned. Policy Regarding Academic Honesty: Giving or receiving assistance on an assignment to be done individually is a violation of the University’s Academic Honesty Policy. Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of academic dishonesty/ plagiarism at Western Carolina University are considered serious infractions and can result in a failing grade or removal from a program. Policy Regarding Computers: Students are expected to be experienced in PC and internet operations (I can suggest resources if additional training is needed). Students should have access to a PC with at least a high speed processor, all Microsoft applications, Adobe Acrobat Reader, and access to a high-speed AND reliable internet connection. We will be using both BlackBoard and an online live audio program called GoToMeeting. Both are user-friendly but require basic computer literacy and don’t function well without a high-speed connection. For the GoToMeeting live audio discussions, you will need a microphone and speakers (or headset). If you don’t already have these peripherals, they can be purchased at Radio Shack, Target, and elsewhere for about $15. We also have video capability within GoToMeeting which I encourage you to use so others can see you when you are speaking. Many computer monitors have built-in cameras and peripheral video plug-ins are available for about $25 (but this optional).

COURSE SCHEDULE

DATE LEARNING MODULE COURSE MATERIAL/Assignment

Week 1 Jan.13-19

Course Intro: Read, Read, Read,…get organized to excel in this Capstone Course

Read Syllabus, Read website assignment descriptions; start journal, get book for book review and begin reading. Participate in Introductions Conference

Week 2 Jan. 20-26 (University closed 1/20 – MLK Holiday)

HR: Understanding its history and trends to understand its future

GoToMeeting Session #1: Wed., 1/22, 7-8:30pm (Complete readings BEFORE Session) Supplementary Readings Online discussion

Week 3 Jan. 27-Feb. 2 Perceptions of HR: Implications for the future.

Supplementary Readings Online discussion DON’T FORGET TO JOURNAL!

Week 4 Feb. 3-9

Understanding the Context for Change – the “evidence movement”

Supplementary Readings Online discussion

Week 5 Feb. 10-16 HR and its role in ethical leadership Supplementary Readings

Online discussion

Week 6 Feb. 17-23 Strategic HRM (Pt. I)

GoToMeeting Session #2: 7-8:30pm, Wed., 2/19 Supplementary Readings Online discussion

Week 7 Feb. 24-Mar. 2

Strategic HRM (Pt. II)

Supplementary Readings Online discussion DON’T FORGET TO JOURNAL!

Week 8 Mar. 3-9

HR Leadership-Influence Part I

Supplementary Readings Online discussion Book Review DUE Sun., 3/9!

Week 9 Mar. 10-16

SPRING BREAK – ENJOY

SPRING BREAK - ENJOY

Week 10 Mar. 17-23

HR Leadership-Influence Part II

Supplementary Readings Online discussion

GoToMeeting Session #3: 7-8:30pm, Wed., 3/19

Week 11 Mar. 24-30 HR Strategic Measurement (Pt. I)

Supplementary Readings DON’T FORGET TO JOURNAL!

Week 12 March 31-April 6

HR Strategic Measurement (Pt. II) Integrating HR measurement and influence to achieve strategic HRM effectiveness

Supplementary Readings Online discussion ALL group presentations due by 11:59pm on Sun., 4/6 DON’T FORGET TO JOURNAL!—Particularly the learning/development plan

Week 13 April 7-13 Participate in Group Project Topical Briefings

Week 14 April 14-20

Participate in Group Project Topical Briefings

Group Project Text Discussions LEARNING JOURNAL DUE by 11:59pm Sun., 4/20

Week 15 April 21-27

Putting it all together/Course wrap-up & Final Exam Prep

Online Discussion GoToMeeting Session #4: 7-8:30pm, Wed., April 23rd

Week 16 April 28-May 4 Final Exam Due Sun. May 4th by 11:59pm Final Exam Due Sun. 5/4 by 11:59pm

of 5

HR693/613: Performance Appraisal/Management Professor: Dr. Yogita Abichandani, Assistant Professor Course Format: “Online” (through Blackboard) When/Where: Virtual Classroom – 24/7; Select Evenings, 6:30 - 7:30 p.m. live (synchronous audio/video) online discussion (GTM); Weekly asynchronous online discussion (via Blackboard text discussion tool). Spring term: June 2nd to August 6 Contact Info: [email protected]; Office-Killian 214; 980-265-0078; Appointments welcomed! Note: I check my WCU email several times a day (and my voice mail much less frequently), so email is the best way to reach me. Course Description:

This online graduate-level course explores the concepts and practices of performance appraisal/performance mgt. in organizations. It places an emphasis on the appraisal being far more than an annual event (i.e., being part of a continual performance mgt. process). We will not only discuss the alternative designs available for the appraisal process but also explore ways to link the performance appraisal to an overall talent management strategy led by HR.

*This course has been designed to align with particular HR content areas, personal competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines. WCU’s MSHR curriculum was reviewed by SHRM in 2010 and recognized as being in full alignment with their graduate HR curriculum guidelines.

of 5

Learning Objectives: Upon the completion of this course, learners will be able to: 1) Discuss the purposes of the performance appraisal in the organization 2) Discuss the content of the appraisal 3) Describe how appraisal fits as an element of a talent/performance management strategy and organizational strategy 4) Discuss the role of HR in leading the performance appraisal/performance mgt. process 5) Evaluate the design of various performance appraisal/mgt. systems 6) Discuss implementation issues of an appraisal/perf. Mgt. system. Required Texts:

1. Fletcher, C. (2008, 4th edition). Appraisal, Feedback and Development: Making performance review work. Routledge publishing. ISBN: 0-415-44091-0

2. Supplemental readings supplied by instructor Excerpts from College Mission Statement: The College of Education and Allied Professions fulfills its mission by creating and nourishing a community of learners guided by knowledge, values, and experiences. The guiding principles of the community of learners include: (1) the belief that the best educational decisions are made after adequate reflection and with careful consideration of the interests, experiences and welfare of the persons affected by those decisions; (2) an appreciation of and respect for diversity; and (3) a commitment to fostering the responsible use of technology. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716, [email protected] or 144 Killian Annex. Course Requirements (note: additional information about assignments will be posted on the course website and should be considered part of the course syllabus):

1) Group Case Assignment (40%: 35% group grade; 5% individual grade based self-peer evaluations): Due: See Schedule

Description: Groups of 3-5 will be assigned a performance appraisal case to analyze and will submit a report of their analysis and recommendations.

2) Final Exam (30%): Due: See Schedule Description: Timed multiple-choice/T-F and essay portions in Blackboard (comprehensive)

3) Participation (30%): Due: All semester! Description: Participation will be based on text discussions (GTM audio conference participation is optional but strongly encouraged). Atleast 2 posts per discussion + quality of posts + average posting position (1st one to respond- last one to respond) and One Summarizer post in all 9 weeks.

of 5

The Summarizer roles are assigned. Watch the Syllabus space for the roles. 4) Midterm – To be discussed in 1st GTM (The syllabus will be updated accordingly to determine grade impact!

IMPORTANT POLICIES

Policy Regarding Due Dates: All assignments are due by 11:59 pm (i.e., before midnight) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten point increments for each week an assignment is late. Policy Regarding Course Drops: If circumstances are such that you are forced to drop the course, you need to: 1) Adhere to the specific timelines and paperwork requirements for withdrawal stated in the WCU graduate catalog; 2) Notify me; and 3) Notify any members of a group you’ve to which you’ve been assigned. Failure to follow all of the procedures and paperwork requirements for course withdrawal specified in the WCU graduate catalog could result in your receiving an “F” for the course—so please do not assume notifying me of your intention to drop the class is sufficient. Policy Regarding Assignment Grades: I devote considerable time to developing a grading rubric for assignments and in evaluating each student’s work on a given assignment. Thus, the grades assigned are final except in very rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 72 hours of the assignment being returned. Grading is based on a ten-point scale (80-89: B; 90-100: A) unless otherwise specified. Policy Regarding Academic Honesty: Giving or receiving assistance on an assignment to be done individually is a violation of the University’s Academic Honesty Policy. Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of academic dishonesty/ plagiarism at Western Carolina University are considered serious infractions and can result in a failing grade or removal from a program. Policy Regarding Computers: Students are expected to be experienced in PC and internet operations (I can suggest resources if additional training is needed). Students should have access to a PC with a high speed processor, all Microsoft applications, Adobe Acrobat Reader, and access to a high-speed interconnection. We will be using both Blackboard and an online live audio/video program called Wimba. Both are user-friendly but require basic computer literacy and don’t function as well without a high-speed connection. For the Wimba live audio discussions, you will need a microphone and speakers (or headset). If you don’t already have these peripherals, they can be purchased at Radio Shack, Target, and elsewhere for about $15. We also have video capability within Wimba which we can use if we want. Some PC monitors have built-in cameras and peripheral video plug-ins are available for about $25 (but this optional).

*Special Note for Summer Session- Since this is a limited time summer session the emphasis will be more on learning on Performance Appraisal through the the case study.

of 5

COURSE SCHEDULE DATE LEARNING MODULE ASSIGNMENTS

Week 1 June 2 –June 7

1) Introduction to course

2) The Purpose(s) of Appraisal

1) Read Fletcher Ch. 1 2) Read Fletcher Ch. 2 3) Jackson, pp. 318-326 (course

content) 4) Competency based Perf. Mgt.

(course content) 5) BB Discussion

Week 2 June 8 to 14

3) Content of Appraisal &

4) Appraisal as an element of performance mgt.

1) Read Fletcher, Ch. 3 2) Read Fletcher, Ch. 4 3) SHRM, Pulakos (course

content) 4) BB Text Discussion 5) GTM – June 11th 6:30 pm.

Do join as it will help you deal with class expectations.

Week 3 June 15 to June 21

5) Designing appraisal systems

I will not be available on June 18th & June 19th.

1) Read Fletcher, Ch. 5 2) Jackson, pp. 326-353 (course

content) 3) Milkovich, pp. 329-362

(course content) 4) Bb Text Discussion

Week 4 June 22 to June 28

6) Multi-level Feedback 1) Read Fletcher, Ch. 6, 7 2) Bb Text Discussion

Week 5 June 29 to July 5th

7) Training & implementation 1) Read Fletcher, Ch. 8 2) Milkovich, pp. 349-362

(course content) 3) NO DISCUSSION- ENJOY

July 4th weekend break!

Week 6 July 6th to July 12th

8) Monitoring & maintenance

1) Read Fletcher, Ch. 9 2) GTM Session: July 10th 6:30

pm. Checking on the case study!

3) Bb Text Discussion Week 7

July 13th to 19th 9) Appraisal as means to assess potential

10) Appraisal in different professional contexts

1) Read Fletcher, Ch. 10 2) Read Fletcher Ch. 11 3) NO Text Discussion- Finish

your case study

of 5

Week 8 July 20th to July 26th

11) Cultural Challenges in appraisal 1) Read Fletcher, Ch. 12 2) Group Case Assignment Due

July 25, by 11:59pm

12) Group Case Assignment Discussion 1) Blackboard Discussion of case and each group’s analysis.

13) The future of appraisal; Course Wrap-up

1) Bb text discussion 2) Read Fletcher, Ch. 13 3) GTM Session - Final Exam

Discussion (TBD)

Week 9 July 27th to August

2nd

Final Exam Due Sun., 08/03 1) Study and complete final exam Sun. 08/03

SYLLABUS HR 666: Legal Issues in HR

Summer 2014 INSTRUCTOR: Kevin P. Kopp, Esq. Please contact me by WCU e-mail or feel free to use my office e-mail ([email protected]) for all course-related communication. In case of emergency, you may also call my office phone at (828) 348-8400. TEXTBOOK: Employment Law: New Challenges in the Business Environment, 6th edition, John Jude Moran, Pearson/Prentice Hall (ISBN-13:978-0-13-307522-9 / ISBN-10:0-13-307522-2). Supplemental materials may be used at the discretion of instructor. COURSE DESCRIPTION: Employment law is a dynamic, complex and constantly changing body of law and represents one of the most significant areas of legal risk faced by modern businesses. The human resources professional plays a critical role in helping to ensure compliance with these laws. This course examines the laws, regulations and significant court decisions governing the employment relationship, emphasizing the role of the human resources professional in being able to recognize and anticipate employment law problems. Throughout this course we will study a variety of factual scenarios to illustrate the practical application of employment law to real-world issues confronted by the human resources professional. COURSE FORMAT: The course format is online via Blackboard. Students will interface with the instructor, participate in discussions and submit assignments utilizing the Blackboard platform. COURSE REQUIREMENTS: Final grades for this course will be comprised of the following: 1. Exams – 75% During the course of the semester, two (2) multiple choice and true/false exams will be administered based on the readings and subject matter covered prior to each exam. Each exam will count as 37.5% of your final grade.

2. Discussion Board Participation – 25% Meaningful and consistent participation in Blackboard discussions is a valuable part of the learning experience in this course. Your participation will be evaluated on the basis of consistency, originality and thoughtfulness of comments, demonstrated knowledge of the discussion topic and ability to stimulate meaningful discussion on the topic at hand. While the number of online submissions provides some indication of the consistency of your participation, they do not always reflect originality, thoughtfulness or effort. COURSE SCHEDULE/ASSIGNMENTS: This schedule may be modified or revised at the discretion of the instructor. Any changes will be announced as far in advance as possible. A discussion topic or topics will be posted where indicated based on the assigned reading for the week. For example, a discussion topic or topics will be posted by June 9 related to the material covered in Chapters 1 and 2. Date Readings Assignments Mon., June 2 Welcome Announcement Discussion Board Introductions and Syllabus (feel free to get started on next week's assigned reading) Mon., June 9 Chapters 1, 2 Discussion Board Participation Mon., June 16 Chapters 3, 4 Discussion Board Participation Mon., June 23 Chapter 5 Discussion Board Participation Mon., June 30 Chapters 7, 9 EXAM NO. 1 Please note that there will be no organized discussion on Chapters 7 and 9, but please be prepared for exam questions on those chapters on Exam No. 2. Mon., July 7 Chapters 10, 11 Discussion Board Participation Mon., July 14 Chapter 12 Discussion Board Participation Mon., July 21 Chapters 15, 16 Discussion Board Participation Mon., July 28 None EXAM NO. 2

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716, [email protected] or 144 Killian Annex.

1

EMPLOYEE AND LABOR RELATIONS – HR645

SYLLABUS – SUMMER 2012 Professor: Marie-Line Germain, Ph.D. Course format: Online When/Where: On selected days, 7:00PM - 8:00PM; Live (synchronous) online discussion (via WIMBA); Weekly asynchronous online discussion (via BlackBoard text discussion tool). Course term will run from JUNE 03 through AUGUST 05, 2013. Contact Info: [email protected]; Office: Killian 203-C2. Phone: 828-227-3959 (remember

that this is a summer course and I will be travelling abroad while teaching this course);

Virtual appointments welcomed! INSTRUCTIONAL MATERIAL - Required

Holley, W. H., Jr., Jennings, K. M., Wolters, R. S., Mathis, R. L., Jackson, J. H., & Germain, M. L. (2010).

Custom Edition: Employment & labor relations. Mason, OH: South-Western Cengage Learning. ISBN: 1111777683.

[Note: The text above is comprised of specific chapters from these two texts below: Holley, W. H., Jr., Jennings, K. M., & Wolters, R. S. (2009). The labor relations process (9th ed.).

Mason, OH: South-Western Cengage Learning. [Chapters (1,3,4,5,6,10,11,12,13)] Mathis, R. L., & Jackson, J. H. (2008). Human resource management (12th ed.). Mason, OH:

South-Western Cengage Learning. [Chapters (1,3,4,5,9,10,11,16)] INSTRUCTIONAL MATERIAL - Supporting The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course. Bainbridge, S. M. (1998). Corporate decision making and the moral rights of employees: Participatory

management and natural law. Villanova Law Review 43, 741-828. Budd, J. (2004). Employment with a human face. Ithaca, NY: Cornell University Press. Caudron, S. (2003). HR is dead, long live HR. Workforce, 82(1), 26-30. Commission on the future of worker-management relations. (1994). Report and recommendations.

Washington, D.C.: U.S. Departments of Labor and Commerce. U.S. Equal Employment Opportunity Commission can be found at http://www.eeoc.gov U.S. Federal Labor Relations Authority can be found at http://www.flra.gov U.S. National Labor Relations Board can be found at http://www.nlrb.gov

The Society of Human Resource Management (SHRM) http://www.shrm.org

Michael D. Yates. (2009). Why Unions Matter. (2nd edition). NY: Monthly Review Press.

2

I. COURSE DESCRIPTION

Provides an overview of the internal consulting role of HR in Employee and Labor Relations. This includes history, applicable laws, challenges, and opportunities. Employee Relations will examine the broad range of concepts and practices that arise out of the relationship between an organization and its employees. Analyzes the organization decisions that impact on employee training, conduct, evaluation, coaching, counseling, disciplining, and separation. The Labor Relations process will be demonstrated from the union organizational campaign, to contract negotiations through the grievance procedure and arbitration. Finally, it examines ways to create an inclusive work environment that fosters diversity and provides an overview of how organizations deal with change, including in the case of mergers and acquisitions. This course has been designed to align with particular HR content areas, personal competencies, and business/policy knowledge applications recommended by the Society for Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines. II. COURSE OUTCOMES Upon the successful completion of this course, the student will be able to:

1. Differentiate between Employee Relations and Labor Relations and the role of HR 2. Identify relevant employment federal laws 3. Identify strategies for retention 4. Identify methods to improve and enhance employee development 5. Identify ways to create an inclusive work environment that fosters diversity 6. Identify ethical approaches to disciplinary actions and separation. Valuing diversity globally 7. Explain the process of union organization and collective bargaining 8. Describe discipline policies, the grievance procedure, and mediation/arbitration 9. Summarize the applicable private sector and public sector Labor Relations laws 10. Explain how employee relations can create a positive organizational culture 11. Explain the importance of change in organizations– Mergers and acquisitions 12. Labor Unions in China

III. COURSE EXPECTATIONS

Share your experiences and knowledge with your peers in course discussions. An active participation and commitment to your learning experience.

Apply what you are learning in your personal and professional lives. Dr. Germain's Teaching Philosophy:

My approach to teaching graduate students is very much from an adult learning perspective. I believe that students learn best when they see high relevance in the topics and can direct their learning into areas that most interest/puzzle them; thus, there is usually a lot of flexibility on your paper topics, projects, etc. (This is not always possible in the more quantitative oriented courses.) I believe that in order to achieve a graduate level understanding of an HR subject, it is important for you to develop a solid understanding of the scholarly literature that influences the field--but never without the linkage back to the practical world of organizations where so many of you are applying the concepts each and every day at work. In each of the MSHR courses I teach, I strive to develop student competencies in the areas of: 1) HR content; 2) personal/interpersonal skills; and 3) organizational acumen, each of which has been identified as highly valued by the leading HR-related organizations (SHRM, ASTD, ISPI in particular). In this way, our MSHR students are well prepared for a wide variety of HR-related roles in different types of organizational settings. Some of the course material might be complex and difficult reading but developing your ability to glean insights from dense material will serve you well in your career. I am particularly interested in

3

helping you think critically about an issue, develop your own point of view, and support that point of view. I view as part of my role to ask difficult questions that challenge you to support your position—the intention is never to embarrass or ridicule, but only to help you learn and grow (please remember this when I ask challenging questions :-). Students sometimes comment that I don’t directly answer their questions about an HR issue; this is partially true—I will typically highlight some of the views in the field regarding the topic, and the issues that must be weighed in evaluating the topic. My purpose is not to be evasive, but, rather, to challenge you to do your own analysis and develop your own “answer” to the question. Exploration of the "unanswered questions" and "contradictions" in the field is absolutely encouraged, along with leveraging the class as a community of practice where practical solutions to HR challenges can be developed and shared. Weekly online dialogue on specific HR topics provides our "classroom" environment for learning. However, much of the learning will come through the assignments. I have designed each assignment to help you achieve one or more of the learning outcomes for the course. The emphasis for graduate course exams and student presentations will be on not only assessment of core concept knowledge, but also on assessing your ability to analyze and synthesize issues, and to articulate and advocate a point of view using the literature in the field and workplace examples. Grading is based on a ten-point scale (80-89: B; 90-100: A) unless otherwise specified.


The College of Education and Allied Professions (CEAP) is one of four colleges at Western Carolina University. Five academic departments and thirteen service centers, programs and offices comprise the college. The college offers programs of study at the baccalaureate, master's, and doctoral levels. The College of Education and Allied Professions fulfills its mission by creating and nourishing a learning and competency development, and so having it located a community of learners guided by knowledge, values, and experiences. The guiding principles of the community of learners include: (1) the belief that the best educational decisions are made after adequate reflection and with careful consideration of the interests, experiences and welfare of the persons affected by those decisions; (2) an appreciation of and respect for diversity; and (3) a commitment to fostering the responsible use of technology. The faculty members of the College will be noted for their teaching excellence, concern for individual students, and modeling of the qualities that they attempt to instill in their students. The College will continue to be a leader in providing comprehensive opportunities for traditional and non-traditional students. The College's graduates will be noted for their effectiveness in moving their profession forward, for their ethical behavior, their ability to think critically, and for the positive impact they have on the quality of life for those with whom they come into contact. *Note: I occasionally get asked by students why the MSHR program is located in the CEAP as opposed to the College of Business. From the time the MSHR program was first launched (1984), there has been a curriculum emphasis on improving organizational performance through employee education/development so having it located in our College of Education & Allied Professions makes sense. That said, in keeping with SHRM’s guidelines for graduate HR programs, our MSHR curriculum places an emphasis on how HR is applied to the business environment. WCU’s Writing Center The University Writing Center offers online writing resources to help you strengthen your academic skills and address any writing assignment. To receive individual feedback on your writing, visit Smarthinking, WCU’s free academic support service for students who take their classes from off-campus. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716 or 144 Killian Annex. You can also visit the office’s website: http://www.wcu.edu/12789.asp

4

IV. COURSE REQUIREMENTS One Team paper (30%). Due AUGUST 01. One individual final paper (20%). Due AUGUST 01 Participation (30%) Final Exam (20%) Available online from July 28 though July 31, 11:59pm (EST). Final exam scores will be released on August 05 in your grade book.


Unlike some professors, I do not specify the number of online “submissions” you must make to earn a certain grade. Further, I do not assign weekly grades in recognition that many of you may have weeks where you are not able to fully participate due to other priorities. Some students find value in not having to submit a certain number of responses each week or the pressure of earning a weekly grade, while others find a lack of structure uncomfortable. Understanding this, let me offer the following guidelines for “good” performance (“excellent” performance would consistently exceed these guidelines) in our weekly online discussion conferences: 1) Strive to make a first entry early in the week (that clearly answers the question(s) posed) and at least one additional entry later in the week that reacts/responds to other entries made; 2) Strive to make entries that help link the specific text material with the “real world” of the workplace. While I do NOT want excessive quoting of text material, I do encourage students to link their comments back (either in agreement or in disagreement) with text material (citing relevant text page numbers) –this helps the text material “come alive” in new ways for many students reading the discussion comments. Given that I don’t “count” the number of submissions, please do not feel obliged to offer comments of “I agree” or “nice comment” for the purpose of increasing the number of submissions. However, I encourage interactions with classmates and do feel free to react to one another’s comments--being sure to comment on why you had a positive or negative reaction to another’s comment. Maintaining a respectful, friendly tone is always expected. Please keep your responses succinct; when submissions ramble, students tell me that they just skip over them-which is not the desired result. Everyone prefers to read sentences without typos… Enough said. Per the guidelines described above, I will use the following evaluation criteria to assign participation grades: Evidence of consistent conference participation (including live/synchronous discussions): 7.5 Points Evidence of consistent linking of comments to course literature: 7.5 Points Evidence of original, substantive comments that address questions posed, build community, and “stretch” class’s thinking: 7.5 Points Evidence of original, substantive comments that respond to other students’ comments, build community, and “stretch” class’s thinking: 7.5 Points “Building community” refers to student efforts in the conferences to demonstrate genuine support and respect of one another, offer suggestions to help one another, etc.; To “stretch” the class’s thinking refers to offering provocative perspectives, asking respectful, but challenging follow-up questions of others, etc. My Role in Online Discussion: My two primary obvious roles in the online discussion are to develop the stimulating/provocative (hopefully) conference discussion topics/question and to monitor/evaluate students’ overall participation performance. Additionally, I regularly “check in” on the discussions to make sure the discussion generally stays on topic (although I will let relevant “tangents” run for a while if I feel they can produce learning for the class). I will occasionally submit my own comments to the discussion to amplify a point or to bring focus to a discussion. For the live/synchronous discussions. I won’t answer each student’s comments as I do not want to monopolize the Discussion, which ought to be a Student-guided dialogue. I typically will lead a discussion of the week’s readings and answer student questions about content or course management issues. Feedback on Participation: While I do not give weekly grades, I’m happy to give you feedback on your participation at any time.

5

Additionally, at about the mid-point of the session, I review each student’s participation to date and give individual feedback. Note: Students are expected to be experienced in PC and internet operations (I can suggest resources if additional training is needed). Students should have access to a PC with a high-speed processor (Pentium IV or faster), all Microsoft applications, Adobe Acrobat Reader, and access to a high-speed internet connection. We will be using WIMBA (see the grid on page 13 to know when those sessions are scheduled). Both are user-friendly but require basic computer literacy and don’t function as well without a high-speed connection. For the WIMBA voice discussions, you will need a headset with a microphone! If you don’t already have them, they can be purchased at RadioShack, Target, and elsewhere for about $15.

IMPORTANT POLICIES

Policy Regarding Due Dates: All assignments are due BEFORE midnight (i.e., 11:59pm) on the date specified unless there are extraordinary circumstances (i.e., death in family, serious family illness, etc.—not computer malfunctions, generally). Be sure to document the date/time of any electronic submissions of assignments you make. Point deductions for late assignments will be in ten (10) point increments for each 3-day period (or portion thereof) an assignment is late.

Policy Regarding Withdrawals: If circumstances are such that you are forced to drop the course, you need to: 1) Adhere to the specific timelines and paperwork requirements for withdrawal stated in the WCU graduate catalog; 2) Notify me; and 3) Notify any members of a group to which you’ve been assigned. Failure to follow all of the procedures and paperwork requirements for course withdrawal specified in the WCU graduate catalog could result in your receiving an “F” for the course—so please do not assume notifying me of your intention to drop the class is sufficient. Policy Regarding Assignment Grades: I devote considerable time to developing a grading rubric for assignments and in evaluating each student’s work on a given assignment. Thus, the grades assigned are final except in very rare cases. Any questions/concerns about a particular assignment grade must be directed to me within 72 hours of the assignment being returned in order to be considered. Policy Regarding Academic Honesty: Giving or receiving assistance on an assignment to be done individually is a violation of the University’s Academic Honesty Policy. This includes asking former students for copies of course exams or providing such information to future students of the course. Passing off another person's ideas and/or words as your own creative work is plagiarism. The APA style manual shows how to properly reference the works of others. Acts of academic dishonesty/ plagiarism at Western Carolina University are considered serious infractions and can result in a failing grade or removal from a program. For more information about academic integrity, go to: academicintegrity.wcu.edu

V. WEEKLY COURSE SCHEDULE The weekly schedule below describes the learning activities that will help you achieve the course outcomes listed above and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, activities, and assignments.

WEEK 1 (week of Monday, June 3) WIMBA session this week Course outcome: Differentiate between Employee Relations and Labor Relations. What is the Role of HR in employee

and labor relations? Supporting topics:

Capitalism

Employer’s legitimate interest

Employee’s right to pursue his/her employment interest

Responsible parties

6

At-will employment

Contracts Students should read:

Mathis & Jackson (2008). Chapter 1; Holley et al. (2009). Chapter 1 Topics covered and Online Discussions:

Value of human capital, then compare and contrast the environments of employee relations with that of labor relations.

Defining the job, the job description, the at-will relationship, and the meaning of the labor contract.

Online discussion: The employment relationship is a purely economic one, with organizations wanting efficiency and employees income. Discuss Pros/Cons.

Online Discussion: Respect/for human dignity and equal appreciation for the competing rights of property and labor appears to be an important value for U.S. business. Discuss Pros/Cons.

WEEK 2 (week of June 10) Course outcome: Identify strategies for retention. Supporting topics: Psychological contract ● Managing retention Developmental uses of performance appraisal Appraisal feedback Exit interview Career planning Organizational culture Students should read:

Mathis & Jackson (2008). Chapters 3 and 11. Topics covered and Online Discussions:

Job satisfaction, commitment, and loyalty. Differences between performance management and performance appraisal; describe how

appraisals may be used for developmental purposes. Online discussion: Discuss effective methods for managing an organization that had high

absenteeism and turnover rates. Optional online Discussion: Discuss the positive steps a supervisor would take while preparing for

a performance appraisal interview. WEEK 3 (Week of June 17) Course outcome: Identify methods to improve and enhance employee development. Use technology and information resources to research issues in Employee and Labor Relations Supporting topics: Job satisfaction Innovation Motivation Change management Workplace harmony Students should read:

Mathis & Jackson (2008). Chapters 9 and 10.

7

Topics covered and Online Discussions:

How successful organizations improve and enhance workforce skills. What to include in a benefits package to be competitive within the market. Optional online discussion: Discuss the importance of the orientation process and describe how

to implement an effective process. Optional online Discussion: Outline the benefits an organization must provide, and those that

might be offered on a voluntary basis. WEEK 4 (Week of June 24) Course outcome: Employee diversity. Creating an inclusive work environment that fosters diversity Valuing diversity globally

Students should read:

Mathis & Jackson (2008). Chapter 5. Topics covered and Online Discussions:

"The Art and Science of Recruiting a Diverse Workforce", Workforce Management, May 2006. See questions posted under Discussion Week 6 in the online course.

WEEK 5 (Week of July 01) WIMBA session Course outcome: Identify ethical approaches to discipline and separation. Supporting topics: Statutory rights Contractual rights Employment at will Privacy rights Free speech rights Investigations Students should read:

Mathis & Jackson (2008). Chapter 16. Topics covered and Online Discussions:

Ethical, humane, and legal approach to termination. Volatile workplace issues, such as, employee computer misuse, right to privacy, violence,

substance abuse, and drug testing. Online discussion: Identify the problems caused by furnishing or not furnishing references for a

discharged employee. Online Discussion: Discuss the employer’s right to monitor mail, phones, computers, and other

surveillance techniques. WEEK 6 (Week of July 8) Course outcome: Explain the process of union organization and collective bargaining.

8

Describe discipline policies, the grievance procedure, mediation and arbitration.

Supporting topics: National Labor Relations Board (NLRB) Federal Mediation and Conciliation Service (FMCS) Right to work laws Union security clause Craft unions Industrial unions Precedent court cases Recognition Secret ballot elections Appropriate bargaining unit TIPS Negotiations Duty to bargain Students should read:

Holley at al. (2009). Chapters 3 and 4. Holley et al. (2009). Chapters 5 and 6. Review case #5.9

Topics covered and OPTIONAL Online Discussions:

Major labor laws, right to work, unfair labor practices, and composition of NLRB. Strategic planning of the corporation, new forces in the American labor movement, and proposed

labor laws that are pending in Congress.

Online discussion: The NLRB – What is it, what does it do? Discuss structure, enforcement, and procedures.

Online Discussion: Discuss the roles played by the local union, joint councils, the international union, and the AFL-CIO.

Appropriate and inappropriate behavior of the company during a union organizing campaign. Win-win bargaining, good faith bargaining, illegal bargaining subjects, and totality of conduct. Online discussion: Compare and contrast the unfair labor practices that are enumerated for the

Company, and the Union under the provisions of the NLRA. Online Discussion: Compare and contrast ‘Company Unions” with “Employee Involvement

Committees.” Are participative management efforts compatible with provisions of the NLRA? WEEK 7 (Week of July 15) Course outcome: Describe discipline policies, the grievance procedure, mediation and arbitration. Summarize the applicable private sector and public sector Labor Relations laws. Supporting topics: Grievances Workplace investigations Alternative dispute resolutions Evidence Steelworkers trilogy Court review Union’s duty of fair representation (see YouTube video posted under Learning Modules) Students should read:

Holley et al. (2009). Chapters 10 and 11. Topics covered and Online Discussions:

9

Steps in the grievance procedure, grievance resolution, and the union’s duty of fair representation.

Method used to select an ad-hoc arbitrator, and how the union might prepare for the arbitration hearing.

Online Discussion: Discuss the importance of intent, past practices, and previous arbitration decisions to arbitrator decision making.

Optional online discussion: Assuming the role of workplace investigator, describe your duties and actions involved in examining a disciplinary matter.

WEEK 8 (Week of July 22) LAST WIMBA SESSION Course outcome: Summarize the applicable private sector and public sector Labor Relations laws. Supporting topics: Common law Just cause Due process Weingarten rights (See YouTube video posted in Learning Modules) Mitigating circumstances Students should read:

Holley et al. (2009). Chapters 12 and 13. Topics covered and Online Discussions:

Posture taken by the EEOC and NLRB in regard to employee discipline and just cause. Major provisions of the NLRA, the RLA, the FLRA, and public employment labor relations

statutes. Online discussion: Identify arbitrator, Carroll Daughtery’s “seven tests for just cause.” Optional online Discussion: Identify the major unions that are involved in representing federal,

state, and local government employees. WEEK 9 (Week of July 29) Course outcome: Differentiate between Employee Relations and Labor Relations. Explain how employee relations can create a positive organizational culture. Summarize the applicable private sector and public sector Labor Relations laws. Free Choice Act (see 2009 YouTube video under Learning Modules) Organizational change (if time permits). Labor Unions in China (see course Web Links for videos) Online Discussions:

Online Discussion: Has the NLRA accomplished its legislative intent? Support your decision. Is/was the Employee Free Choice Act necessary?

Online Discussion: Identify and examine the challenges and opportunities for the U.S. labor movement in 2012.

TEAM ASSIGNMENT - PAPER Due by August 01 at 11:59 pm. Individual Final paper due by August 01 at 11:59 pm Take your Final Exam online between July 28 and July 31, 11:59pm (EST)

10

COURSE SCHEDULE RECAP (refer to the above breakdown for precise information)

DATE LEARNING MODULE TEXT MATERIAL/ASSIGNMENTS

Week 1 beginning June 3

Differentiate between Employee Relations and Labor Relations. The role of HR.

Mathis & Jackson (2008). Chapter 1; Holley et al. (2009). Chapter 1 Text Discussion: See Week 2 details GoToMeeting live discussion (JUNE 11, 6:30-7:30PM)


Identify strategies for retention.

Mathis & Jackson (2008). Chapters 3 & 11Text Discussion: See Week 2 for details


Identify methods to improve and enhance employee development. Use technology and information resources to research issues in Employee and Labor Relations

Mathis & Jackson (2008). Chapters 9 & 10Text Discussion: See Week 3 for details


Employee diversity. Creating an inclusive work environment that fosters diversity Valuing diversity globally

Mathis & Jackson (2008). Chapter 5. Text discussion: See Week 6 details

Week 5 beginning July 1

Identify ethical approaches to discipline and separation.

Mathis & Jackson (2008). Chapter 16. Text discussion: See Week 5 for details


Explain the process of union organization and collective bargaining. Describe discipline policies, the grievance procedure, mediation and arbitration.

Holley at al. (2009). Chapters 3 and 4. Holley et al. (2009). Chapters 5 and 6. Review case #5.9 OPTIONAL course Discussion: See week 6 for details


Describe discipline policies, the grievance procedure, mediation and arbitration. Summarize the applicable private sector and public sector Labor Relations laws.

Holley et al. (2009). Chapters 10 and 11. Text Discussion: See Week 7 for details


Summarize the applicable private sector and public sector Labor Relations laws.

Holley et al. (2009). Chapters 12 and 13. Text Discussion: See Week 8 for details. GoToMeeting live discussion (JULY 24, 6:30-8pm)


- Differentiate between Employee Relations and Labor Relations. - Explain how employee relations can create a positive organizational culture. - Summarize the applicable private sector and public sector Labor Relations laws. - Free Choice Act (see 2009 YouTube video under Learning Modules) - Organizational change (if time permits) - Labor Unions in China (see Web Links for videos)

Text discussion: See Week 9 details Readings: Chapter on Change posted in Learning Module Week 9

Also in Week 9

TEAM ASSIGNMENT - PAPER Due by August 01 at 11:59 pm. Also, team presentations will take place in our last

11

Wimba session (July 24).

Also in Week 9 Take your FINAL EXAM online (Available only from July 28 through July 31, 11:59pm)

Also in Week 9 FINAL INDIVIDUAL PAPER Due by August 01 at 11:59pm

VI. GRADING AND ASSIGNMENTS’ OUTLINE

Assignment Type Total Points

Percentage Due Date

Team Assignment + Wimba presentation

30

30% August 01

Individual final paper 20 20% August 01 Participation 30 30% All semester long Final exam

Total 20 100

20% 100%

July 28 through July 31.

Grading Scale Points Grade

90-100 A 80-89 B 70-79 C

60-69 Below 60

D F

INDIVIDUAL FINAL PAPER: Due August 01 at 11:59pm (EST). I will grade them as they are submitted in the DropBox so if you’d like an early grade, submit it early.

Case 13.2, Discharge of postal letter carrier for off-duty conduct. Read Chapters 12 and 13 and the Case Study 13.2. You are to write a 3-4 page report that

answers the following questions: 1. Explain the principle of Nexus and how it applies in this case of off-duty misconduct. 2. Distinguish between arrests, indictments, and convictions. 3. Mr. Allen is a public sector employee. How does this differentiate the case from the

private sector? 4. As the arbitrator, who has weighed the evidence, considered the necessary levels of

proof, and which party bears the burden of proof; render your decision. Explain the reasoning behind your decision.

TEAM ASSIGNMENT:

Due August 01 at 11:59pm (EST).

Please submit your final project in the Assignment DropBox. EACH TEAM MEMBER must submit his/her own team assignment through the DropBox so that I can give you an individual grade. In the message section, when you submit your Team assignment, please indicate which Team number/letter you are. Thanks. Teams should be formed before our first GoToMeeting session, that is, in week 1 of the course via our

12

Discussion section. Since there are about 16 students in the course, we will form 4 teams of 4 students each.

This summer, each team is to choose one of the 4 topics below and develop content around specific that labor relations topic. I recommend you use your textbook as a main source of information for your work. However, I encourage you to use other reliable sources (but had those in the reference list). Make use of your creativity and technical skills.

Each team should designate a Team Leader who will manage the work within your team, the correspondence between your team members, and put together the final Team PPT presentation that will be presented in our last GoToMeeting session. Good organizational skills are required. Because of his or her Team Leadership role, the Team Leader could be released from doing part of the Team assignment work (your own team will negotiate that). The main purpose of this assignment is two-fold: To give you a deeper understanding about the section of your choice AND to learn to formulate its content in terms that would be understandable to the general public / employees of your hypothetical organization.

What you will present in the last GoToMeeting: PPT of no more than 10 slides. Each team will have 10 to 15 minutes to present.

What your Team needs to submit for grading: 1) through 4) below.

Each team will present its final work (items 2 and 3 from below) in our last GoToMeeting session.

Section 1 (Team 1): Labor Unions in Private Sector versus Public Sector

1) Create a 2- to 3-page summary about that topic. In-text citations and a reference list are a plus. Create a brief table of contents of your summary.

2) Make that 1- to 2-page summary into a PPT that you could use for a training session (10 slides max). Your Team will show that PPT to the class in our last GoToMeeting session. Be creative!

3) Find a free video (posted online) to support this section’s topic. Or create one! (Free via YouTube, for instance. All you need is a microphone and a PC video camera). 10 minutes minimum. You will have to show a 2-minute (max) clip/excerpt of your 10-minute video in your PPT (embed the video into your PPT).

4) Find a newspaper article about this topic published after 2007 (provide direct weblink or PDF/JPEG or article). From the New York Times, Wall Street Journal, USA Today, or other reliable newspapers.

Section 2 (Team 2): Labor and Employment Arbitration




13


Section 3 (Team 3): Unions outside of the U.S.

a) The growth of Unions in countries outside of the U.S. Special emphasis on Unions in China





Section 4 (Team 4): Unions in the 21st Century.

a) The changing role of Unions in the U.S.





droyer

Typewritten Text


SEM SUBJ CRSE TITLE EN

HR 602 HR Rsrch & Eval Mthds 46HR 645 Consultation in HR 21HR 660 Career Devel/Mgt Systms 35HR 683 Field Experience in HR 8HR 693 Tps:Staffing 34HR 693 Tps:Performance Management 33HR 610 Human Resources Develop 39HR 615 Orgnztn Development 27HR 645 Consultation in HR 39HR 666 Legal Iss in HR 20HR 683 Field Experience in HR 10HR 698 Seminar in HR 31HR 605 Orientation in HR 45HR 666 Legal Iss in HR 18HR 675 Leadership in HR 35HR 683 Field Experience in HR 13HR 698 Seminar in HR 8HR 601 Org Plan & Exec for HR Prof 43HR 602 HR Rsrch & Eval Mthds 47HR 645 Employee & Labor Relations 17HR 660 Talent Management 35HR 662 Compensation & Benefits 29HR 683 Field Experience in HR 5HR 605 Orientation in HR 38HR 610 Human Resources Develop 42HR 615 Orgnztn Development 43HR 683 Field Experience in HR 5HR 693 Tps: Perf Appraisal 26HR 698 Seminar in HR 31HR 614 Staffing 52HR 645 Employee & Labor Relations 31HR 666 Legal Iss in HR 19HR 683 Field Experience in HR 8HR 601 Org Plan & Exec for HR Prof 46HR 602 HR Rsrch & Eval Mthds 58HR 660 Talent Management 20HR 662 Compensation & Benefits 55HR 675 Leadership in HR 41HR 683 Field Experience in HR 6HR 605 Orientation in HR 61HR 610 Human Resources Develop 57HR 613 Performance Appr & Management 62HR 683 Field Experience in HR 15HR 698 Seminar in HR 36HR 614 Staffing 30HR 645 Employee & Labor Relations 45HR 660 Talent Management 23HR 666 Legal Iss in HR 37HR 683 Field Experience in HR 5HR 601 Org Plan & Exec for HR Prof 52HR 602 HR Rsrch & Eval Mthds 54HR 615 Orgnztn Development 37

Fall 10

Spring 11

Summer 11

Fall 11

Spring 12

Summer 12

5 year Course Schedule

Fall 12

Spring 13

Summer 13

Fall 13

SEM SUBJ CRSE TITLE EN

5 year Course Schedule

HR 662 Compensation & Benefits 41HR 683 Field Experience in HR 7HR 605 Orientation in HR 59HR 610 Human Resources Develop 59HR 675 Leadership in HR 60HR 683 Field Experience in HR 14HR 698 Seminar in HR 49HR 613 Performance Appr & Management 17HR 614 Staffing 31HR 645 Employee & Labor Relations 36HR 666 Legal Iss in HR 30HR 683 Field Experience in HR 7HR 693 Tps:Org Beh HR Prof 20HR 698 Seminar in HR 3HR 601 Org Plan & Exec for HR Prof 39HR 602 HR Rsrch & Eval Mthds 52HR 605 Orientation in HR 34HR 660 Talent Management 55HR 662 Compensation & Benefits 22HR 683 Field Experience in HR 11HR 605 Orientation in HR 25HR 610 Human Resources Develop 45HR 615 Orgnztn Development 44HR 683 Field Experience in HR 16HR 693 Tps:HR Consulting 22HR 698 Seminar in HR 44

Spring 14

Summer 14

Fall 14

Spring 15

droyer

Typewritten Text

Mean Enrolled

Semesters Offered

HR 601 Org Plan & Exec for HR Prof 45 FALL 11,12,13,14HR 602 HR Rsrch & Eval Mthds 52 FALL 10,11,12,13,14HR 605 Orientation in HR 44 Summer 11, Spring 12,13,14,15, Fall 14HR 610 Human Resources Develop 49 Spring 11,12,13,14,15HR 613 Performance Appr & Management 40 Spring 13, Summer 14HR 614 Staffing 38 Summer 12,13,14HR 615 Orgnztn Development 38 Spring 11,12,15, Fall 13HR 645 Consultation in HR 30 Fall 10, Spring 11HR 645 Employee & Labor Relations 33 Fall 11, Summer 12,13,14HR 660 Talent Management 34 Fall 10,11,12,14, Summer 13HR 662 Compensation & Benefits 37 Fall 11,12,13,14HR 666 Legal Iss in HR 25 Spring 11, Summer 11,12,13,14HR 675 Leadership in HR 46 Summer 11, Fall 12, Spring 14HR 683 Field Experience in HR 10 Every SemesterHR 693 Topics 27 Fall 10, Spring 12,15, Summer 14HR 698 Seminar in HR 29 Spring 11,12,13,14,15, Summer 11,14

Course

droyer

Typewritten Text


Degrees Conferred

Degrees TTD (Y) Degrees TTD (Y) Degrees TTD (Y) Degrees TTD (Y) Degrees TTD (Y)

Masters 22 3.6 39 3.1 29 2.6 31 2.5 33 2.6

Human Resource Development 22 3.6 39 3.1 29 2.6 31 2.5 33 2.6

Fall 11 3.0 15 3.2 13 2.9 13 2.5 8 2.4

Spring 7 3.6 18 3.0 10 2.6 13 2.6 16 2.9

Summer 4 5.4 6 3.2 6 2.1 5 2.4 9 2.2

Grand Total 22 3.6 39 3.1 29 2.6 31 2.5 33 2.6

College of Education and Allied ProfessionsHuman Services

Masters Human Resource Development

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Prepared by Office of Institutional Planning and Effectiveness (7zXMdl) 10/21/2014 1 of 1

droyer

Typewritten Text


Western Carolina University

Academic Program Assessment Report

2014-05-04 Office of Institutional Planning & Effectiveness

Student Learning Outcome (SLO) What will students know or be able to do upon completion of the program?

Method(s) of Assessment How will you determine that the students know or can do what you expect? Who will be assessed, when, and how often?

Results of Assessment What did you find in the data collected using the assessment methods described?

Implementation Plan What changes do you propose making to your program or curriculum based on the findings described in results?

Graduates of the program will have solid understanding all of the HR content areas identified by the Society for Human Resource Management (SHRM)

In reviewing first year student data, we found that drop-out rates were on the increase; Obviously, we cannot achieve our SLO if students are not graduating from the program, so we initiated two different assessments: 1)Students were surveyed after completing their first semester in the program--asking about whether they were affording themselves of the available student resources and for the biggest challenges they were finding with the program. 2) Students who did withdraw from the program were personally contacted to get further insight about the reasons

First and foremost, numerous respondents to the surveys expressed appreciation for WCU staff reaching out to them. Second, we found that first semester students found the transition back into school while working full-time a particular challenge. Finally, the vast majority of students who did drop out of the program indicated that the reasons were not program-related and that they hoped to re-enroll the following semester.

Based on the very positive response from survey respondents, we plan to continue this research/assessment effort. We also plan to follow up with those students who indicated they would be re-enrolling.

Program Name M.S. Degree in Human Resources (MSHR) Contact Name John Sherlock

Department Human Services & Phone X3380

College CEAP


Academic Program Assessment Report

2014-05-04 Office of Institutional Planning & Effectiveness

for withdrawal and anything that could be done to get them reinstated the following term.

droyer

Typewritten Text


Western Carolina University M.S. Degree Program in Human Resources (MSHR)

Human Services Department CEAP

Annual Assessment Report for 2012-2013 Primary Contact Name/Info: Dr. John J. Sherlock, Assoc. Prof. and Program Director, MSHR Program. Email: [email protected]; 227-3380.

Program or Learning Outcome(s) Assessed in

2011-12 Method(s) of Assessment Results of Assessment Implementation Plan

The MSHR program will provide a curriculum to students that is based on essential HR professional competencies as identified by the Society for Human Resource Management (SHRM).

All of the courses in the MSHR curriculum were first reviewed by MSHR faculty to assess alignment with the published SHRM graduate HR curriculum guidelines. Submission of the curriculum (and supporting documentation) to SHRM was made in March 2013.

The internal review by MSHR faculty of course alignment to the SHRM guidelines resulted in a new elective course on organizational behavior for HR professionals (with a global HR emphasis) being developed. It also resulted in HR601 (Org. Planning & Execution for HR Professionals) moving from an elective to a required course in order for the curriculum to better align with SHRM guidelines. In April 2013, we received formal notification by SHRM that our MSHR curriculum had been evaluated and deemed to fully align with their graduate HR curriculum guidelines and that formal alignment would be recognized by SHRM through 2016.

The new elective course on organization behavior is scheduled to be offered by Spring 2014. The request to change HR601 from an elective to a required course was submitted to the curriculum review committee of the CEAP in March and approved. It was also approved at the university level in April.

droyer

Typewritten Text


HR 601: "Organization, Planning & Execution for HR Professionals"

Upon the completion of this course, learners will be able to:

1) Describe the basic functions of an organization, including strategy, marketing,

finance, and operations;

2) Discuss the concept of HR serving as a strategic business partner with the other

functions of the organization;

3) Analyze a business case and develop recommendations

HR 602: "Human Resources Research & Evaluation Methods"

Upon the completion of this course, students will be able to:

1) Discuss the value of and the methods for measuring the impact of HR

policies/practices/interventions;

2) Calculate BCR and ROI for a given HR intervention;

3) Identify, describe, and use various HR evaluation metrics;

4) Describe and explain the HR‐ROI evaluation steps;

5) Critique HR evaluation cases;

6) Identify and describe how to conduct sound survey research and analyze the data using

basic statistical

analysis.

7) Describe the benefits of evidence‐based human resources management.

8) Apply evidence‐based human resource management in your environment.

HR 605: "Orientation To Human Resources"


1) Identify and discuss the major areas of the HR function

2) Identify and discuss competencies for the HR professional

3) Research, interpret, and link scholarly and practitioner literature for select HR issues

4) Apply course concepts through the analysis of HR case studies

5) Comprehend the strategic role of HR function within organizations

Matrix of Curriculum & Learning Outcomes


HR 610: "Human Resource Development"

Upon the successful completion of this course, the student will be able to:

1) Identify the business factors that influence training activities in organizations.

2) Identify competencies, roles, outputs, and areas of practice for HRD professionals.

3) Recognize how the training cycle approach leads to planned organization change and

performance improvements.

4) List the ways needs assessment and evaluation help improve training and organization

performance.

5) Compare and contrast the basic tenants of behavioral and cognitive science.

6) Explain the differences between andragogy and pedagogy.

7) Describe the characteristics of adult learners.

8) Identify personal learning styles and the connection between learning styles and the

ways

participants evaluate training experiences.

9) Identify connections between learning/motivation principles (theories) and the design

and

delivery of training.

10) Describe the procedural steps involved in needs assessment, instructional design,

program development, program delivery, program administration, program evaluation,

and planned change.

HR 645: "Employee and Labor Relations"


1) Differentiate between Employee Relations and Labor Relations and the role of HR

2) Identify relevant employment federal laws

3) Identify strategies for retention

4) Identify methods to improve and enhance employee development

5) Identify ways to create an inclusive work environment that fosters diversity

6) Identify ethical approaches to disciplinary actions and separation. Valuing diversity

globally

7) Explain the process of union organization and collective bargaining

8) Describe discipline policies, the grievance procedure, and mediation/arbitration

9) Summarize the applicable private sector and public sector Labor Relations laws

10) Explain how employee relations can create a positive organizational culture

11) Explain the importance of change in organizations– Mergers and acquisitions

12) Labor Unions in China


HR 683: "Field Experience in Human Resources" (see Field Experience FAQ - PDF)


1) Gain professional knowledge and insights through supervised experience in a human

resource function of an organization.

2) Write and reflect on outcomes of 3‐5 professional development goals.

3) Evaluate areas of personal and/or professional growth needed to strengthen for greater

effectiveness as a human resource professional.

4) Utilize the field experience as a means to further clarify career goals.

HR 698: "Seminar in Human Resources"


1) Discuss the history of HR and current perceptions of the effectiveness of the HR

function—and their implications for future HR practices.

2) Discuss the linkage between HR and organizational strategy and the meaning and

implications of a strategic approach to human resources.

3) Engage in personal, critical reflection about key HR issues and their implications for

development as a leader within an organization

4) Discuss w/examples how strategic HR leaders are data‐driven, using metrics and

Evidence

Based Management (EBM) concepts.

5) Discuss from a strategic and evidence‐based HR perspective particular HR topics, such as

globalization, HRIS, and labor relations.

HR 613: "Performance Management"


1) Discuss the purposes of the performance appraisal in the organization

2) Discuss the content of the appraisal

3) Describe how appraisal fits as an element of a talent management strategy and

organizational

strategy

4) Discuss the role of HR in leading the performance appraisal and feedback process

5) Evaluate the design of various performance appraisal/mgt. systems

6) Discuss implementation issues of an appraisal/perf. mgt. system.


HR 614: "Staffing"


1.) Articulate the driving forces influencing the business case for flexible staffing and

retention

systems

2.) Understand the legal landscape impacting recruiting and selection practices

3.) Create a workforce plan to achieve strategic talent requirements, considering make vs.

buy

factors

4.) Conduct a job analysis and develop core competency structure

5.) Develop sourcing strategies and recruit internal and external talent

6.) Apply decision‐making models to talent selection processes

7.) Understand and communicate the business case for staffing, selection, and retention

systems

8.) Create a talent retention strategy and design a talent retention system

*This course has been designed to align with particular HR content areas, personal

competencies, and business/policy knowledge applications recommended by the Society

for

Human Resource Management (SHRM) in their Graduate HR Curriculum Guidelines. WCU’s

MSHR curriculum was reviewed by SHRM in March 2013 and recognized as being in full

alignment with their guidelines.

HR 615: "Organization Development"


1) Define Organizational Development and explain your definition

2) Describe the steps of an OD intervention

3) Discuss the historical roots of OD theory

4) Analyze case studies of OD interventions for their strengths and weaknesses and

applicability to other organizational change contexts

5) Discuss the variables to be considered when developing an OD intervention

6) Research, interpret, and link the scholarly and practitioner literature in OD for a

particular issue

7) Discuss the ethical aspects of OD


HR 660: "Talent Management"


1.) Define talent management ™ and discuss the process of linking talent management to

organizational strategy and other HR practices.

2.) Examine the process for identifying high potential talent and developing a pipeline of

talent to serve organizational present and future needs.

3.) Examine the processes for talent development and succession planning.

4.) Discuss the unique challenges and opportunities of TM resulting from globalization.

5.) Examine the role of leadership related to TM (both HR leadership and org. leadership).

6.) Evaluate the quality of a TM program.

7.) Identify and analyze the body of evidence related to a relevant topic/question

impacting

TM practices today.

HR 662: "Compensation & Benefits"

At the end of the course, students should be able to:

1.) Identify and describe the legal, operational, and strategic considerations associated

with compensation and benefits.

2.) Identify and describe the key elements of a compensation strategy and develop a

compensation strategy and plan for an organization.

3.) Identify, describe, and perform a job analysis and job evaluation.

4.) Determine pay levels and design pay mix and structure for an organization.

5.) Describe and analyze pay levels and design a pay mix and structure for an organization.

This course has been designed to align with particular HR content areas, personal

competencies,

and business/policy knowledge applications recommended by the Society for Human

Resource

Management (SHRM) in their Graduate HR Curriculum Guidelines.

HR 666: "Legal Issues in Human Resources"


1.) Use and understand the basic legal vocabulary of employment law.

2.) Explain and apply the legal principles that apply to a wide range of workplace issues.

3.) Understand your individual legal obligations as a manager or human resources

specialist in confronting legal issues that arise in the workplace.

4.) Identify resources available to the manager seeking guidance in addressing issues of

workplace law.

5.) Distinguish between workplace legal duties and rights and those guided by ethics and

company policy.


HR 675: "Leadership in Human Resources"


1.) Describe and critique various theories/models of leadership

2.) Discuss the ethical and global dimensions of leadership

3.) Analyze and interpret their own leadership utilizing self‐assessments

4.) Discuss the unique leadership challenges for those serving in senior HR positions in

organizations

5.) Research, interpret, and link the scholarly and practitioner literature in leadership

6.) Develop, articulate and support a point of view about effective leadership

HR 693: "Selected Topics in Human Resources"


1.) Plan for a consultative relationship with a non‐profit organization.

2.) Execute a consulting initiative within specific deadlines.

3.) Learn how to deal with client resistance.

4.) Learn to develop an effective virtual team work relationship.

5.) Learn about differences in for‐profit versus nonprofit organizations.

droyer

Typewritten Text


LNAME FNAME MNAME INIT SEX CITIZEN CITIZEN_DESC TENURE_DESC RACE_H RACE_N RACE_A RACE_B RACE_P RACE_W RACE_U IPEDS_RACE_CODE_DESC

Abichandani Yogita F N Alien Authorized Not Tenured but on Tenure Track N Y Non-Resident Alien

Germain Marie-Line F C Citizen or National Not Tenured but on Tenure Track N Y White

Sherlock John James J M C Citizen or National Permanent Tenure N Y White

Smith William Kirk K M C Citizen or National Not on a Tenure Track N Y White

Geren Brenda Lee L F C Citizen or National Not on a Tenure Track N Y White

Kopp Kevin M Not on a Tenure Track N Y White

droyer

Typewritten Text


Abichandani, Yogita PhD Human Resources/Org Dev University of Georgia

MEd Human Resources/Org Dev University of Georgia

Geren, Brenda PhD Human Resources Dev University of Tennessee

MBA Business Administration University of Tennessee

BS Business Administration University of Tennessee

Germain, Marie‐Line PhD Leadership & Ed Specializing in HR Dev Barry University

MA English Language & British Civilization University of Paris‐X

BA English Language & British Civilization University of Stirling

Kopp, Kevin JD Law Seton Hall University School of Law

BS Criminal Justice Appalachian State University

Sherlock, John PhD Human Resource Development George Washington University

MBA Business Administration University of Maryland

BS Public Administration James Madison University

Smith, William Kirk PhD Human Resources Development Indiana State University

MS Industrial Technology East Carolina University

BE Economic Systems Georgia Institute of Technology

Identifying Credentials for Human Resources Program

droyer

Typewritten Text


Abichandani, Page 1 of 4

Yogita Abichandani, Ph.D. 91 Killian Building Lane, Room 214A

828.227.3464 [email protected]

EDUCATION

University of Georgia, Athens, GA Ph.D. - Human Resource and Organization Development, 2012 M.Ed. Human Resource & Organization Development, 2007

Symbiosis Center for Human Resource Development, Maharashtra, India Post Graduate Diploma in Human Resource Development, 2000

Osmania University, Hyderabad, Andhra Pradesh, India Post Graduate Diploma in Personnel Management & Industrial Relations, 1999 Bachelors of Science (Genetics, Chemistry, and Microbiology), 1997

ACADEMIC WORK EXPERIENCE (USA)

Western Carolina University August 2013 - Present Assistant Professor Department of Human Services Master’s of Science in Human Resource & Organization Development Teaching: Develop and Teach courses in Master’s of Science in Human Resource & Organization Development focusing on business basics, talent management, training & development, and organization development. Research Interests: International Human Resource Development, Case Study Research, Sustainability, Corporate Social Responsibility, Spirituality & Employee Well Being.

University of Georgia Department of Lifelong Education, Administration and Policy

Teaching Co-Instructor – EADU 8610 Adult Education in Social Context May 2013 Graduate Assistant August 2012

Provided eLC technical and content assistance for students and faculty Co-designed online curriculum Researched the status and trend of master’s degrees in Adult Education programs in

USA Program Planning and Development Project focusing on Online Students, Faculty

and Alumni input for improving the Masters in Adult Ed Curriculum. Graduate Assistant – Online Master’s in Adult Education May 2007

eLC technical and content assistance for students and faculty


Co-designing online course curriculum and instruction Technology updates and audio-video designing. Student & Faculty technical and content assistance Audio-Video Recording and uploading to WebCT / eLC

ACADEMIC WORK EXPERIENCE (INDIA)

Osmania University, India Sister Nivedita College of Professional Studies June 2004 Instructor-Human Resource Development and Management

Placement, Project and Industry Partnership Liaison – Acting interface between industry and students.

Instructor and Program Coordinator for M.B.A. with HR as a specialization Organizer-Inter Business School Conference for Research and Paper presentations Courses developed and taught:

Organization Change and Development Training and Development HR Administration Compensation and Benefits

Vishwa Vishwani Institute of Systems and Management, June 2003 Visiting Instructor - Human Resources

Courses developed and taught Organization Change and Development HR Administration

RELEVANT EXPERIENCE (USA & INDIA)

University of Georgia, Athens, GA December 2008 Department of Human Resources Employment Compliance Coordinator Zaxby’s Franchising Inc, Athens, GA August 2006 Intern - Learning and Development DSS Mobile Communications Limited, India 2004 Senior In-charge (HR)/ Training manager

PUBLICATIONS Papers & Presentations

Abichandani, Y., Alagaraja, M., & Ghosh, R. (Under Review). Focus Session - Indian foundations of Spirituality. The Academy of Human Resource Development Conference, St. Louis, MO (Appendix G)


Germain, M.L., & Abichandani, Y. (Under Review). Perceived Misfits: Turning Employee Psychological Makeups Into Organizational Assets. Refereed Abstract - The Academy of Human Resource Development Conference, St. Louis, MO (Appendix G)

Rosenbusch, K., Chapman, D., Abichandani, Y., & Greer, T (Under Review). The Faculty

Work-Life Balance. Roundtable - The Academy of Human Resource Development Conference, St. Louis, MO

Abichandani, Y. (2014). Examining the Indian employee suicides from a Critical HRD lens.

Paper presentation - AAACE CPAE Conference. Charleston, SC.

Abichandani, Y. (2014) Book Review - Jugaad Innovation: Think Frugal, Be Flexible, Generate Breakthrough Growth, European Journal of Training and Development, Vol. 38 Issue: 7, pp. 689 - 691

Alagaraja, M., Abichandani, Y., Chaudhuri, S., Doshy, P., Ghosh, R., Manikoth, N., & Mclean, G.

(2012) Innovative Session - Exploring HRD research in India. The Academy of Human Resource Development Conference, Virginia, USA.

Abichandani, Y., & Johnson-Bailey, J. (2011). Examining the Indian farmers suicides with an

Environmental Justice Lens. Research Paper - Online Proceedings of the 52nd Adult Education Research Conference and National Conference of the Canadian Association for the Study of Adult Education. Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada.

Abichandani, Y., & Dirani, K. (2011). Extending the Critical HRD lens to Social Justice: Examining Indian Farmer Suicides-A Literature Review. Online Proceedings of the 18th Academy of Human Resource Development Conference. Chicago, IL.

Abichandani, Y., (2011). Finding Environmental and Social Justice – The Indian farmer

suicides. The Adult Education Symposium. The University of Georgia Department of Lifelong Education, Administration, and Policy. Athens, GA.

Abichandani, Y., & Dirani, K. (2011). Good Company gets Good Employees: Linking

Sustainability and Employee Engagement. Research Paper - Online Proceedings at the 12th International Academy of Human Resource Development Europe Conference. Gloucestershire, UK. Poster

Abichandani, Y. (2010). NGO Performance in India- Learning Organization in Global South. Poster presented at the Graduate Student Conference, The University of Georgia College of Education Research Conference. Athens, GA.

Invited Papers

Abichandani, Y. (2011, November). Sustainability implementation practices in an Indian MNC. PhD Sustainability Academy. Ontario, Canada. Richard Ivey School of Business.


Research and Evaluation Reports

Wallin, D. & Abichandani, Y. (2010). Adult Education Master’s Program in the United States: A Summary and Overview. Athens, GA. The University of Georgia Department of Lifelong Education, Administration, and Policy.

Abichandani, Y. (2000). Performance Management System at Satyam Computer

Systems. Hyderabad, A.P. Abichandani, Y. (2002). Redesigning HR systems for performance improvement for

Vista Inc. An Evaluation Report. Hyderabad, A.P. Swapna, C. and Abichandani, Y. (2004). The Role of HRD in Organizational Strategy.

Graduate Student Human Resource Development Research Forum. Bhartiya Vidya Bhavan. Hyderabad, A.P. Conference Papers

SERVICE

UNIVERSITY

- To Students - Designed the new student success handbook to make student joining a one step process (Appendix G)

- To Students - Advising students for student success (31 student advisees); advising them to write research, white papers, and letters to the editor.

- To Department - Student Recruitment and Alumni Meeting at NC Society of HRM- 2014

- To Department - Student Recruitment and Alumni Meeting at NC Society of HRM- 2013

- To College - Member - Curriculum Committee 2013-2014

PROFESSIONAL (External Constituencies)

- Co- Chair - 2014-2016 India HRD Special Interest Group, Academy of HRD, USA

- Steering Committee Member 2012-2014, India HRD Special Interest Group, Academy of HRD, USA

- Reviewer-Research to Practice Conference (2014) Track Chair - Dr. Jim Berger

- Reviewer-European UFHRD/AHRD Conference (2014) Track Chair- Dr. Germain (WCU)

- Track Reviewer - Workplace Learning- The Academy of Human Resource Development Conference (2013)

- Reviewer - Eastern Academy of Management (2011 & 2013)

- Reviewer - Midwest Research to Practice Conference (2011)

PROFESSIONAL AFFILIATIONS - Society of Human Resource Management, USA. - Academy of Human Resource Development, USA.

of 13

MARIE-LINE GERMAIN, Ph.D. 557 Country Club Road - Liberty, South Carolina 29657

Tel: 305-962-8668 - [email protected]

EMPLOYMENT

EDUCATION

2010 - Present University of North Carolina (Western Carolina University campus), Cullowhee, NC Assistant Professor of Human Resources and Leadership Duties include teaching graduate courses in leadership and human resources, advising, service, and

conducting research.

2007 - 2009 St. Thomas University, Miami, FL Assistant Professor. School of Leadership Studies Duties include teaching graduate and undergraduate courses, advising, conducting research and assisting

with student recruitment.

2001 - 2007 City College, Miami, FL

Department Chair and Faculty Duties included directing the General Education Department: recruiting and managing faculty members;

Ensuring ongoing development of innovative departmental programs and obtaining sponsorships; Initiating College-wide programs such as students’ benefits and revision / creation of educational programs, themed weeks, and motivational initiatives. Instructed general education and human resources courses (see list below). Also Chair of SACS Accreditation Committee on Institutional Effectiveness. Created and directed the Center for Innovative Instruction and Faculty Expertise, which fosters faculty development through teaching and research.

2000 - 2009 University of Miami, Coral Gables, FL Lecturer. Foreign Languages and Literatures Department and School of Continuing Studies Duties include lecturing undergraduate students in French linguistics, culture, and language. 2006-2007: University of Miami Online High School (Kaplan). Instructed up to 20 students in French I and II

online. 2007 on: Ad hoc Lecturer for the School of Continuing Studies. Delivered seminars in Leadership and in Human Resource Management and Development.

2007 - 2007 Barry University, Miami, FL Lecturer of Management (ad hoc). Andreas School of Business. Duties included lecturing Bachelor’s students in Conflict and Negotiation. Spring semester contract.

2004 - 2008 University of St. Francis, Miami campus, FL (Baptist Hospital Health Systems) Lecturer (ad hoc). Taught Research Methods and Ethics courses to graduate and executive students.

1996 - 2001 Inlingua Language Schools International, Miami, FL Language Instructor. Duties included development of training materials and teaching English and French

linguistics, phonetics, conversation and culture to foreign individuals and executive groups. Performance evaluation. Students included executives from Sudameris Bank and Alcatel. Also provided consulting to increase student enrollment and retention.

1994 - 1995 Greta, Department of Education, Enghien-Les-Bains, France English Instructor. Taught English to French adults in continuous education. Group of 25 students

preparing professional degrees. Beginner to intermediate level. Duties included preparing teaching materials, instructing English linguistics, grammar, conversation, phonetics and evaluating students’ level.

1990 – 1995 Collège Saint-Joseph, Asnières, France Instructor and Career Advisor. Duties included preparing classroom instruction programs and substitute

teaching in mathematics, French, and English to middle school French students. Also responsible for mentoring students with academic challenges.

of 13

EDUCATION 2006 Ph.D. in Leadership and Education Barry University, Miami, Florida

Specialization in Human Resource Development Summa cum laude Dissertation title:

Development and Preliminary Validation of a Psychometric Measure of Expertise: the Generalized Expertise Measure (GEM).

Ph.D. Dissertation received the Malcolm S. Knowles Best Dissertation of the Year award (AHRD)

1995 1st year Ph.D. (DEA). British urban planning University of Paris-X, France

1993 M.A. in English Language and British Civilization University of Paris-X, France - Magna cum laude

1992-93 B.A. in English Language and British Civilization University of Stirling, Scotland - Magna cum laude

PUBLICATIONS and CONFERENCES REFEREED ARTICLES and BOOK CHAPTERS

McGuire, D., & Germain, M L. (2015). Under review. Testing the Existence of a Green Contract: An Exploratory Study. Advances in Developing Human Resources.

Grenier, R., & Germain, M. L. (2015). Accepted pending Revisions. Facilitating Workplace Learning: Lessons

Learned from the Lectores in Pre-war Factories and Implications for Human Resources. Journal of Workplace Learning.

Grenier, R. S., & Germain, M. L. (2014). Wiley Publisher – Book Chapter: Expertise through the HRD lens: Research trends and practical implications. In N. E. Chalofsky, T. S. Rocco, and M. L. Morris, The Handbook of Human Resource Development.

Germain, M. L., & McGuire, D. (2014). The Role of Swift Trust in Virtual Teams and Implications for Human

Resource Development. Advances in Developing Human Resources, 16(3), 356-370.

Germain, M. L. (2014). Work-related suicide: An analysis of U.S. government reports and recommendations for Human Resource Development, Employee Relations, 36(2), 148-164.

Germain, M. L. (2013). The Role of Self-Efficacy in Recruiting and Retaining Women in Male-Dominated Occupations: The Case of Women Pilots. European Journal of Training and Development, (Accepted pending minor revisions).

Article about Germain’s work: Our Inexpert Judgment of Expertise, Training & Development, 22. (October 2012).

Germain, M. L., & Tejeda, M. J. (2012). A preliminary exploration on the measurement of expertise: An initial development of a psychometric scale. Human Resource Development Quarterly, 23(2), 203-232.

Germain, M. L., Herzog, M. J., & Hamilton, P. (2012). Women employed in male-dominated industries: Lessons

learned from female aircraft pilots, pilots-in-training, and mixed-gender flight instructors. Human Resource Development International, 15(4), 435-453.

Germain, M. L. (2012). Traits and skills theories as the nexus between leadership and expertise: Reality or fallacy? Performance Improvement Journal, 51(5), 32-39.

Germain, M. L. (2011). Developing trust in virtual teams. Performance Improvement Quarterly, 24(3), 29-54.

Germain, M. L. (2011). A chronological synopsis of the dimensions of expertise: Toward the Expert of the Future. Performance Improvement Journal, 50(7), 38-46. doi: 10.1002/pfi.20231

Germain, M. L. (2011). Formal mentoring relationships and attachment theory: Implications for human resource development. Human Resources Development Review, 10(2), 123-150. doi:10.1177/1534484310397019

Germain, M. L. (2010). The role of HRD in crisis situations: Learning the lessons of Hurricane Katrina. Advances in Developing Human Resource, 12(5), 536-551. doi:10.1177/1523422310394432

http://works.bepress.com/mgermain/62





of 13

Germain, M. L. (2010). Perception of college instructor expertise: An exploratory qualitative study. The Journal of

Career Education Principles and Practices, 2(1), November 2010 issue.

Germain, M. L., & Ruiz, C. E. (2009). Expertise: Myth or reality of a cross-national definition? Journal of European Industrial Training, 33(7), 614-634.

Kendrick, L. M., & Germain, M. L. (2009). Pitfalls of the use of films in management education. Journal of Multidisciplinary Research, 1(1),16-25.

Germain, M. L., & Scandura, T. A. (2005). Grade inflation and students individual differences as systematic bias in

faculty evaluations. Journal of Instructional Psychology, 32(1), 58-67.

Germain, M. L., & Scandura, T. A. (2005). Mentoring and identity development: The role of self-determination. Book chapter. In Supporting Women’s Career Advancement: Challenges and Opportunities. R. Burke and M. C. Mattis, (Eds.), pp.106-123. MA: Elgar Publishing.

Germain, M. L. (2004). Issues of competencies and ethics in research. In Crossing Frontiers in Qualitative and Quantitative Research Methods. H. Savall and M. Bonnet (Eds.). Vol. 2, pp. 897-910. Published by ISEOR.

RESEARCH PAPERS UNDER JOURNAL REVIEW

Germain, M. L., Grenier, R., & Bachay, J. Facilitating learning at the workplace: Lessons learned from the

Lectores in pre-war cigar factories and implications for Human Resource Development. Submitted to Journal of Media Watch. Under review.

Germain, M. L., Campbell, A., & Fennmore, G. Teaching human resources concepts through the arts. (In preparation)

CONFERENCES PAPERS (published in Proceedings or in preparation)

Germain, M L., & Abichandani, Y. (2015, June). Occupational Suicide: a multi Country Overview. Eastern

Academy of Management. Lima, Peru. In preparation.

Germain, M. L. (2015, June). The personality-disordered leader: curving dysfunctional behaviors through human resource development interventions. Eastern Academy of Management. Lima, Peru. In preparation.

Germain, M. L., & Grenier, R. (2015, February). Measuring Employee expertise for optimal organizational success. Academy of Human Resource Development. St. Louis, Missouri.

Germain, M. L., & Abichandani, Y. (2015, February). Perceived Misfits: Turning Employee Psychological Makeups Into Organizational Assets. Academy of Human Resource Development. St. Louis, Missouri.

Germain, M. L. (2014, June). The Behavioral Edge of Subjective Expertise: Grounds for HRD research. UF-HRD (European Academy of Human Resource Development). Edinburgh, Scotland.

Germain, M. L., & Jensen, M. (2014, February). Assessing expertise at a Danish manufacturer: Towards a

validation of an expertise measure. Academy of Human Resource Development Conference. Houston, TX.

Germain, M. L. (2013, June). Work-related Suicides in France and in the United States: An Analysis of Government Agency Reports And Implications for Human Resources. Eastern Academy of Management Conference. Seville, Spain.

Germain, M. L. (2013, February). Work-related suicide: An analysis of U.S. government reports and

recommendations for Human Resource Development. Academy of Human Resource Development Conference. Arlington, VA.

Germain, M. L. (2013, February). The Role of Self-Efficacy in Recruiting and Retaining Women in Male-Dominated Occupations: The Case of Women Pilots. Academy of Human Resource Development. Arlington, VA.

of 13

Germain, M. L., & Hamilton, P. (2012, March). Women employed in male-dominated industries: Lessons learned from female aircraft pilots, pilots-in-training, and mixed-gender flight instructors. Academy of Human Resource Development Conference. Denver, CO.

Akers, C, Locklear, A., Rafi, F., & Germain, M. L. (2012, February). Social Media in the Workplace and

Implications for HRD professionals. Academy of Human Resource Development Conference. Denver, CO.

Dameron, K., Mathai, E., Simmons, K., & Germain, M. L. (2012, February). The Role of HRD in the Use of Social Media at the Workplace. Academy of Human Resource Development Conference. Denver, CO.

Germain, M. L. (2011, June). Informal learning in pre-war cigar factories, effect on workers, and implications for

human resource management. Eastern Academy of Management. Bangalore, India. June 26-30, 2011.

Germain, M. L. (2011, February). Service-Learning Integration into Human Resources Courses: Best practices. Academy of Human Resource Development Conference Proceedings. Bowling Green, OH: AHRD. Chicago, IL.

Germain, M. L. (2011, February). Trust in Virtual Teams: A Review of the Literature and Implications for Human

Resource Development. Academy of Human Resource Development Conference Proceedings. Bowling Green, OH: AHRD. Chicago, IL.

Germain, M. L. (2010, October). Teaching management concepts through visual art. Southern Management Association. Oct. 27-30. St. Petersburg Beach, FL.

Germain, M. L., & Bachay, J. (2010, February). The Lectores as transformational leaders: Lessons learned from

the pre-war cigar factories and implications for human resource development. Academy of Human Resource Development. Feb. 24-28. Knoxville, TN.

Germain, M. L., & Fennmore, G. (2010, February). Teaching Human Resources Concepts through Contemporary Art. Academy of Human Resource Development conference. Feb. 24-28. Knoxville, TN.

Kendrick, L. M., & Germain, M. L. (2009, November). Enhancing management education courses with the use of video sharing. Southern Management Association. Nov. 11-14. Asheville, NC.

Kendrick, L. M., & Germain, M. L. (2009, October). The Relationship between Affordability and Motivation of Non-

Traditional Students Returning to College: A Brief Review of the Literature. Institute for Behavioral and Applied Management. Washington DC.

Kendrick, L. M., & Germain, M. L. (2009, June). University students’ academic dishonesty: A new management challenge for a new world. Eastern Academy of Management. Rio de Janeiro, Brazil.

Germain, M. L., & Tejeda, M. J. (2009, April). Development and Preliminary Validation of a Psychometric Measure

of Expertise. Society for Industrial and Organizational Psychology. New Orleans, LA.

Germain, M. L., & McGuire, D. (2009, February). Knowledge sharing in Crisis situations: Lessons Learned from Hurricane Katrina. Academy of Human Resource Development. Washington, DC.

Germain, M. L. (2009, February). The impact of perceived administrators’ expertise on subordinates’ job satisfaction

and turnover intention. Academy of Human Resource Development. Washington, DC.

Germain, M. L. (2009, February). Can expert characteristics be taught through training? Academy of Human Resource Development. Washington, DC.

Germain, M. L., & Ruiz, C. E. (2008, November). Definitions of Expertise in the United States and in The Netherlands: A Virtual Ethnographic Comparison. International division, Academy of Human Resource

Development. Nov 03-06, 2008. Bangkok, Thailand.

Ruiz, C. E., & Germain, M. L. (2008, November). The Role of the Government in Training and Development in Mexico: A Review of the Literature. International division, Academy of Human Resource Development. Nov 03-

06, 2008. Bangkok, Thailand.

of 13

Germain, M. L. (2008, February). Traits and Skills Theories as the Nexus between Leadership and Expertise: Reality or Fallacy? Academy of Human Resource Development. Panama City, Florida.

Germain, M. L., & Ruiz, C. E. (2008, February). Defining Expertise across Nations: Myth or Reality of a Global

Definition? Academy of Human Resource Development. Panama City, FL.

Germain, M. L., van der Heijden, B.I.J.M., & Xie, J. (2008, February). A Cross-cultural Validation of a Psychometric Measure of Managerial Expertise in China, The Netherlands, France, and the United States. Academy of Human Resource Development. Panama City, FL.

Kendrick, L., & Germain, M. L. (2007, June). Pitfalls of the Use of Films in Management Education. Eastern Academy of Management Conference. Amsterdam, Holland. June 24-June 28, 2007.

Germain, M. L., & Palamara, S. A. (2007, February). Using Solution-Focused Applications for Transitional Coping of workplace Survivors. Academy of Human Resource Development conference. Indianapolis, IN. February 28-March 04, 2006.

Bowen, C. & Germain, M. L. (2007, February). Analysis of a newly hired employee Orientation Plan and Suggestions

for Improvement. Academy of Human Resource Development conference. Indianapolis, IN. February 28-March 04, 2006.

Germain, M. L. (2006, October). Collecting employee survey data through Cyberia: A promising virtual land for university researchers. Southern Management Association conference, Clearwater, FL. October 25-28.

Germain, M. L., Lowe, K., Cogliser, C., Gardner, W. L., and Lankau, M. (2006, October). Several Degrees of

connections between research and teaching in universities: Can they be linked, should they be linked, and if so, how? Southern Management Association conference, Clearwater, FL. October 25-28.

Germain, M. L. (2006, April). Perception of Instructors’ Expertise by College Students: An Exploratory Qualitative Research Study. American Educational Research Association annual conference, San Francisco, CA. April 7-11.

Germain, M. L. & Hubschman, B. (2006, April). A Study of Factors Contributing to College Students’ Stress: An

Exploratory Analysis. American Educational Research Association annual conference, San Francisco, CA. April 7-11.

Germain, M. L. (2006, February). What experts are not: Factors identified by managers as disqualifiers for selecting subordinates for expert team membership. Academy of Human Resource Development Conference. Columbus, OH. February 22-26.

Germain, M. L. (2006, February). Stages of Scale Development and Validation: The Example of the Generalized

Expertise Measure (GEM). Academy of Human Resource Development Conference. Columbus, OH. February 22-26.

Germain, M. L. (2006, February). A Chronological Synopsis of Dimensions of Expertise: Towards the Expert of the Future. Paper submitted to the Academy of Human Resource Development Conference. Columbus, OH. February 22-26. Paper was awarded the Cutting Edge Research Award by the Academy of Human Resource Development.

Germain, M. L. (2005, April). Learning from a successful research / teaching nexus in undergraduate education: A global perspective. American Educational Research Association annual conference, Montreal, Canada. April 11-15.

Pierre, F., & Germain, M. L. (2005, March). Integrated Learning Systems (ILS): A comparison of two ILS measures of achievement in reading and Florida’s Comprehensive Assessment Test (FCAT). In Proceedings. Society for Information Technology and Teacher Education (SITE), 16th International Conference (pp. 170-174). Norfolk, VA: AACE. Phoenix, AZ. March 1-5.

Germain, M. L. (2005, February). Apperception and self-identification of managerial and subordinate expertise. Academy of Human Resource Development. Estes Park, CO. February 24-27.

Germain, M. L., & Hubschman, B. (2005, February). Achieving workplace literacy: Using social learning theory for a training program aimed at aboriginal employees. Academy of Human Resource Development. Estes Park, CO. February 24-27.

of 13

Germain, M. L., Vecchio, R. P., Schriesheim, C. A., Martinko, M. J., & Van Fleet, D. D. (2004, November). Can leadership be taught? Session Chair. Symposium, Southern Management Association Conference, November 3-6, San Antonio, TX.

Germain, M. L. (2004, November). Mentor learning: An investigation and impact on organizations. Southern

Management Association Conference. San Antonio, TX. November 3-6.

Germain, M. L. (2004, March). Issues of competencies and ethics in research. International Conference on Research Methods. ISEOR (Institut de Socio-economie des Entreprises et des ORganisations), sponsored by the Academy of Management. Lyon, France.

Germain, M. L. (2004, April). Motivation and education in a sociology course: An innovative approach. 15th

International Conference on College Teaching and Learning. Jacksonville, FL. Germain, M. L. (2003, November). Can ethics be taught? Presentation at the Southern Management Association

annual conference. Teaching Methodologies Workshop. Clearwater, FL.

Germain, M. L. (2003, April). The use of teams in university classrooms: Training matters. Poster Session presented at the 14th International Conference on College Teaching and Learning. Jacksonville, FL.

Germain, M. L., & Scandura, T. A. (2003, April). Students’ individual differences as systematic bias in faculty

evaluations. Conference research Article presented as a poster session at the Society for Industrial and Organizational Psychology (S.I.O.P.). Orlando, FL.

CONFERENCE DISCUSSION / SESSION CHAIR / TRACK CHAIR

(2015). Track Chair for Organizational Behavior. Eastern Academy of Management. Lima, Peru.

(2014). Track Chair for Creativity, Innovation and Sustainability. University Forum for Human Resource Development. Edinburgh, Scotland.

(2011). Southern Management Association. Savannah, GA. Track chair for Management Education.

(2010). Southern Management Association. St. Petersburg, FL. Session Chair.

(2010). Career commitment and continuous professional development Activity: The role of professional orientation. Southern Management Association. St. Petersburg, FL. Discussant. HR Track.

(2010). Human Resource Development in the School Context. Academy of Human Resource Development. February 2010. Knoxville, TN. Symposium Chair.

Valle, M. (2009). Antecedents to Top Tier Publications in Management. Southern Management Association. November 11-14, 2009. Asheville, NC. Discussant.

Davison, H. K., Mishra, V., Bing, M. N., & Frink, D. D. (2009). Peer Evaluations and Accountability: How Individual Performance Affects Peer Evaluations in Classroom Teams. Southern Management Association. November 11-14, 2009. Asheville, NC. Discussant.

Maurer, J. T. (2008). Leadership development as creative destruction of work capability through intrapersonal innovation. Academy of Management conference. August 11-13, 2008. Anaheim, CA. Discussant.

Career Development and Outcomes. Academy of Management conference. August 11-13, 2008. Anaheim, CA. Session chair.

O’Boyle, E., & Williams, L. (2007, November). A Review of Current Practices in Structural Equation Modeling in Organizational Behavior and in Human Resource Management. Paper presented at the Southern Management Association Conference, November 07-11, Nashville, TN. Discussant.

Subbiah, M. & Ford, D. L. (2007, November). Understanding the Internal Dynamics of International Joint Ventures: A SYMLOG perspective. Paper presented at the Southern Management Association Conference, November 07-11, Nashville, TN. Discussant.

of 13

Weinberg, F. J., & Lankau, M. J. (2007, November). The effects of mentor characteristics and dyadic characteristics on the output of mentoring functions. Paper presented at the Southern Management Association Conference, November 07-11, Nashville, TN. Discussant.

(2007, June). Shaping the future: How to accommodate the global career of tomorrow? Invited participant. Eastern Academy of Management Conference. Amsterdam, Holland. June 24-June 28, 2007. Round table discussion.

(2007, February). Symposium. Academy of Human Resource Development conference. Indianapolis, IN. February 28-March 04, 2007. Symposium Chair.

Van Fleet, D., & Al-tuhaih, S. M. (2006, October). Organizational politics in an international setting: conditions in a public organization in Kuwait. Paper presented at the Southern Management Association Conference, October 24-28, Clearwater, FL. Discussant.

Lahiri, S. (2006, October). Is knowledge transfer important in international outsourcing? Toward the Development of a conceptual model. Paper presented at the Southern Management Association Conference, October 24-28, Clearwater, FL. Discussant.

(2006, February). Academy of Human Resource Development Conference. Columbus, OH. February 22-26. Symposium Chair.

Clark, K. D., & Chin, L. (2005, November). The Dark Side of Internet Usage in the Classroom: Problems, Challenges, and Potential Lessons. Southern Management Association conference, Charleston, SC. November 9-12. Discussant.

HRM: Developing the Essentials of Leadership. (2005, November). Southern Management Association conference, Charleston, SC. November 9-12. Session Chair.

Gumport, P. J., Potter, C. J., Light, G., Luna, M., Drane, D., Calkins, S., Hart, J., Lattuca, L. R., Strauss, L. C., and Backer, V. L. (2005, April). Curricular Changes and Challenges. American Educational Research Association annual conference, Montreal, Canada. April 11-15. Session Chair.

Witt, L. A. & Wilson, J. (2004, November). Interactive Effects of Extroversion and Agreeableness on Social Skill. Paper presented at the Southern Management Association Conference, November 6-9, San Antonio, TX. Discussant.

Champoux, J. (2003, November). Film as a Teaching Resource in the Teaching Methodologies for the 21stCentury. A Teaching Development Workshop. Southern Management Association Annual Conference, November 14, Clearwater Beach, FL. Workshop organizer and chair.

NEWSPAPERS, MAGAZINES ARTICLES, and MEDIA APPEARANCES

Germain, M. L. (2013). Faculty Job Satisfaction. Quoted in the newspaper, "Smoky Mountain News". March 2013.

Germain, M. L. (2011). Interview featured in Faculty Matters magazine for being the recipient of a research grant. Selected in the top 5 out of 200 research grant applicants. (Winter Issue, page 71).

Germain, M. L. (2011). Biography featured in an article Top 10 Exemplary Faculty in Research. School of Advanced

Studies, AZ

Germain, M. L. (2010). Interviews: What HR Managers want to see. Live radio interview. MAIN-FM (103.5 FM). Asheville, NC. October 21, 2010 from 3PM to 4PM (EST).

Germain, M. L. (2010). Resumes: What HR Managers want to see. Live radio interview. MAIN-FM (103.5 FM). Asheville, NC. September 23, 2010 from 3PM to 4PM (EST).

Germain, M. L. (2010). From Miami to Cullowhee: A Frosty Leap of Reason. Faculty Forum, 22(7),1-2.

Germain, M. L. (2009). Human Resource Development. Book review (David Mankin) for the Journal of European Industrial Training.

Germain, M. L. (2008). Forbes. Knowledge Is Power --Isn’t it? September 2008.

Germain, M. L. (2007). Ghanzhou (black and white photography). Driftwood. Fall 2007 (p. 16).

Germain, M. L. (2004). Only Lyon. Academy of Management, Research Methods Division newsletter. (p. 9)

Several book reviews published in the The Miami Herald. 2006 to present.

of 13

WORKING PAPERS

Germain, M. L., & Abichangadi, Y. Suicide in India and in the U.S. EAM 2015. Lima, Peru.

Germain, M. L. The role of facial features in snap judgment by HR managers when hiring.

Germain, M. L., Heijden, B. I. M., & Wang, J. Cross-Cultural Validation of a Psychometric Measure of Managerial Expertise in China, The Netherlands, France, and the United States. Working paper to be submitted to the

Journal of Business International Studies or to Human Resource Development International.

GRANTS and SCHOLARSHIP AWARD - 2014: Awarded $8,000 Scholarship to the Japan Studies Institute. Met with university presidents and leaders in the

cities of Tokyo, Kyoto, and Beppu. July 06-16.

- 2012: Project Value, Western Carolina University. The role of facial features in snap judgment by HR managers when hiring. Amount granted: $775. Principal Investigator: Marie-Line Germain.

- 2012: Awarded a Scholarship to attend the Japan Studies Institute (two weeks in June. San Diego, CA).

- 2011: Awarded national, competitive grant from the School of Advanced Studies, Phoenix, AZ. Factors influencing African American breast cancer patient selection of oncologist: the role of medical expertise. Amount granted:

$5,000. Principal Investigator: Marie-Line Germain.

- 2010: Project Value, Western Carolina University. For the development of a psychometric scale of Cooperating Teacher Expertise (GEM-CT). Amount granted: $1,699. Principal investigator: Marie-Line Germain.

- 2009: Awarded grant to provide diversity training to the Institute for Professional Studies. St. Thomas University. Amount granted: $500.

- 2006: Awarded national, competitive grant from the Academy of Human Resource Development (AHRD). A Cross-Cultural Validation of a Psychometric Measure of Managerial Expertise in China, the Netherlands, France, and the United States. Principal Investigator: Marie-Line Germain; Research members: Jinyu Xie (China) and

Beatrice Heijden (The Netherlands). Data will be collected from employees in France, The Netherlands, the United States, and China. Amount granted: $2,500. Principal Investigator: Marie-Line Germain.

- 2006: Awarded national, competitive grant from the Professional and Organizational Development Network in Higher

Education. Grant money was used for the creation of a teaching and research center at City College, Miami campus (Center for Innovative Instruction and Faculty Expertise). Amount granted: $300. Principal Investigator: Marie-Line Germain.

- 2006: Awarded national, competitive French-American Cultural Exchange grant for “The Tournées Festival”, which

supports contemporary creative work in the context of French-American cultural and educational exchange.

Sponsored by the French Ministry of Foreign Affairs, the Centre National de la Cinématographie, the Grand Marnier Foundation, the Florence Gould Foundation and the Franco-American Cultural Fund (SACEM, the Writers Guild of America, the Directors Guild of America and the Motion Picture Association). Amount granted: $1,800. Principal Investigator: Marie-Line Germain.

CONSULTING

- Founder and Director of the HR Consulting initiative. Pro bono HR consulting for nonprofit organizations in the Master’s of Science in Human Resources. Western Carolina University.

- 2015: Pro bono HR consulting. Provided guidance regarding employee and HR-related topics to the following nonprofit organizations and small businesses:

City of Canton, NC.

- 2014: Pro bono HR consulting. Provided guidance regarding employee and HR-related topics to the following

nonprofit organizations and small businesses: Brother Wolf, Asheville, NC Liberty Corner Enterprises, Asheville, NC Alexander Youth Network, Charlotte, NC

of 13

The Charles House Association, Culloboro, NC Asheville Humane Society, Asheville, NC The Dogwood Alliance, Asheville, NC Jackson County Psychological Services, Cullowhee, NC Carolina Day School, Asheville, NC Autism Tennessee, TN


nonprofit organizations and small businesses: Asheville City Schools Foundation, Asheville, NC Dorcas Ministries, Cary, NC Asheville Buncombe Community Relations Council, Asheville, NC Liberty Corner Enterprises, Asheville, NC Services for AIDS, Asheville, NC Jewish Community Center, Asheville, NC Green Opportunities, Asheville, NC

- 2012: Pro bono HR consulting. Provided guidance regarding employee and HR-related topics to the following nonprofit organizations and small businesses:

Habitat for Humanity. Asheville, NC Girl Scouts of Western North Carolina. Asheville, NC The Council of Aging of Buncombe County. Asheville, NC Homeward Bound. Asheville, NC Biggert’s Hearing Instruments. Hendersonville, NC. Safe Harbor. Greenville, SC. Liberty Corner Enterprises. Asheville, NC.


nonprofit organizations: YMCA, High Point, NC Big Brothers Big Sisters, High Point, NC Chamber of Commerce, Archdale, NC The Arch of Southside, Danville, VA

- 2009 and 2008: University of Miami, Coral Gables, Florida. Office of Professional Advancement. Consulting for the

development of course material for a Leadership and a HRM/HRD course. - 2007: University of Miami, Coral Gables, Florida. Office of Professional Advancement. Consulting for the

development of a curriculum for a transportation management certification program, incorporating materials to prepare for the Certified Community Transit Manager (CCTM) national exam. Also developed course descriptions and course material for Leadership and for HRM/HRD courses.

- 2001: Inlingua, Miami, Florida. Marketing strategies for new product development

EXECUTIVE TRAINING

- 2009 and 2008: Florida Department of Transportation executives. Taught Leadership and HRM-HRD seminars - 2007, 2005, and 2004: Baptist Health Systems, Miami, Florida. Taught graduate courses in Research Methods and

in Ethics to nurses and hospital administrators - 2000: Sudameris Bank, Miami, Florida. Taught French to company executives - 2000: Alcatel, Miami, Florida: Taught French to company executives

UNIVERSITY LEVEL COURSES CURRENTLY TAUGHT Course name Course Number University / College Human Resources and Leadership COURSES Applied Leadership LEAD 344 UNC- Western Carolina Univ. Employee and Labor Relations HR 645 UNC- Western Carolina Univ. Graduate course Field Experience (Internship) HR 683 UNC- Western Carolina Univ. Graduate course

of 13

HR Consulting HR 693 UNC- Western Carolina Univ. Graduate course Human Resource Development HR 610 UNC- Western Carolina Univ. Graduate course Leadership in HR HR 675 UNC- Western Carolina Univ. Graduate course Organizational Behavior in HR HR 693 UNC- Western Carolina Univ. Graduate course Organizational Development HR 615 UNC- Western Carolina Univ. Graduate course Orientation in HR HR 605 UNC- Western Carolina Univ. Graduate course Talent Management HR 660 UNC- Western Carolina Univ. Graduate course Seminar in HR HR 698 UNC- Western Carolina Univ. Graduate course AWARDS and RECOGNITIONS

Integration of Learning Award – Nomination. 2012

Integration of Learning Award – Finalist for Applied Leadership Projects. Western Carolina University. 2010

Faculty Scholarship Award. St. Thomas University. 2008

Cutting Edge Research Award from the Academy of Human Resource Development. 2007

Ph.D. Dissertation awarded the Malcolm S. Knowles Dissertation of the Year award - 2006 (AHRD)

Best Reviewer, Southern Management Association. 2007 - Track: Management Education-History


Best Reviewer, Southern Management Association. 2005 - Track: Human Resources / Careers


Named to Who’s Who in America. 66th, 63rd, 61st, and 60th Editions. 2012, 2009, 2007, and 2006

Named to Who’s Who in Humanities Higher Education. 2005

Barry University Graduate Scholarship. 2004-2006

Nominated to run for Treasurer. Southern Management Association. 2007

Named to Manchester Who’s Who among Executive and Professional Women – 2004/2005 Honors Edition

University of Miami Purple Iris Award for Outstanding Teaching from Delta Phi Epsilon Sorority (Fall 2004)

University of Miami Purple Iris Award for Outstanding Teaching from Delta Phi Epsilon Sorority (Spring 2004)

Best Faculty of the Quarter – City College Miami - 2006

Best Faculty of the Quarter – City College Miami - 2001 SERVICE Journals

- Book Review Editor, European Journal of Training and Development (2013 – current) - Editorial Review Board Member, Career Development International (journal) - Editorial Review Board Member, International Journal of Mentoring and Coaching in Education (journal) - Editorial Review Board Member (ad hoc), Human Resource Development Quarterly (journal) - Editorial Review Board Member (ad hoc), Human Resource Development Review (journal) - Editorial Review Board Member (ad hoc), Human Resource Development International (journal) - Editorial Review board Member (ad hoc), The Learning Organization (journal) - Editorial Review Board Member, Journal of International Business Studies. 3-year term: 2004-2007 - Ad-hoc Reviewer, The Journal of Managerial Psychology - Ad-hoc Reviewer, Social Science Quarterly - Ad-hoc Reviewer, The Miami Herald - Copy Editor, Management and Organization Review (journal) - Former Editor, Journal of Multidisciplinary Research. St. Thomas University

Conferences

- Conference Track Chair (Organizational Behavior track). Eastern Academy of Management. Lima, Peru. June 2015.

- Conference Track Chair (Creativity, Innovation and Sustainability track). University Forum for Human Resource Development. Edinburgh, Scotland. June 2014.

- Conference Track Chair (Management Education/Management History). Southern Management Association. 2011.

- Best Doctoral Dissertation Committee Member, Academy of Human Resource Development. 2009. - Conference Chair, Leadership Conference (“Creative Leadership through the Arts”). November 2007. - Associate Program Chair, Academy of Human Resource Development. 2008. - Reviewer, Academy of Management. 2009, 2008, 2007, and 2006. - Reviewer, Academy of Human Resource Development. 2014, 2013, 2012, 2011, 2010, 2009, 2008, 2007, 2006. - Reviewer, American Educational Research Association. 2008, 2007, 2006 and 2005.

of 13

- Reviewer, Southern Management Association. 2011, 2010, 2009, 2008, 2007, 2006, 2005, and 2004. Tracks: Management History / Management Education / International Management, Human Resources / Careers, and Research Methods.

- Reviewer, Easter Academy of Management. 2011, 2009, 2007. - Best Paper Award committee member, Southern Management Association. 2004. Track: Management Education-History - Teaching Methodologies Workshop Coordinator Southern Management Association (November 2003).

Clearwater, Florida. University Service

- Exemplary Service and Research Award Committee, member. Western Carolina University. 2014-2015. - External Dissertation member. Desiree Young. Grand Canyon University. 2014-current - External Master’s Thesis member. Martin Jensen. Department of Psychology. University of Copenhagen. 2013-

14 - Institutional Review Board (IRB) member. Western Carolina University. 3-year appointment (2013-2016) - Assessment Committee, CEAP. Western Carolina University. 2013 - Technology Committee. CEAP. Western Carolina University. 2013. - Recruiting Committee member. Human Services. HR Dept. Western Carolina University. 2013. - Academic Appeals Committee member. Human Services Dept. Western Carolina University. 2011 - Botner Award Committee. Human Services Dept. Western Carolina University. 2012 and 2011 - DCRD Document re-writing committee member Human Services Dept. Western Carolina Univ. 2012 and 2011 - Recruiting Committee member. Human Services. HR Dept. Western Carolina University. 2010 - College Academic Action Appeal Committee. Western Carolina University. 2010-2011 - Project Value Committee member. School of Education and Allied Professions, Western Carolina Univ. 2010 - Global Solidarity Committee member, St. Thomas University. 2009 and 2008 - University relationship-building trips to Port-de-Paix, Haiti in January 2008 with Amor en Acción and in Feb.

2009. - Faculty Search Committee member, Institute for Education. 2008 - Conference Planning Committee Chair, Leadership Conference (“Creative Leadership through the Arts”).

November 2007. - Member, Professional Development Committee. St. Thomas University. 2007 and 2008. - Chair, STU Journal Committee. St. Thomas University. 2007 and 2008.

- Marshal for the School of Leadership - Graduation ceremony December 2007. - Chair of SACS Accreditation Committee on Institutional Effectiveness, City College (2003-2007) - Academic Council Committee member, City College (2001-2007) - Library Committee member, City College (2001-2005) - Chair of Commencement Committee, City College (2001-2005)

Speaking engagements

- Invited speaker. Gwinnett College, GA. International Management Class of Dr. Carlos R. Ruiz. Topic: Human Resources in France. (November 12, 2014).

- Invited speaker. Association Quebequoise de Prevention du Suicide. Quebec, Canada. October 14, 2014. Portrait des Suicides en Milieu de Travail en France et aux Etats-Unis.

- Invited speaker. Gwinnett College, GA. International Management Class of Dr. Carlos R. Ruiz. Topic: HR and Leadership in France. (April 15, 2014).

- Visiting Professor. Helsinki Business School. January 06-24, 2014. Helsinki, Finland. - Invited speaker. Gwinnett College, GA. International Management Class of Dr. Carlos R. Ruiz. Topic: Doing

Business in France. (April 03, 2013). - Invited speaker. Gwinnett College, GA. International Management Class of Dr. Carlos R. Ruiz. Topic: Doing

Business in France. (March 2012). - Invited speaker. Keiser University Convocation. Topic: Best Practices in Online Teaching. Fort Lauderdale, FL.

(October 2011). - Invited speaker. Gwinnett College, GA. International Management Class of Dr. Carlos R. Ruiz. Topic: Doing

Business in France. (October 2011). - Invited speaker. Society for Human Resource Management (SHRM) - Diversity conference. Topic of speech:

Facing the Workforce of the Future: Race, National Origins, and Citizenship Issues. Raleigh, NC, August 10, 2010. - Lecture to Florida Department of Transportation executives. Human Resource Management and Development.

University of Miami, FL. May 09, 2008. - Lecture to Florida Department of Transportation executives. Leadership Theories and Skills Enhancement.

University of Miami, FL. April 14, 2008. - Invited speaker. Distinguished Speakers Series. University of Miami. Colonnade Hotel. Speech topic: Leadership

and Expertise. March 31, 2008. - Guest speaker for Miami Dade College. Undergraduate class of Instructor Patricia Sabates. Topic: Team

of 13

Leadership. (November 2005). Miami, FL. - Guest speaker for the University of Miami Business School, Department of Management. Bachelor’s Class of Ekin

Pellegrini. Topic: Résumé Writing. (April 2004). Coral Gables, Florida. - Guest speaker for the University of Miami Business School, Department of Management. Graduate class of Dr.

Terri A. Scandura. Topic: Towards a Constructive Résumé. (March 2004). Coral Gables, Florida. - Guest speaker for the University of Miami Business School, Department of Management. M.B.A. class of Dr. Terri

A. Scandura. Topic: Résumé writing. (February 2004). Coral Gables, Florida. - Guest speaker for N.A.S.A., United States Aerospace and Being executives. Topic: Managing Organizational

Change. (June 20, 2003). Cape Canaveral, Florida. - Guest speaker for the University of Miami Business School, Department of Management. M.B.A. class of Dr. Terri

A. Scandura. Topic: Résumé Writing. (April 2001). Coral Gables, Florida. Community Service and Pro Bono consulting to non-profit organizations

- Lead consultant. Spring 2015: City of Canton, NC. - Lead consultant. Spring and Fall 2014: Alexander Youth Network, Charlotte, NC; The Charles House Association,

Culloboro, NC; Brother Wolf, Asheville, NC; Jackson Psychological Services (HIGHTS), Cullowhee, NC. Autism Tennessee, TN; Carolina Day School, Asheville, NC. The Asheville Humane Society, Asheville, NC.

- Lead consultant. Fall 2013: Services for AIDS, Asheville, NC; Jewish Community Center, Asheville, NC; Green Opportunities, Asheville, NC

- Lead consultant. Spring 2013: Asheville City Schools Foundation, Asheville, NC; Dorcas Ministries, Cary, NC; Asheville Buncombe Community Relations Council, Asheville, NC; Liberty Corner Enterprises, Asheville, NC.

- Lead consultant. Fall 2012: Council on Aging of Buncombe County. Asheville, NC; Homeward Bound. Asheville, NC. Biggert’s Hearing Instruments. Hendersonville, NC; Safe Harbor. Greenville, SC; Liberty Corner Enterprises. Asheville, NC. Hospice. Winston-Salem, NC.

- Lead consultant. Spring 2012: Habitat for Humanity. Asheville, NC; Girl Scouts of WNC. Asheville, NC; Biggert’s Hearing Instruments. Hendersonville, NC; Homeward Bound. Asheville, NC; Council on Aging of Buncombe County. Asheville, NC.

- Lead consultant. Fall 2011: Arc of Southside. Danville, VA.; YMCA. High Point, NC; Big Brothers Big Sisters. High Point, NC; Archdale/Trinity Chamber of Commerce. Archdale, NC. Advisory Board Member, Citizens-Police Advisory Committee, Asheville, NC. (Term: 2011-2014). Duties include serving as liaison between the police and community over concerns; mediating problems or conflicts; serving as an advocate for programs, ideas, and methods to improve the relationship between the police and the community; and disseminating information to the community and the government officials of Asheville.

- Ad hoc advisor, City of Asheville Staff and Training Department (advisor to staff trainer Kendra Turner), 2011

OTHER PROFESSIONAL EXPERIENCES

MARKETING

1996-2001 Interval International, Miami, FL. Marketing Manager. New product development and marketing for 1.3 million-member base. Responsible

for directing all domestic travel marketing, advertising, direct mail and collateral productions; coordinated and administered electronic advertising programs, assisted in the research and production of new promotional efforts, conducted market studies, suggested marketing strategies while maintaining existing marketing and advertising platforms. Augmented web site to include new programs, solicited new vendors, and developed new partnerships while negotiating marketing contracts, co-op budgets, commissions, and joint promotional projects with all suppliers. Conducted qualitative and quantitative research to evaluate membership benefits and to increase retention rate. Hired and managed departmental support staff.

TOURISM

1991-1994 Pro Lingua, Paris, France Translator and coordinator in English-speaking countries. Translator and guide for French speaking

groups (15 to 25 students) in the United Kingdom and the United States. Duties included coordination between France and designated foreign countries, and responsibility for foreign language training programs.

COMPUTER SKILLS

of 13

- Proficiency in online course platforms: Blackboard 10, eCollege, WebCT, CyberClass, V-Campus, Apex, WIMBA, Elluminate, GoToMeeting.

- Microsoft 2010 software proficient (Excel, Front Page, PowerPoint, Publisher, Word); Adobe

PageMaker; File Maker Pro; PhotoShop; Prezi. - Working knowledge of HTML language - S.P.S.S. 22.0 proficient (Statistical Package for the Social Sciences) - Basics of AMOS 6.0 (for structural equation modeling) and LISREL 8.7 (Statistical software for Linear Structural Relationships)

- AS/400 proficient (Application System used for general business and departmental use)

LANGUAGES

Bilingual French / English Written German Conversational Spanish

PROFESSIONAL AFFILIATIONS & INTERESTS

Member of A.P.A. (American Psychological Association)

Member of A.H.R.D. (Academy of Human Resource Development)

Member of S.M.A. (Southern Management Association)

Former member of S.I.O.P. (Society for Industrial and Organizational Psychology)

Former member of AoM (Academy of Management)

Former member of A.E.R.A. (American Educational Research Association)

Former member of M.L.A. (Modern Language Association) and of L.S.A. (Linguistics Society of America)

Former member of A.R.D.A. (American Resort Development Association)

Other: - Travel Agent license (Amadeus and System One literate. Expired) - FAA Private Pilot license; Member of Aircraft Owners and Pilots Association

JOHN J. SHERLOCK [email protected]

828-227-3380

EDUCATION

George Washington University, Doctorate in Human Resource Development (Ed.D.)

Dissertation: Learning in a Professional Context: An Exploration of CEO Learning

Experiences. Doctorate awarded With Distinction honors.

University of Maryland (Smith School of Business), Masters in Business Administration

(M.B.A.)

James Madison University, Bachelor of Science (B.S.)

Major: Public Administration

Minor: Business Administration

Cum Laude graduation honors

AWARDS/HONORS

■ 2012, Nominee, Board of Governor’s Award for Excellence in Teaching, Western Carolina

University

■ 2012, Nominee, Stanley J. Drazek Teaching Excellence Award

■ 2011, Nominee, Stanley J. Drazek Teaching Excellence Award


University


University

■ 2010 Finalist, Integration of Learning Award, Western Carolina University

■ 2010 Finalist, Scholarship of Teaching & Learning Award, Western Carolina University

■ 2010 Legislative Award for Superior Teaching. College of Education & Allied Professions,


■ 2009 Finalist, Jay M. Robinson Teaching Award for e-learning, Western Carolina University

■ 2009 Finalist, Scholarship of Teaching & Learning Award, Western Carolina University

■ 2008 Finalist, University Award for Innovations in Online Education, Western Carolina

University

■ 2007 Nominee, Dean’s Research Award, College of Education & Allied Professions, Western

Carolina University

■ 2007 Nominee, Jay M. Robinson Teaching Award for e-Learning, Western Carolina University

■ 2006 Chancellor’s Meritorious Service to Students Award, Western Carolina University.

■ 2006 Legislative Award for Superior Teaching. College of Education & Allied Professions,

Western Carolina University.

■ 2006 Commitment to Excellence Five Year Service Award, Graduate School of Management

and Technology, University of Maryland University College.

■ 2004 Best Paper Award in Management Learning, Academy of Management.

mailto:[email protected]

2

■ 2000 Finalist Award, International Dissertation of the Year Competition. Academy for Human

Resource Development.

PUBLICATIONS

Sherlock, J.J. (2014). Book Review: "Hacking Leadership: The 11 Gaps Every Business

Needs to Close and The Secrets to Closing Them Quickly." European Journal of Training and

Development (38), 6, 604 – 606. (refereed)

Sherlock, J.J., & Smith, W.K. (2013). Process consultation in a workplace setting. In.

A.M. Dougherty (Ed.) Casebook of Psychological Consultation and Collaboration in School and

Community Settings. Pacific Grove, CA: Brooks/Cole Publishing.

Sherlock, J.J. (2012). The HR transition to strategic partner: The rarely discussed

identity challenges. In W.J. Rothwell & G.M. Benscoter (Eds.) The HR Encyclopedia (Vol. 3).

San Francisco: Wiley Publishing. (refereed)

Sherlock, J. J. (2012). Leadership in integrated care. In R. Curtis & E. Christian (Eds.).

Integrated Care: Creating a Thriving Practice. Routledge Publishing.

Pyke, J.G. & Sherlock, J.J. (2010). A closer look at instructor-student feedback online:

A case study analysis of the types and frequency. Journal of Online Learning and Teaching,

6(1), 1-12. (refereed)

Morgan, G., Sherlock, J.J., & Ritchie, W. R. (2010). Job satisfaction in the home health

care context: Validating a customized instrument for application. Journal of Healthcare

Management, 55(1), 11-21. (refereed)

Ritchie, W. R., & Sherlock, J. J. (2009). Adapting surveys for nonprofit research.

NonProfit Management & Leadership, 19(3), 387-403. (refereed)

Sherlock, J.J. & Morgan, G. (2009). Using provocative statement

assignments to foster critical thinking in leadership education. Journal of Leadership Education,

8(2), 188-205. (refereed).

Sherlock, J.J. (2009). Reyes Fitness Centers: A case study of strategic HR. Society for

Human Resource Management (SHRM), Alexandria, VA. (refereed)

Sherlock, J.J. & Nathan, M. (2008). How power dynamics impact the content and

process of nonprofit CEO learning. Management Learning, 39(3), 245-269. (refereed)

Becker-Reems, E., & Sherlock, J.J. (2008). Process consultation in a healthcare setting.

In M. Dougherty (Ed.), Case Studies in Process Consultation (3rd edition). Pacific Grove, CA:

Thompson-Brooks/Cole Publishing.

3

Sherlock, J.J., & Nathan, M. (2007). Nonprofit CEOs: How their context impacts what

and how they learn. Nonprofit Management & Leadership, 18(1), 19-39. (refereed)

Sherlock, J.J., Morgan, G. (2007). Employee recognition programs benefit direct service

professionals and their employers. Frontline Initiative, 7(3), 1-3.

Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online

community: Comparing faculty and student perceptions. Journal of Online Learning and

Teaching, 3(3), 234-246. (refereed)

Sherlock, J.J. (2007). The best of both worlds: Combining synchronous audio with

asynchronous text discussion. University of North Carolina Teaching and Learning with

Technology 2007 Conference Proceedings. (refereed)

Sherlock, J.J. & Morgan, G. (2007). Training and development of low-income workers:

A case study of a holistic approach. Academy for Human Resource Development (AHRD) 2007

International Research Conference Proceedings. (refereed)

Curtis, R., & Sherlock, J.J. (2006). Wearing two hats: Counselors serving as managerial

leaders in agencies and schools. Journal of Counseling & Development, 84(1), 120-126.

(refereed)

Sherlock, J.J., Morgan, G., & Karvonen, M. (2006). Addressing a national turnover

problem from an HRD perspective: A field research study of direct care workers. Academy of

Human Resource Development 2007 International Research Conference Proceedings

(refereed).

Fornaciari, C., Sherlock, J.J., Ritchie, W., & Lund-Dean, K. (2005). Scale development

practices in the measurement of spirituality. International Journal of Organizational Analysis,

13(1), 28-49. (refereed)

Sherlock, J.J., & Morgan, G. (2005). Learning journals: An underutilized tool in

leadership education. Emergent Models of Global Leadership (N. Huber & M. Walker, Eds.),

pp. 136-146. College Park, MD: International Leadership Association. (refereed)

Sherlock, J.J. & Morgan, G. (2005). The Book Critique: An Underutilized Learning

Tool. Academic Exchange Quarterly, 9(4), 161-166. (refereed)

Fornaciari, C., Sherlock, J.J., Ritchie, W., & Lund-Dean, K. (2005). Scale

development practices within the management, spirituality and religion domain: An assessment

of the literature from 1996-2004. Best Paper Proceedings of the 2005 Academy of Management

International Conference, Honolulu, Hawaii. (refereed)

Vesely, P. & Sherlock, J. J. (2005). Three pedagogical tools for developing critical

thinking skills. Academic Exchange Quarterly, 9(4), 155-161. (refereed)

4

Sherlock, J.J., & Ritch, S. W. (2004). Getting beyond the ten tips: A deeper look at

moral/ethical behavior. Proceedings of the 2004 International Leadership Association Annual

Meeting, Washington, DC.

Short, D., Sherlock, J.J., & Sugrue, B. (2004). Time to recognize and reward those who

link research and practice. Human Resource Development Quarterly, 15 (3), 259-262. (invited

author, refereed journal)

Sherlock, J. J. & Morgan, G. (2004). Politics of influence: Association CEOs need finely

tuned skills to make board relationships work. Association Forum, 8, (10), 22-25.

Sherlock, J.J. & Morgan, G. (2004). Linking the theoretical roots of Organization

Development to best practices today. Proceedings of the Twenty-Fifth Annual Organization

Development Network Conference, San Juan, PR.

Sherlock, J.J. & Nathan, M. (2004). Producing actionable knowledge: Applying

Mezirow’s theory to the managerial learning context. Best Paper Proceedings of the Sixty-third

Annual Meeting of the Academy of Management, New Orleans, LA. (refereed)

*Received the Academy’s 2004 Best Paper Award in Management Learning.

Sherlock, J.J. (2003). Learning at the top. Journal of Association Leadership, 1, (1), 50-

68. (refereed)

May, G.L., Sherlock, J.J., & Mabry, C.K. (2003). The future: The drive for shareholder

value and implications for HRD. Advances in Developing Human Resources, 5, (3), 320-331.

(refereed)

Sherlock, J.J. (2003). Learning journals: An underutilized tool in management

education? Proceedings of the 2003 Organizational Behavior Teachers Conference, Springfield,

MA.

Sherlock, J.J. (2002). Learning at the top: An exploration of CEOs’ learning.

Proceedings of the Academy for Human Resource Development 2002 International Research

Conference, 2, 632-639. (refereed)

Sherlock, J.J. (1995). Book review: Jim Tompkin’s ‘The Genesis Enterprise.’ Network, 12,

p. 3.

Sherlock, J.J. (1994). Pricing products for success. Association Educator, 9, 3-4.

Sherlock, J.J. (1991). Cost-effective selling. Proceedings of the American Society of

Association Executives (ASAE) Annual Management Conference, 12, 163-170.

Earned ASAE’s Outstanding Achievement Award, Marketing Paper Series.

5

Sherlock, J.J. (1990). Excellence in customer service. Association Management, 42, (11), 68-72.

Sherlock, J.J. (1990). Telling members your story. Proceedings of the American Society of

Association Executives (ASAE) 1990 Annual Management Conference, 11, 282-290.

Sherlock, J.J. (1987). Understanding 220 MHz: A businessman’s guide. Alexandria, VA:

National Association of Business & Educational Radio.

Sherlock, J.J. (1985). Developing a certification program: Some do's and don'ts,"

Proceedings of the 1995 American Society of Association Executives (ASAE) Annual Management

Conference, 6, 105-112.

PRESENTATIONS

Sherlock, J.J. (2014, Nov.). “Managing Upward for Personal and Organizational

Success.” Western Carolina University’s 2014 Counseling Supervision Symposium, Asheville,

NC.

Sherlock, J.J. (2014, Sept.). “Creating a Culture of Evidence-based Management

Practice: What Can We Learn from other Fields?” Fourth Annual Engaged Management

Scholarship Conference, Tulsa, OK (refereed)

Sherlock, J.J. (2014, April). “HR Leaders: The Challenges of Role Identity, Role

Transition, and Role Conflict.” 2014 Tobias Leadership Conference, Indianapolis, IN. (refereed)

Sherlock, J.J. (2013, Sept.). “Operationalizing Evidence-based Management: Teaching

the EBR-EBM Connection.” Third Annual Engaged Management Scholarship Conference,

Atlanta, GA. (refereed)

Gelatt, J., & Sherlock, J.J. (2012, Aug.). “Integrating evidence-based research and

management into the management curriculum.” Academy of Management (AOM) Annual

Conference, Boston, MA.

Sherlock, J.J. (2011, Aug.). “Evidence-based Research Synthesis: A Family of

Approaches to inform both Research & Practice.” Presented at the University of Maryland

University College Doctor of Management Summer Faculty Institute, College Park, MD.

Sherlock, J.J. (2010, June). “Transitioning from HR Generalist to Strategic HR Leader:

Utilizing Basic HR Metrics.” Presented at the Western North Carolina Human Resources

Association, Asheville, NC.

Orr, R. & Sherlock, J.J. (2010, June). “Emotional Intelligence: Using Your Emotions

Intelligently.” Presented at EDUCAUSE 2010, Atlanta, GA. (refereed)

6

Sherlock, J.J. (2008, Aug.). “HR as Strategic Business Partner: Implications for Practice

and Professional Development.” Presented at the Career Banding Performance Solutions

Conference, Appalachian State University, Boone, NC.

Sherlock, J.J. (2007, Nov.). “Blogging, Live Audio and Asynch Text Discussion: A

Winning Combination for Online Learning. Presented at the Annual Conference of the Western

Cooperative on Education Technology (WCET), Atlanta, GA. (refereed)

Sherlock, J.J. (2007, Sept.). “Strategic HR” Presented at the NC state conference of the

Society for Human Resource Management, Asheville, NC. (refereed)

Sherlock, J.J. (2007, Sept.). “HR as Strategic Business Partner.” Presented at the Smoky

Mountain chapter meeting of the Society for Human Resource Management (SHRM).

Cullowhee, NC.

Sherlock, J.J., & Morgan, G. (2007, Aug.). “Provocative Statements and Critical

Thinking in the Management Classroom.” Presented at the 2007 Annual Meeting of the

Academy of Management, Philadelphia, PA. (refereed)

Sherlock, J.J., Fields, L.K., and Morgan, G. (2007, July). Caregivers are Professionals

Too: Demonstration to Improve the Direct Service Community Workforce. Presented at the

Innovations in Workforce Development team meeting, North Carolina Council on Developmental

Disabilities, Raleigh, NC.

Sherlock, J.J. (2007, June). “Using Provocative Statements to Foster Critical Thinking.”

Presented at the 2007 Organizational Behavior Teachers Conference, Pepperdine University, CA.

(refereed)

Sherlock, J.J. (2007, May). “Integrating Synchronous Audio into Online Courses: A Case

Study.” Presented at the 2007 Summer Institute for Teaching and Learning, Western Carolina

University, Cullowee, NC.

Sherlock, J.J. (2007, April). “The Best of Both Worlds: Combining Synchronous Audio

with Asynchronous Text Discussion.” Presented at the 2007 Western Carolina University

Scholarship of Teaching & Learning (SoTL) Faire, Cullowhee, NC. (refereed)

Sherlock, J.J. & Morgan, G. (2007, Mar.). “Training & Development of Low-Income

Workers: A Case Study of a Holistic Approach.” Presented at the 2007 International Research

Conference, Academy of Human Resource Development, Indianapolis, IN. (refereed)

Sherlock, J.J. (2007, Mar.). “The Best of Both Worlds: Combining Synchronous Audio

with Asynchronous Text Discussion.” Presented at the 2007 University of North Carolina

Teaching and Learning with Technology Conference, Raleigh, NC.

http://conference.wcet.info/2007/program/sessiondetail.asp?session=AC07/B59

http://conference.wcet.info/2007/program/sessiondetail.asp?session=AC07/B59

7

Sherlock, J.J., Morgan, G., & Karvonen, M. (2006). Addressing a national turnover

problem from an HRD perspective: A field research study of direct care workers. Presented at

the Academy of Human Resource Development 2007 International Research Conference,

Columbus, OH (refereed).

Sherlock, J.J. & Orr, R. (2006, Nov.). “Emotional Intelligence: Implications for IT

Leadership.” Presented at the 2006 EDUCAUSE Conference, New Bern, NC. (refereed)

Morgan, G. & Sherlock, J.J. (2006, Oct.). “Evaluation Challenges in Organizational

Field Research.” Presented at the 2006 Conference of the American Evaluation Association,

Portland, OR. (refereed)

Sherlock, J. J. & Ritchie, W. (2006, Aug.). “Examining Strategic Locus of Control with

Nonprofit Leaders: A Confirmatory Factor Analysis of Hodgkinson’s (1992) Scale. Presented at the

2006 Academy of Management Conference, Atlanta, GA. (refereed)

Sherlock, J.J., Fields, L.K., & Burnette, R. (2006, May). “Direct Service Worker

Employee Retention: A Case Study.” Presented at the 2006 conference of the NC chapter of the

American Home & Hospice Care Association, Raleigh, NC.

Sherlock, J.J. (2006, April). “HR as CEO—Chief Ethics Officer.” Presented at the 2006

conference of the NC College and University HR Association (CUPA), Greensboro, NC.

Linkins, K, Sherlock, J.J., Brown, C., Richard, T., Smith, S., Tremblay, T. (2006, April)

“Determining and Measuring Outcomes and Impacts.” Presented at the 2006 Community Access

Conference of the National Academy of State Health Policy, Baltimore, MD. (refereed)

Sherlock, J.J. (2006, Feb.). “Addressing a National Turnover Problem from an HRD

Perspective: A Field Research Study of Direct Care Workers.” Presented at the 2006

International Research Conference, Academy of Human Resource Development, Columbus,

OH. (refereed)

Sherlock, J.J., & Curtis, R. (2005, Nov.). “Managerial Leadership for Counselors.”

Presented at the Western Carolina University Counseling Supervision Symposium, Asheville, NC.

Sherlock, J.J. (2005, Oct.). “HR as CEO: Chief Ethics Officer.” Presented at the Western

North Carolina Human Resources Association meeting, Asheville, NC.

Sherlock, J.J. (2005, Aug.). “Scale Development Practices within the Management,

Spirituality and Religion domain: An Assessment of the Literature from 1996-2004.” Presented

at the 2005 Academy of Management International Conference, Honolulu, HI. (refereed)

Sherlock, J.J., & Morgan, G. (2005, June). “Book Review Assignments: A Tool to Help

Students Think Critically and Write Persuasively.” Presented at the 2005 Organization Behavior

Teachers’ Conference, Scranton, PA. (refereed)

8

Sherlock, J.J. (2005, April). “Passages from Onsite to Online Scholarship: It’s Still

about Student Learning.” Keynote presentation, Passages from Onsite to Online Scholarship

Conference, College of Education and Allied Professions, Western Carolina University,

Cullowhee, NC.

Pike, G., Sherlock, J.J., & Breiner, S. (2005, Mar.). “How to Maximize the Value of

Online Learning Assessment.” Presented at the 2005 NC Teaching & Learning with Technology

Conference, Raleigh, NC. (refereed)

Sherlock, J.J., & Vesely, P. (2005, Feb.). “Pedagogical tools to assist students in becoming

creative, dynamic, independent thinkers.” Presented at the 2005 Lilly South Conference on College

and University Teaching, Greensboro, NC. (refereed)

Karvonen, M., Herzog, M.J., & Sherlock, J.J. (2005, Feb.). “Understanding Qualitative

Research.” Presented at the 2005 Scholarship of Teaching & Learning (SoTL) Faire, Western

Carolina University, Cullowhee, NC.

Sherlock, J.J., Goldman, L., & Luithle, L. (2004, Nov.). “Trends in Human & Organizational

Studies, Human Resource Information Systems, and Careers.” Presented at the 5th Annual Research

Conference on Human and Organizational Studies, Ashburn, VA.

Sherlock, J.J. & Ritch, S. W. (2004, Nov.). “Getting Beyond the Ten Tips: A Deeper Look

at Moral/Ethical Behavior. Presented at the 2004 International Leadership Association Annual

Meeting, Washington, DC. (refereed)

Sherlock, J.J. (2004, Oct.). “Linking the Theoretical Roots of Organization Development

to Best Practices Today.” Presented at the 25th Annual Organization Network Conference, San

Juan, PR. (refereed)

Sherlock, J.J. & Pyke, G. (2004, Sept.). “Assessing Online Learning.” Presented at the

Magna Publications Audio Conferences for Higher Education.

Sherlock, J.J. (2004, Aug.). “Producing Actionable Knowledge: Applying Mezirow’s

Theory to the Managerial Learning Context. Presented at the 2004 Academy of Management

Conference, New Orleans, LA. (refereed)

Sherlock, J.J., Short, D., & Kormanik, M. (2004, May). “Time to Recognize Excellence

in Research to Practice.” Presented at the 2004 ASTD International Conference and Exposition,

Washington, D.C.

Sherlock, J.J. (2004, May). “HR Trends & Metrics: Challenge & Opportunity.”

Presented at the Southern Region Conference of the College & University Professional

Association (CUPA), Asheville, NC. (refereed)

9

Sherlock, J.J. (2004, Mar.). “Assessment in Distance Education: We owe it to Ourselves

to do it Better—and We Are. Presented at the 2004 NC Teaching & Learning with Technology

Conference, Charlotte, NC. (refereed)

Sherlock, J.J., Habel, J., Herzog, M.J., & Dole, S. (2004, Feb.). “Qualitative Research:

What is it and Why Do It?” Presented at the Western Carolina University’s 2004 Faculty

Development Series, Cullowhee, NC.

Sherlock, J.J. (2004, Jan.). “HR’s Role in Strategic Planning: There’s no Consensus—

but that’s the Opportunity.” Asheville Manufacturing Human Resources Association Meeting,

Asheville, NC.

Sherlock, J.J. & Curtis, R. (2003, Nov.) “Managerial Leadership.” Presented at the

Counseling Supervision Symposium, Asheville, NC.

Sherlock, J.J. (2003, Oct.). “HR Metrics: A Strategic Approach.” Presented at the NC

Healthcare HR Association District I Meeting, Asheville, NC.

Sherlock, J.J. (2003, June). “Learning Journals: An Underutilized Tool in Management

Education?” Presented at the 2003 Organizational Behavior Teachers Conference, Springfield,

MA. (refereed)

Sherlock, J.J., Randleman, B. (2003, Mar.). “Partnership: Key to Distance Education.”

Presented at the 2003 University of North Carolina Teaching and Learning with Technology

Conference, Greensboro, NC. (refereed)

Sherlock, J.J. (2003, Mar.). “Financial Aspects of HR.” Presented at the Western North

Carolina chapter meeting of the Society for Human Resource Management (SHRM), Asheville, NC.

Sherlock, J.J. (2002, Oct.). “A Look at HRM Trends: A Lot of the Old Challenges with a

New Twist,” presented at the Fall Conference of the North Carolina chapter of the International

Personnel Managers Association (IPMA), Asheville, NC. (refereed)

Sherlock, J.J. (2002, Sept.). “Measuring the Impact of Human Resource Initiatives:

Discussing the Imperatives, the Dilemmas, and the Progress,” presented at the Fall Conference of

the Western North Carolina chapter of the Society for Human Resource Management (SHRM),

Asheville, NC.

Sherlock, J.J. (2002, Aug.). “Nonprofit CEOs: How Their Context Impacts What and How

They Learn,” presented at the Academy of Management’s 2002 Research Conference, Denver, CO.

(refereed)

10

Sherlock, J.J., Chapman, T., Confessore, S., & Henderson, J. (2002, Aug.). “Perspectives on

Chief Executive Officer Learning,” presented at the Academy of Management’s 2002 Meeting,

Denver, CO.

Sherlock, J.J. (2002, April). “Global Wireless Industry Outlook.” Keynote presentation,

Wireless Arena Marketplace Strategies Conference, Arlington, VA.

Sherlock, J.J. (2002, Feb.). “Learning at the Top,” presented at the Academy for Human

Resource Development’s 2002 International Research Conference, Honolulu, Hawaii. (refereed)

Sherlock, J.J. (2001, Mar.). “Overcoming Market Barriers,” presented at the Adventis

Second Annual MVNO Summit, Las Vegas, NV.

Sherlock, J.J. & Meyer, P. (2000, Dec.). “Joint Ventures with Dot-coms,” presented at the

American Society of Association Executives 2000 Management Conference, Washington, DC.

(refereed)

Sherlock, J.J. (2000, Dec.). “Organizational & Personal Change: You can’t have the Former

without the Latter,” presented at the National Network for Youth Annual Meeting, Washington,

D.C.

Sherlock, J.J. (1999, Nov.). “Leadership,” presented at the Lessons in Leadership, Inc.

seminar, Alexandria, VA.

Sherlock, J.J. (1998, Jan.). “Leadership and Learning,” presented at the National Network

for Youth Annual Meeting, Washington, D.C.

Sherlock, J.J. (1996, Dec.). “Leadership,” presented at the Link-up Leadership Network’s

Life Focus Seminar, McLean, VA, 1996.

Sherlock, J.J. (1996, Jan.). “Leadership,” presented at the Society for Human Resource

Management Toastmasters Club, Alexandria, VA.

Sherlock, J.J. (1995, Aug.). “Strategic Pricing Decisions,” presented at the New Jersey

Hospital Association, Princeton, NJ.

Sherlock, J.J. (1995, Oct.). “Strategy and Pricing,” presented at the American Society of

Association Executives’ (ASAE) Symposium on Competitive Marketing, Washington D.C.

Sherlock, J.J. (1994, Aug.). “Strategic Pricing,” presented at the American Society of

Association Executives’ (ASAE) Annual Meeting, San Francisco, CA. (refereed)

Sherlock, J.J. (1993, Sept.) “Outsourcing Strategies,” presented at the National Court

Reporters Association Leadership Conference, Washington, D.C.

11

Sherlock, J.J. (1992, Sept.). “Public Relations,” presented at the Council of Engineering

Society Executives' Conference, Detroit, MI.

Sherlock, J.J. (1992, Dec.) “Strategy and Pricing,” presented at the American Society of

Association Executives’ (ASAE) Management Conference, Washington, D.C. (refereed)

Sherlock, J.J. (1991, Dec.). “Cost-effective Marketing,” presented at the American Society

of Association Executives' Management Conference, Chicago, IL. (refereed)

Sherlock, J.J. (1990, Dec.). “Effective Communications,” presented at the American Society

of Association Executives (ASAE) Management Conference, Washington, D.C. (refereed)

Sherlock, J.J. (1990, Feb.). “Customer Service,” presented at the American Banker's

Association, Washington D.C.

Sherlock, J.J. (1990, May) “Customer Service,” presented at the United Fresh Fruit &

Vegetable Association, Alexandria, VA.

Sherlock, J.J. (1989, Dec.). “Wowing Your Customers,” presented at the American Society

of Association Executives (ASAE) Management Conference, Dallas, TX. (refereed)

Sherlock, J.J. (1985, Dec.). “Creating a Certification Program: Some Do’s & Don’ts,”

presented at the American Society of Association Executives (ASAE) Management Conference,

Boston, MA. (refereed)

TEACHING EXPERIENCE

Western Carolina University (a campus of the University of North Carolina)

Assistant Professor, Fall 2002-Spring 2008

Associate Professor (tenured), Fall 2008 – present

Graduate Courses taught:

HR601 – Organizational Planning & Execution; HR602 – Research and Evaluation;

HR605 - Orientation to Human Resources; HR610 – Human Resource Development;

HR613 – Performance Management; HR614 – Staffing

HR615 - Organizational Development; HR617 – Organization Performance;

HR619 - Diagnosis and Assessment; HR660 – Career Development;

HR662 – Compensation & Benefits; HR666 - Legal Issues in Human Resources;

HR675 – Leadership in Human Resources; HR698 – Capstone Seminar in Human

Resources

Undergraduate Courses taught:

LEAD444 – Capstone Seminar in Leadership; LEAD244 – Principles of Leadership

12

University of Maryland University College, Graduate School of Management &

Technology

Assistant Adjunct Professor, 2001-2007

Associate Adjunct Professor, 2007 – present

Graduate Courses taught:

ADMN635 – Organizational Leadership and Decision-making

MGMT615 – Intercultural Communication and Leadership

DMGT810 - Global Leadership & Change

DMGT600 – Foundations of Doctoral Study

DMGT835 – Research Methods II

DMGT890 – Dissertation Part I

DMGT891 – Dissertation Part II

DMGT892 – Dissertation Part III

George Washington University, Organizational Sciences Program

Adjunct Graduate Faculty, Fall 2001; OrSc 243 – Leadership in Complex Organizations.

George Washington University, Graduate School of Education and Human Development

Adjunct Faculty, Spring 2000; HRD 263 – Foundations of Human Resource

Development.

SERVICE

Service to the Discipline & Community:

Reviewer, Nonprofit and Voluntary Sector Quarterly, 2012-present.

Elected board member, Liberty Corner Enterprise (nonprofit serving those with

disabilities), Asheville, NC, 2009-2014.

Reviewer, Management Learning, 2010-present.

Reviewer, Journal of Management Education (JME), 2005-present.

Reviewer, HR Case manuscripts, Society for Human Resource Management (SHRM),

2008.

Reviewer, Management Education division, 2007 Academy of Management Conference

Reviewer, Human Resources division, 2007 Academy of Management Conference

Discussant, Servant Leadership conference session, 2007 Academy of Management

Meeting.

Reviewer, International Journal of Organizational Analysis (IJOA), 2006.

Member, Synchronous Learning Management Software (SLMS) Task Force, University

of North Carolina Teaching & Learning with Technology Council, 2005-6.

Co-Chair, International Dissertation of the Year competition, American Society for

Training & Development (ASTD), 2003-2005.

Member, Business Intelligence Board, Chief Learning Officer magazine, 2004.

13

Interview, “Faculty development builds on face-to-face strength.” 2003 Distance

Education Report, 8, (6), 5-7.

Reviewer, 2003 Best Research Article Award, Human Resource Development

International.

Appointed member, Human Resource Development Book of the Year competition,

Academy for Human Resource Development (AHRD), 2002-2004.

Appointed member, 2003 “BEST in Training” Planning Committee, American Society

for Training & Development (ASTD). Development Committee Member, Excellence in Research-to-Practice Award Program,

American Society for Training & Development (ASTD), 2003-4. Reviewer, 2003 “BEST in Training” Award competition, American Society for Training

& Development (ASTD). Reviewer, 2003 Organizational Behavior Teachers’ Conference. Appointed member, Research-to-Practice Award Planning Committee, American Society

for Training & Development (ASTD), 2003-2005. Symposium Chair, Competency Presentations, 2002 International Research Conference,

Academy for Human Resource Development, Honolulu, HI.

Appointed Member, ASTD Research-to-Practice Committee, 2001-2005.

Dissertation defense outside reader: George Washington University, defense by Klara

Stucinsky; Research topic: Executive Coaching, July, 2001.

Dissertation defense outside reader: George Washington University, defense by Joyce

Henderson; Research topic: CEO Learning, October, 2001.

Invited Participant: Academy of HRD/ASTD 2001 HRD Future Search

Guest lecturer: George Washington University, doctoral seminar in qualitative research

methods; Spring 2000, Summer, 2000, Fall 2000.

Proposal Reviewer: Executive Management Track, American Society of Association

Executives (ASAE) Annual Management Conference, 1999

Appointed Member, Executive Management Council, American Society of Association

Executives (ASAE), 1997- 2000.

Service to Western Carolina University:

Member, Collegial Review Committee, 2011-2013. Member, Tenure & Promotion Review Committee, College of Education & Allied

Professions, 2011-2013. Member, Tenure & Promotion Review Committee, Human Services Department, 2010-

present Member, Provost’s Committee on Distance Education, 2010 Director, MSHR Program, July 2004-present Program advisor, Undergraduate Minor in Leadership Studies, 2010-2012. Member, Paul Knott’s doctoral dissertation committee (Anne Alexander, Chair),

Department of Educational Leadership, 2009-present Chair, Faculty Search Committee (one position), MSHR Program, Spring 2009 Member, Martha Thompson’s doctoral dissertation committee (Sandra Tonsen, Chair),

14

Department of Educational Leadership, 2009-present Member, Quality Enhancement Plan Steering Committee, 2007-present Member, Faculty Search Committee (one position), Department of Educational

Leadership, Fall 2008. Member, Department of Human Services TPR Document Review Committee, 2007 Member, Department of Human Services Budget Committee, 2007-present Member, Barbara Greene‘s doctoral dissertation committee (Mitch Williams, chair),

Department of Educational Leadership, 2008-9.

Member, Pam Fourtenbary’s doctoral dissertation committee (Meagan Karvonen, Chair),

Department of Educational Leadership, 2006-7 Member, Keith Silver’s doctoral dissertation committee (Meagan Karvonen, Chair),

Department of Educational Leadership, 2006-7 Member, William George’s doctoral dissertation committee (Casey Hurley, Chair),

Department of Educational Leadership, 2006-9 Member, Educational Outreach Distance Education Advisory Committee, 2006-currently Member, Master Degree Program in Public Administration (MPA) Advisory Board,

Western Carolina University, 2005-2007. Member, Faculty Search Committee (2 positions), Department of Educational Leadership,

2006 Member, Department of Human Services Department Head Evaluation Committee,

2005-6 Member, Robin Buchanan’s doctoral dissertation committee (Anna McFadden, Chair),

Department of Educational Leadership, 2005-6 Member, Nominations and Elections Committee, College of Education and Allied

Professions, 2005 Member, Faculty Search Committee, Department of Educational Leadership, 2005 Member, Equal Employment Opportunity Committee, 2004. Member, Advisory Committee for Training & Professional Development, 2004-5 Member, Chancellor’s Internal Advisory Committee on Economic Development, 2004-5 Member, Dean’s Exemplary Service & Research Award Committee, College of

Education & Allied Professions, 2004 Member, Tenure & Promotion Document Review Committee, Human Services

Department, 2004 Member, Brian Simpson’s doctoral dissertation committee (Casey Hurley, Chair),

Department of Educational Leadership, 2004-2006. Planning committee member and presenter, College of Education & Allied Profession’s

Technology Open House, August, 2004 Member, University Committee on Nominations, Councils, and Committees (CONECC),

2003-2004

Member, College of Education & Allied Profession’s Distinguished Research & Service

award, 2003-2004; 2009-2010.

15

INDUSTRY EXPERIENCE:

Senior Vice President & Chief Operating Officer 01/95 – 05/02

Personal Communications Industry Association (PCIA)

Global high tech services organization serving customers including Sprint, Motorola, Nokia, and

AT&T. P&L responsibility for revenue areas totaling $20 million. Directed global strategy and

business development, manage more than a dozen different products/services, lead human

resources, finance, IT and public affairs. Led team of 80 staff.

Performance Highlights:

● Drove development of leadership values for this newly merged organization and took

tough stands to ensure they were upheld.

● Increased annual convention revenue by 50% two years in a row; grew attendance from

8,000 to 22,000, achieved 52% gross margin.

● Drove change initiative with Board to restructure lobbying department and increase

budget by 50%.

● Drove several new product launches, including four-color magazine, international trade

shows in Singapore and Mexico, and global six-country research product.

● Exceeded organizational net income goals five straight years.

Vice President of Operations 7/91 - 1/95

National Association of Business & Educational Radio (NABER)

Director, Membership & Communications 2/87 - 7/91

Assistant Director, Membership & Communications 2/86 - 2/87

Manager, Membership Services 3/85 - 2/86

Certification Program Coordinator 2/84 - 3/85

Domestic high tech services organization serving customers including GE, Motorola, and IBM.

P&L responsibility for programs with budgets ranging from $.5M to $6M. Managed growth and

development of staff teams ranging from two to forty. Oversaw functions including government

affairs, public relations, strategic planning, education, membership, and certification.


● Served as coach and mentor to three managers who, over two-year period, were awarded

by senior management team the organization's highest performance ratings.

● Launched new certification program attracting 32,000 customers in first year.

● Restructured largest profit center, creating career advancement opportunities, resulting in

lower turnover, improved morale, and improved financial performance.

● Drove development of organization's first cost accounting system.

16

● First to identify merger opportunity with other telecommunications organization; directed

with CEO all merger strategy and activities, including due diligence, merger negotiations

and merger integration plans.

Certification Administrator & Assistant Director of Personnel

William S. Bergman Associates, Inc. 8/82 - 2/84

Services organization providing management and office support services to small enterprises in

industries ranging from energy to banking. Managed daily operations for $.5M solar energy

association client. Reported directly to CEO. Human Resources responsibilities added in March

1983.


● Improved financial performance of solar rating publication by 25% through more

aggressive telemarketing and bringing parts of production in-house.

● Overcame cultural resistance in implementing shared responsibilities for administrative

staff to cover telephones/reception area during lunch hours and receptionist absences.

● Served as primary contact for new solar laboratory accreditation increasing revenue and

credibility of solar association. Wrote RFPs, served as chief liaison to accreditation

committee, and oversaw accreditation process.

Report Generated on November 20, 2014 Page 1 of 4

Dr. William K. Smith Western Carolina University

Human Services (828) 227-2493

Email: [email protected]

Education Ph D, Indiana State University, 2010.

Major: Human Resource Development Dissertation Title: Comparing the Perceived Relevance of Informal and Formal Learning in Skill Acquisition in a Leadership Development Program

MS, East Carolina University, 2004.

Major: Industrial Technology BS, Georgia Institute Technology-Main Campus, 1974.

Major: Engineering Economic Systems

Licensures and Certifications Certified Quality Matters Peer Reviewer, Quality Matters. (November 2014 - Present). Certified ROI Professional, The ROI Institute. (December 2005 - Present).

Professional Memberships International Association of Human Resources Information Management, IHRIM, International.

(April 2012 - Present). American Evaluation Association, AEA, National. (January 2011 - Present). Association for Talent Development, ATD, International. (January 2011 - Present).

Development Activities Attended Workshop, "QM Peer Reviewer Course", Quality Matters. (November 5, 2014 - November 19,

2014). Workshop, "Applying the QM Rubric", Quality Matters. (August 12, 2014 - August 26, 2014). Conference Attendance, "WCU Leadership Retreat", Coulter Faculty Commons, Cullowhee, NC.

(May 2014). Conference Attendance, "WCU Leadership Retreat", Coulter Faculty Commons. (May 2012). Conference Attendance, "WCU Boyer Scholarship Retreat", Coulter Faculty Commons, Asheville,

NC. (February 24, 2012 - February 25, 2012). Conference Attendance, "WCU Leadership Retreat", WCU Coulter Faculty Commons,

Cullowhee, NC. (May 30, 2011 - May 2011).


TEACHING

Teaching Experience

Western Carolina University HR 602, HR Rsrch & Eval Mthds, 10 courses. HR 605, Orientation in HR, 2 courses. HR 610, Human Resource Develop, 5 courses. HR 613, Performance Appr & Management, 3 courses. HR 615, Orgnztn Development, 2 courses. HR 675, Leadership in HR, 4 courses. LEAD 344, Junior Leadershp Seminar, 1 course.

RESEARCH

Published Intellectual Contributions Book Chapters

Sherlock, J. J., & Smith, W. K. (2013). Process consultation in a workplace setting.. In A. Michael

Dougherty (Ed.), Casebook of Psychological Consultation and Collaboration in School and Community Settings. Pacific Grove, CA: Brroks/Cole - Cengage.

Smith, W. K. (2010). Using Technology to Support Evaluation. In Patricia P. Phillips (Ed.), ASTD

Handbook of Measurement and Evaluation. Alexandria, VA: ASTD Publishing. Smith, W. K. (2010). The Future of Human Capital Analytics. The New HR Analytics. New York,

New York: Amacom. Smith, W. K. (2009). In Jack Phillips; Patti Phillips (Ed.), Measuring ROI in Operational and

Quality Training. San Francisco, CA: Pfeiffer. Refereed Journal Articles

Smith, W. K. (2013). The Role of Sports Coaches in Creating Culture: A Dysfunctional Case.

Peace and Policy, 17. www.toda.org Other

Smith, W. K. (2013). Decision Making in Human Capital Analytics. New York, New York: The

Conference Board. hcexchange.conference-board.org/blog/post.cfm?post=2358 Smith, W. K. (2013). A View of HCA Culture. New York, New York: The Conference Board.

hcexchange.conference-board.org/blog/post.cfm?post=2341 Smith, W. K. (2010). Improved Performance: From Business Analytics to Rational Action.

http://www.humancapitalsource.com/hcs_store/products.php?cat=11

Presentations Given Smith, W. K., 2014 WCU Leadership Retreat, "Decision Making," Coulter Faculty Commons.

(May 2014).


Smith, W. K., HR Metrics and Indicators Forum, "How Performance Metrics and Indicators of Human Capital May Contribute to Improving Organizational Quality, Innovation, and Productivity," Conexxoes, Brasilia, Brazil. (April 11, 2013).

Smith, W. K. (Presenter & Author), UN Women Leadership Conference, "Leading for Results:

Decision Making from a Leadership Perspective," United Nations, Turin, Italy. (September 25, 2012).

Media Contributions Radio

WRGC. (2013).

SERVICE

Department Service Committee Member, Collegiality Definition Committe. (February 2012). Student Recruiter, NC SHRM Conference. (September 21, 2011 - September 23, 2011).

College Service Committee Member, CEAP Curriculum Committee. (December 2012 - May 2013). Committee Member, Disaster Preparedness. (September 2012 - May 2013).

University Service Faculty Advisor, Quality Matters Peer Reviewer. (November 2014 - Present). Faculty Advisor, Faculty Associate for Campus Engagement. (February 2012 - Present). Faculty Mentor. (February 2012 - Present). Committee Member, Leadership Retreat Planning Committee. (January 2012 - Present). Guest Speaker. (May 2012). Guest Speaker, Murray State University Leadership Academy Presenter. (March 2012).

Professional Service Ad Hoc Reviewer, Papers, Southern Management Association. (December 10, 2013). Ad Hoc Reviewer, Papers, Academy of Human Resource Development. (March 2011 - November

2011).

Consulting Management, Burger King Corporation. (January 2014 - September 2014). Management, VHA. (January 2014 - September 2014).


Management, Franklin Covey Inc., Salt Lake, UT. (December 2013 - September 2014). For Profit Organization, Verizon, Atlanta, GA. (September 1, 2012 - May 2013). For Profit Organization, Cisco Systems, San Jose, CA. (January 2, 2013 - March 24, 2013). For Profit Organization, Marathon Petroleum, Columbus, OH. (February 13, 2013). For Profit Organization, ROI Institute and Human Capital Source, Virtual. (February 18, 2012 -

January 2013). For Profit Organization, Stanley Black & Decker, Pittsburg, PA. (August 1, 2012 - August 31,

2012). Non-Governmental Organization (NGO), United Nations, New York, New York. (July 1, 2012 -

August 1, 2012). For Profit Organization, Exide Technologies, Alpharetta, GA and Columbus, GA. (July 5, 2011 -

September 20, 2011).

droyer

Typewritten Text


Department of Human Services Collegial Review Document

1


Effective Fall 2013

CONTENTS Page

I. Overview ........................................................................................................... 2 II. Domains of Evaluation ..................................................................................... 3 A. Teaching ................................................................................................... 3 B. Scholarship ................................................................................................ 5 C. Service ................................................................................................... 8

III. Specific Procedures for Review of Events ........................................................ 10

A. Annual Faculty Evaluation ....................................................................... 10 B. Tenure, Promotion and Reappointment ................................................... 11 C. Post‐TenureReview .................................................................................... 12

IV. Expectations and Criteria ...................................................................................... 13

A. Annual Faculty Evaluation ........................................................................ 13 B. Reappointment ........................................................................................... 14 C. Tenure ........................................................................................................ 15 D. Promotion to Associate Professor .............................................................. 16 E. Promotion to Full Professor ....................................................................... 16 F. Post-Tenure Review ................................................................................... 17

Attachments

A. Peer Review of Teaching Materials Form ................................................. 19 B. Procedures for External Review ................................................................ 21 C. AFE Check Sheet ....................................................................................... 22-28 D. Reappointment/Promotion/Tenure Application Form ............................... 29


2


Effective Fall 2013 ------------------------------------------------------------------------

Policies, Procedures, and Criteria for Faculty Evaluation: Annual Faculty Evaluation; Tenure, Promotion, and Reappointment;

Post-Tenure Review ------------------------------------------------------------------------

I. Overview –The Department of Human Services seeks to attract and retain colleagues

who are interesting, productive, and scholarly. Our first priority is to be very good teachers, and to be scholarly in our teaching. The department needs to balance teaching, scholarship, and service, but individual faculty members don’t all need to achieve exactly the same balance. Certainly we will differ with regard to specialty areas within our discipline, but we will also vary in terms of the types of scholarship we emphasize, investment in service and engagement, and balance between research and practice. This complex and rather abstract blend of expectations, which may well differ by individual, is hard to specify and harder to quantify. Nevertheless, we feel that it is important to provide faculty members with guidelines to help them develop productive and gratifying careers, guidelines specific enough to be practical, yet flexible enough to promote the individual differences that make our department a great place to live and work. The purpose of this document is to describe the policies, procedures, and criteria for faculty performance evaluation specific to the Department of Human Services. The document is guided at the highest level by The Code of the UNC system and by the Faculty Handbook of Western Carolina University. Included also are policies issued by General Administration, by the Office of the Provost, and in some cases by the college. While this document is intended to be comprehensive and precise with regard to department-level criteria and procedures, the faculty member should have familiarity with The Code and with the WCU Faculty Handbook (section 4.0). Further, in preparing a dossier for reappointment, tenure, or promotion, the faculty member should also have available the Guidelines for the Preparation of the Dossier, a separate document disseminated annually by the Office of the Provost.

Guidelines presented in this document represent minimal criteria for reappointment, tenure, and promotion. It also provides the guidelines for completing the Annual Faculty Review. When departmental, college, and university committee members consider a faculty member’s submitted tenure portfolio and tenure request they will be asking, “Is this faculty member a person who will continue to make sustained positive contributions to the university and the region in the areas of teaching, scholarship, and service?” It is important for tenure track faculty members to understand that only meeting minimal expectations annually may put a faculty member in a tenuous position when it comes to receiving a positive recommendation for tenure and promotion.


3

The DCRD Committee reviews the Departmental Collegial Review Document at the request of the faculty, Department Head, Dean or Provost. The DCRD committee is not a standing committee. It will be formed when a review request is made. The department head will select from faculty who volunteer to be involved in the review process. Attention will be paid to include representatives from most academic programs in the department while ensuring that both tenured and non-tenured faculty members are represented.

II. Domains of Evaluation

A. Teaching (Faculty Handbook 4.04 & 4.05) 1. Teaching effectiveness is evaluated according to the following

dimensions: a. Pedagogical Content Knowledge -- Effective teachers remain

current in their fields, know how students learn, and recognize what prior information, including misconceptions, students bring to their courses. Most important, they know how to combine these three kinds of knowledge to create teaching acts that lead to student learning. Shulman (1987) has called this combination “pedagogical content knowledge” to distinguish it from content knowledge alone or pedagogy alone. Using their pedagogical content knowledge, scholars restructure their expertise in forms that are understandable and useable by their students.

b. Professional Aspects of Teaching -- Effective teaching relies upon the ability to perform well the required administrative and professional functions associated with instruction. While good teaching relies upon disciplinary expertise – and different disciplines often approach teaching differently – teaching is also a profession that requires common duties regardless of area. Such functions include, for example, providing appropriate and timely feedback to students, providing clear instructions, providing regular information regarding progress, responding appropriately and in a timely manner to students, making materials available, holding classes and making suitable use of class time. Highly effective teaching is more than class management; it is class management that relies upon an instructor’s ability to perform the duties associated with the job.

c. Student Response to Instruction -- Students have a unique and important perspective on certain components of teaching effectiveness. They value intellectual engagement, enthusiasm, and passion for course content. Both course organization and clarity, two aspects that relate to student success, are validly rated by students. Effective teachers are available to the students. The extent to which students feel respected and share a sense of rapport with the instructor correlates with teaching effectiveness.


4

2. Methods of evaluation a. Self-evaluation. Narrative statement addressing Pedagogical

Content Knowledge, particularly with regard to currency. What are you doing to help students understand the most important material in your field? How have you changed your teaching practices to help students understand the central concepts, skills, and advancements for the courses you teach? (4.05B2C). Faculty members may reflect on any other aspects of their teaching effectiveness they deem relevant.

b. Colleagues’ review of teaching materials and direct observation of classroom teaching

Review of teaching materials & direct observation of teaching. 1) All tenure-track, fixed-term, and adjunct faculty members

will have their teaching materials reviewed and their teaching directly observed during each academic year. Materials to be reviewed may include course syllabi, exams, quizzes, reading lists, assignments, study guides, handouts, media, etc. Direct observation will include either attending a class meeting or reviewing the content of an online course. Tenured and non-tenured-tenure-track faculty will be reviewed by a two person committee of their peers who may be within or outside their discipline. The department head must approve the two person committee from a minimum of three faculty member names submitted by the faculty member under review. At least one of the submitted names must have had a minimum of three years of undergraduate or graduate teaching experience. All review committees will be established in September. Once the review committee is established, the members will negotiate with the faculty member to be reviewed as to when the review will take place. While both members of the review committee will review course materials only one needs to conduct the direct observation. This direct observer must have a minimum of three years teaching experience. The two reviews can take place in either fall or spring semester but must be completed by March 30 of that academic year.

2) All fixed-term faculty and adjunct faculty will be reviewed by either the department head or the program director of the program for which the faculty member is teaching. The department head will meet with the program director at the beginning of each semester to determine fixed-term and adjunct review needs and who will conduct the review. These faculty members will be informed as to who will be reviewing them and a time will be negotiated as to when the review will take place.


5

3) Each reviewer will use the electronic form of Attachment A to guide the review process and to prepare a report of these reviews. The faculty will submit this review to the department head as part of his/her AFE materials.

c. Student assessment of instruction (SAI) - All courses will be evaluated with the university-approved

SAI instruments. Faculty members will report all SAI summaries quantitative data.

- Summary of SAI data for the period of evaluation by class, number and rate of responses and domain.

d. Professional Development Activities: - Professional development activities should be listed and

may include: Coulter Faculty Center activities, professional writing groups, discipline-specific conferences and workshops, and teaching conferences and workshops.

e. General comments - The evaluation of teaching involves multiple sources of

data, each with its own unique contribution. B. Scholarship (4.05C)

WCU recognizes as legitimate forms of scholarly activity the four types described by Boyer. Specific departmental perspectives on these categories, relative valuation of various forms of scholarly activity, and department-specific examples are described in this section. The Department of Human Services recognizes that different faculty members might emphasize one of these forms of scholarship more than another. It is important to note all Boyer categories are valued equally.

i. Scholarship of discovery – Original research that advances knowledge.

ii. Scholarship of integration – Synthesis of information across disciplines, across topics, or across time.

iii. Scholarship of application – Application of disciplinary expertise with results that can be shared with and/or evaluated by peers.

iv. Scholarship of teaching and learning – Systematic study of teaching and learning processes.

An activity that qualifies as scholarship, regardless of type, must meet the following general criteria: (1) the activity is subjected to external peer review; (2) there is clear evidence of rigor; and (3) the outcomes are disseminated to an external professional audience or scholarly community. These three criteria help to differentiate the scholarship of teaching and learning from teaching, and the scholarship of application from service/engagement. Peer review can include traditional forms (e.g., journal reviewers, editors, committees awarding grants), but it can also include a broader community of scholars. For example, it can include both blind and open reviews of items presented for publication or presentation, and it can include “substantial” invited addresses to conferences such as being the keynote speaker for a regional or national conference, where the external peers constitute members of a program committee.


6

Methods of evaluation – Scholarship in the Department of Human Services, regardless of the Boyer category involved, will be based on the concept of “units” of work, which generally reflects the expectation for most faculty members for a typical year. Although what constitutes a unit cannot be defined absolutely, the following should be useful to the candidate and to the Collegial Review Committee. Scholarly activities are weighted as three, two, or one unit(s). A scholarship activity receiving a weight of three units would be considered most rigorous in the review process and/or effort. It is important to recognize what follows are examples and do not exhaust the possible ways in which units can be achieved.

It is the faculty member’s responsibility to make the case for the significance of their scholarly work (e.g., acceptance rates of each journal, the number of times each article has been cited, percentage of involvement in projects where the faculty member is not the first author, external peer review of creative work and works that are not traditionally published), and what is listed below is not intended to be an exhaustive list of all activities that can be classified as scholarly work.

Faculty are expected to have a clearly articulated research agenda, evidenced in their narrative and scholarship artifacts. Three Scholarship Units (Category A)

- Manuscript published in a refereed or peer-reviewed national or international journal

- Sole or co-authorship of a book - Sole or co-author of an edited book including authorship of at least one

chapter or section - Awarded external grant of at least $10,000 - Editor of a journal - Patent - Non-traditionally peer reviewed scholarly product(s), peer reviewed

according to department guidelines Two Scholarship Units (Category B)

- Published book chapter - Peer reviewed or invited presentation at a national or international

conference - Accreditation report* - Program review, externally reviewed* - Awarded external grant of under $10,000 - Non-traditionally peer reviewed scholarly product(s), peer reviewed

according to department guidelines - Manuscript published in a refereed or peer-reviewed state or regional

journal *Program review and accreditation reports count as scholarship when they include substantial data analysis and interpretation. One Scholarship Unit (Category C)

- Awarded an internal research grant


7

- Professional newsletter article - Newspaper or magazine article - Research-focused media appearance - Collaborator on student research presentation - Manuscript published in a non peer reviewed or non-refereed journal - Published book review - Presentation at a local, state, or regional conference - Application for an external grant of at least $10,000

General comments: These examples are not exhaustive, nor do they focus on “borderline” cases. The activities listed are intended to be typical examples of scholarship in this department. Professional development activities in the area of scholarship are also positively valued and should be described and documented as appropriate for the specific review event. We recognize that infrequently a candidate may present “interesting things” that do not fit well with these categories yet are still legitimate scholarship. It will be up to the candidate to defend the activities as scholarship, based on their extraordinary nature, utilizing an alternative peer review process. The candidate may request a prior review of the proposed project in order to get feedback from the Collegial Review Committee. Procedures for External Review of Scholarly work that is not traditionally peer reviewed. When considering whether or not to submit a piece for external review the following criteria should be followed:

there is clear evidence of rigor; the activity results in substantive outcomes or implications beyond the

scope of the activity itself; and the outcomes are disseminated to a professional audience or scholarly

community. If the faculty member chooses to submit a project for scholarship credit which does not fit traditional forms of scholarly work yet fits within the Boyer model the guidelines provided below should be followed.

1. The candidate will inform the Department Head that s/he plans to include external reviews in the dossier in accordance with annual deadlines to meet TPR and AFE requirements.

2. The candidate will submit to the Department Head up to five names and contact information for potential scholarly experts in the field.

3. The Department Head will identify two scholarly external reviewers who agree to review the candidate’s materials.

4. The Department Head will send to the reviewers the candidate’s project, a copy of the departmental CRD to provide context, and an evaluation protocol to guide review.

5. Each external reviewer will independently review the project and complete the protocol, which will then be returned to the faculty member’s department head. The candidate will be provided copies of both review protocols to include in the dossier.


8

C. Service (4.04.C.3 and 4.05.D)

1. Categories of service include: a. Institutional service – program director, committee service,

recruiting, faculty governance, search committees, mentoring, at all levels, including department, college/school, and university. This also includes student retention activities.

b. Community engagement – providing disciplinary expertise to a professional, civic, economic, or educational entity at the local, regional, or national level.

c. Special expertise, unusual time commitments, or exceptional leadership - includes service in professional organizations, contributions to accreditation documents, administrative duties such as department head, a major role in faculty governance, etc.

d. Advising – actively and accurately advising an appropriate load of undergraduate and/or graduate students; being informed about curriculum and related processes, being available to advisees, assisting with academic, QEP and career planning (includes thesis/dissertation committee service as well as advising student professional organizations.)

2. Methods of evaluation

The faculty member’s documentation of service/engagement activities will be examined and evaluated with regard to time and energy requirements, level of expertise involved, available quantitative/qualitative data (e.g., number of advisees, advisor evaluations by students, etc.), and other indicators of quality of service, including documentation or artifacts included in the appropriate dossier appendix. Service in the Human Services Department will be based on the concept of “units” of work, which generally reflects the expectation for most faculty members for a typical year. Definitions Internal service refers to service to the university, college, department, program External service refers to service to the community and the profession Units Below are examples of types of service with assigned points: Internal Service (to the university, college, department, program) Three Service Units - Program directorship or coordination - Unpaid teaching overload - Significant professional or university committee leadership Two Service Units - Leadership on a committee (e.g., chair of a committee, etc.) - Student advising (entry, ongoing, final)


9

One Service Unit - Service on department, college, university, or system committees

and task forces, (Search Committee, etc.) - Graduate student advising (entry, ongoing, final) - Faculty or staff mentoring - Delivering staff / faculty in-service / workshop for WCU - Student organization advisement - Student recruitment activities External Service (to the community and the profession) Three service Units - Significant leadership of a national and/or professional service

project or committee Two Service Units - Professional conference track or program chair - Professional conference chair or organizer - Community engagement - Consulting in the community - Outreach: newspaper editorials, interviews (printed, radio or TV) One Service Unit - Speeches, workshops, invited presentations for schools,

communities or businesses - Professional organization: Serving on the editorial board of a

journal or as an ad- hoc reviewer - Professional organization: Reviewer for professional conferences - Professional organization: Session chair or discussant for

professional conferences - Member of an external university committee - Liaison to universities, school systems, businesses - Taking students to conferences, if not coauthoring - Taking students to community service projects (for online courses,

involve students in community projects) General comments Faculty members are expected to participate in service activities at each institutional level (department, college, university). In addition, each faculty member is expected to engage in external service appropriate to professional training. Professional development activities in the domain of service/engagement are valued by the department and should be described and documented as appropriate for the specific review event. A non-tenured tenure-track faculty member is encouraged to carefully consider the amount of service he or she commits to in any given year. The general expectation is for the faculty member at the beginning of the tenure process to focus on service to the program and department then with yearly progression in the tenure process, expand service to the college, university and community. Directly discussing with the department head as to the amount of and appropriate types of service is advised.


10

III. Specific Procedures for Review Events

A. Annual Faculty Evaluation (AFE)1. Overview – All faculty, regardless of status or participation in other

review processes, are evaluated annually. This performance evaluation serves as an active, ongoing monitoring of faculty effectiveness. The Deans and the Provost determine the deadlines for the review process. The range for AFE inclusion will be from April 1 of the previous year to March 31 of the current year.

2. Procedures and preparation of documentation a. At least one month in advance of due date, the department head

will request faculty members to submit all materials to be considered for the annual faculty review. Each faculty member will submit: i. acompletedAFECheckSheet(AttachmentC).AttachmentC

whenproperlycompletedwillincludeateachingstatementthataddressespedagogicalcontentknowledge,professionalaspectsofteachingandstudentresponsestoinstruction(SeeII.A1.a‐cabovefordetaileddescription),andstatementsdescribingthefacultymember’sscholarshipandservice;

ii. a formal review of the faculty member’s teaching as described by 2a.2 in this document (Attachment A);

iii. a separate course evaluation report for each course taught; and

iv. faculty may attach a narrative to explain past performance and future goals. The department head will make faculty aware of documentation needed to complete/support the AFE. The department head will then distribute instructions to faculty at least one month in advance of due date.

b. The Department Head shall prepare a written AFE Statement, addressing the faculty member’s performance in the areas of teaching, scholarship, and service, in the context of departmental expectations. The Department Head will use the faculty teaching statement, SAI data, committee review of teaching (Attachment A), AFE check sheet (Attachment C), data collected from Digital Measures and Banner and other faculty submitted supporting documentation to prepare the AFE statement.

c. OncetheAFEstatementispreparedthedepartmentheadwillarrangetomeetwiththefacultymembertoreviewandsigntheAFEStatement.SigningtheAFEstatementdoesnotmeanthefacultymemberagreeswiththestatementbythedepartmenthead.Thefacultymembermaypreparearebuttalstatementifs/hedeemsitnecessary(consistentwiththefacultyhandbook).

3. Evaluation of Fixed Term Faculty – Evaluation of fixed term faculty is completed each year using the agreed-upon AFE process for tenured and tenure track faculty in the areas of teaching and service. Those with contractual agreements specifying other expectations will be evaluated using appropriate aspects and weightings described in section IV.A (page 13).


11

4. Evaluation of Adjunct Faculty - These procedures and guidelines are based upon the assumption that the adjunct faculty member is responsible only for teaching. Those with contractual agreements specifying other expectations will be evaluated using appropriate aspects and weightings described in section IV.A (page 13). a. All part-time instructors will be evaluated with regard to teaching

effectiveness, using data from the following sources: i. Annual review of teaching materials.

ii. Student Assessment of Instruction, using the university instrument, for each section taught and a personal statement addressing pedagogical content knowledge.

b. Adjunct faculty should have peer review of materials during the first semester of the academic year in which they teach.

c. The Department Head in conjunction with the Program Director shall write an evaluation summary of teaching effectiveness during the preparation of AFEs in the spring.

d. The Department Head shall place in the adjunct faculty member’s file the evaluation summary, the peer review of teaching materials, and all available SAI reports.

B. Tenure, Promotion, and Reappointment 1. Overview - The Office of the Provost will generate an annual list of

faculty eligible for tenure and reappointment. 2. Composition of the Collegial Review Committee

a. The departmental Collegial Review Committee shall be chaired by the department head (non-voting) and shall be composed of six tenured faculty members elected annually by the department’s full-time faculty. In the event that there are fewer than six tenured faculty, the committee shall be composed of the department head and tenured faculty, providing that the resultant committee shall consist of at least three members, exclusive of the department head. In the event that there are less than three tenured faculty, the Provost, in consultation with the department and Dean, selects tenured faculty from similar departments to constitute a committee of at least three.

b. The College Collegial Review Committee shall be chaired by the dean (non-voting) and shall be composed of faculty members of the college as specified in the Faculty Handbook.

c. The University Collegial Review Committee shall consist of the Provost as chair (non-voting); the Dean of the Graduate School, and faculty members of the University as specified in the Faculty Handbook.

3. Procedures and preparation of documentation The candidate list for each college is prepared by the Office of the Provost and distributed to the deans for review. The Office of the Provost in conjunction with the Dean’s office finalizes the list. Detailed instructions for preparing the dossier are issued annually from the Office of the


12

Provost, including the TPR schedule for when documents are due and decisions are made at the various review levels.

Supporting documentation (i.e., curriculum vita, selected copies of publications, presentations, grants, and awards) should be organized in a notebook binder. Please do not place documents in plastic cover sheets and insure that each section of your binder is clearly labeled. Since the dossier style requirements may change, faculty are responsible for reviewing the office of the Provost guidelines.

The office of the Provost provides the timeline for the collegial review annually. a. Preparation of the files of the candidates - files on each candidate

shall be prepared according to university guidelines provided through the Provost.

b. Procedures of the Departmental Collegial Committee on Reappointment, Promotion and Tenure. (See Section II, 4.02 of the Faculty Handbook.)

c. Other Procedures during and at the end of the annual consideration process. i. Human Services faculty are requested to indicate to the

department head if they are eligible for reappointment, promotion, and/or tenure and if they desire consideration (Attachment D). Upon confirmation of their eligibility those faculty members who wish to be considered for reappointment, promotion, and/or tenure are reminded of the criteria by which recommendations will be made. If a non-tenured faculty member is on the timeline for reappointment and or tenure consideration, but chooses not to be considered, the contract with that faculty member will be terminated at the conclusion of the current academic year.

In its consideration of each candidate, the department shall assess and be guided by the individual's promise for sustained future professional achievement based upon the cumulative record in all the categories listed above. Recommendations for appointment/reappointment and promotion to a rank shall be consistent with the provisions of the Faculty Handbook. A recommendation for the conferral of permanent tenure must be based on a thorough assessment of the candidate's cumulative record and promise for sustained performance.

C. Post-Tenure Review 1. Overview - These guidelines are based upon section 4.08 of the Faculty

Handbook. Post-Tenure Review (PTR) is required of all tenured faculty with 50% or more responsibilities involving teaching, scholarship, and/or


13

service. This review is required of all tenured faculty no later than the fifth academic year following the most recent review event (other than AFE).

2. Composition of review committee - The departmental Collegial Review Committee serves as the post tenure review committee, consistent with faculty handbook guidelines.

3. Procedures and preparation of documentation Included in the review process are the last five AFE statements and a current curriculum vita. In the case of unsatisfactory post tenure review, the department head, and Departmental Collegial Review Committee will meet with the faculty member to create a plan to best meet the department’s standards for tenured professors. See the Faculty Handbook (Section 4.08) for further details concerning procedures, outcomes, appeals, and due process.

IV. Expectations and Criteria

The criteria specific to each form of review and each type of promotion are described in detail below. The criteria for “meets expectations” in teaching are standardized. For “exceeds expectations” an additional list must be provided from below. For Scholarship and Service expectations, the faculty member should refer to the relevant “units” listed.

A. Annual Faculty Evaluation: (4.05)

Teaching: In order to meet expectations in teaching, the faculty member should receive satisfactory overall ratings on:

a. teaching statement that addresses pedagogical content knowledge, professional aspects of teaching and student responses to instruction (See II.A1.a-c above for detailed description)

b. peer review of teaching by direct observation and review of teaching materials identified earlier in this document,

c. SAIs (Faculty members should earn an average score of 3.0 or greater on each of the 5 “factor scores” of the SAIs on all courses.

d. Demonstration of engagement in professional development activities.

Exceeds Expectations for Teaching: It is the faculty member’s responsibility to make the case for the significance of the their teaching (i.e. new instructional strategies, professional activities related to teaching, teaching strategies) and what is listed below is not intended to be an exhaustive list of all activities that can be classified as teaching activities. Examples of teaching that would count toward exceeds expectations: New instructional strategies Professional activities related to teaching and subsequent curricular changes

due to the professional activity


14

New innovative teaching strategies Teaching awards Substantial changes to a course Integration of new technology into a course Innovative technology into a course SAIs are 3.5 or above Community integration into the course and benefit to community Service learning Community engagement Chair of dissertation committee Chair of a thesis committee New course Teaching overload (non-paid) Independent study Sponsor student presentation

See Appendix C for criteria, listed above, needed to exceed in teaching:

Scholarship Two Scholarship Units (Non-tenured faculty should refer to Reappointment [see B below] for AFE) Service Six Service units from internal and external service. The department recognizes that new faculty members would be expected to limit their engagement in service during their first two years.

B. Reappointment: (4.06) To be reappointed the entire cumulative record of the faculty member is considered for the areas of teaching, scholarship and service. Minimally meeting or failure to meet expectations over two or more years does not well serve the non-tenured tenure track faculty member. Such a pattern may result in a non-recommendation for reappointment at the department, college, or university level.

Teaching In order to meet expectations in teaching, the faculty member should receive satisfactory overall ratings on:


b. two person committee review of teaching by direct observation and review of teaching materials identified earlier in this document,

c. SAIs (Faculty members should earn an average score of 3.0 or greater on each of the 5 “factor scores” of the SAI on all courses.



15

Scholarship Two Scholarship Units for the first year and three units each year thereafter. These units should come predominantly from category A outlined in section II.B. Evaluators are looking for evidences of the establishment of a clearly articulated scholarship agenda. Service Annually Six Service Units with representation from both internal and external service. The department recognizes that new faculty members would be expected to limit their engagement in service during their first two years. A non-tenured tenure-track faculty member is encouraged to carefully consider the amount of service he or she commits to in any given year. The general expectation is for the faculty member at the beginning of the tenure process to focus on service to the program and department and then with yearly progression in the tenure process expand service to the department, college, university and community. Directly discuss with the department head as to the amount of and appropriate type of service is advised.

C. Tenure (4.07) Guidelines presented in this document represent criteria for reappointment, tenure, and promotion. When departmental, college, and university committee members consider a faculty member’s submitted tenure portfolio and tenure request they are considering whether the faculty member will make sustained contributions to the university.

Teaching In order to meet expectations in teaching, the faculty member should receive satisfactory overall ratings on:



c. SAIs (Faculty members should earn an average score of 3.0 or greater on each of the 5 “factor scores” of the SAI for all courses.


Scholarship An accumulation of 15 Scholarship Units, at least 12 units from Category A. This record should demonstrate on-going activity and future promise in scholarly activities.


16

Service An accumulation of 30 Service Units with representation from both internal and external service.

D. Promotion to Associate Professor (4.07) Teaching Guidelines presented in this document represent criteria for reappointment, tenure, and promotion. When departmental, college, and university committee members consider a faculty member’s submitted tenure portfolio and tenure request they will be asking, “Is this faculty member a person who will continue to make sustained positive contributions to the university and the region in the areas of teaching, scholarship, and service?” It is important for tenure track faculty members to understand that only meeting minimal expectations annually may put a faculty member in a tenuous position when it comes to receiving a positive recommendation for tenure and promotion. In order to meet expectations in teaching, the faculty member should receive satisfactory overall ratings on:





Scholarship An accumulation of 15 Scholarship Units, at least 12 units from Category A. This record should demonstrate on-going activity and future promise in scholarly activities. Service An accumulation of 30 Service Units with representation from both internal and external service.

E. Promotion to Full Professor (4.07)

The promotion to full professor at Western Carolina University is held in high esteem. A faculty member who requests consideration for promotion to full professor status should show evidence of a sustained record of performance in the areas of teaching, scholarship, and service as evidenced by the criteria below: Teaching In order to meet expectations in teaching, the faculty member should receive superior (exceeds expectations), as evidenced by:


17


b. two people review teaching through direct observation and review of teaching materials identified earlier in this document.


d. Professional development. Scholarship Fifteen Scholarship Units, subsequent to promotion to Associate Professor, with at least 12 Units from Category A. Service An accumulation of 30 Service Units subsequent to promotion to Associate Professor, with representation from both internal and external service.

F. Post –Tenure Review

Teaching In order to meet expectations in teaching, the faculty member should receive satisfactory evaluation of:

a. Self-evaluation b. Colleagues’ review c. SAIs (Faculty members should earn an average score of 3.0 or

greater on each of the 5 “factor scores” of the SAI for all courses. d. Professional Development.

Scholarship An average of 2 Scholarship Units for each year since tenure or the last post-tenure review. Service An average of 6 Service Units with representation from both internal and external service each year since tenure or the last post-tenure review.

For Post-Tenure Review, the needs of the program and department could enable more or less concentration on the three above areas. Consultation with the Department Head will determine an appropriate workload, which could be a heavier teaching load, extra service, or extra research with a corresponding reduction in the other areas.


18

Approved by: ____________________________________________ ______________ Department Head, Human Services Date ____________________________________________ ______________ Dean, College of Education and Allied Professions Date ____________________________________________ ______________ Provost Date


19

Attachment A Peer Review of Teaching Materials and Classroom Observation

Department of Human Services Faculty member being reviewed ____________ Course name and number__________________ Name of reviewer _____________________ Date of Direct Observation ________________ Materials reviewed: _____ Syllabus _____ Student Work Samples _____ Assignment Details/Handouts _____ Website _____ Assessments _____ Other Brief description of what was observed (including lesson content, delivery method, etc.) Review the faculty member with reference to the following three categories. The descriptions are provided as a guide and need not be responded to in their entirety.

Pedagogical Content Knowledge: evidence of currency in the field, knowledge of how students learn, and recognition of students’ prior knowledge.

Observed in teaching Reviewed materials Cannot review – did not observe or review materials

Comments: Professional Aspects of Teaching: evidence of providing appropriate and timely feedback to students, providing clear instructions, providing regular information regarding progress, responding appropriately and in a timely manner to students, making materials available, holding classes and making suitable use of class time.


Comments: Student Response to Instruction: evidence of course organization and clarity, availability to students, respect for students and rapport with students.


Comments:

Overall Summary Statement: Peer Observer’s Signature _______________________________ Date: __________


20

Attachment B Human Services Procedures for External Peer Review

1. The candidate will inform the department head that s/he plans to include external

reviews in the dossier as soon as possible to meet TPR and AFE deadlines. 2. The candidate will submit to the department head up to five names and contact

information for potential experts in the field. 3. The department head will identify two external reviewers who agree to review the

candidate’s materials. 4. The department head will send to the reviewers the candidate’s project, a copy of the

departmental CRD to provide context, and an evaluation protocol to guide review. 5. Each external reviewer will review the project and complete the protocol. The

candidate will be provided copies of both review protocols to include in the dossier.


21

Attachment C Human Services AFE Check Sheet

TEACHING List all courses: Spring Semester

SAI Data

Course # Course Title Enrol (response rate)*

Org* Enth*

Rap* Fb* Learn* Over*

Average SAI

Fall Semester

SAI Data

Course # Course Title Enrol (response rate)

Org*

Enth*


Average SAI

*Enrol—Class enrollment *Org—Organization and Clarity *Enth—Enthusiasm and Intellectual Stimulation *Rap—Rapport and Respect *Fb—Feedback and Accessibility *Learn—Student Perceptions of Learning


22

Summer Semester (Optional)

SAI Data

Course # Course Title Enrol* (response rate)

Org*

Enth*


Average SAI

1. Self-evaluation using the three principles. a. Pedagogical Content Knowledge: Effective teachers remain current in their fields, know

how students learn, and recognize what prior information, including misconceptions, students bring to their courses. Most important, they know how to combine these three kinds of knowledge to create teaching acts that lead to student learning.

Content knowledge (Put statement here.) How students learn and what they bring to the learning process (Put statement here.)

b. Professional Aspects of Teaching: Such functions include, for example, providing appropriate and timely feedback to students, providing clear instructions, providing regular information regarding progress, responding appropriately and in a timely manner to students, making materials available, holding classes and making suitable use of class time.

(Put statement here.) ______________________________________________________________________________

c. Student Response to Instruction: Students have a unique and important perspective on certain components of teaching effectiveness. They value intellectual engagement, enthusiasm, and passion for course content. Both course organization and clarity, two aspects that relate to student success, are validly rated by students. Effective teachers are available to the students. The extent to which students feel respected and share a sense of rapport with the instructor correlates with teaching effectiveness.

(Put statement here.)


23

2. Your peer review conducted by: [Please attach the peer review (Attachment A)]

3. Student Assessments of Instruction (what ratio of classes received 3.0 or higher) Check all that apply to indicate ways in which you are exceeding expectations in teaching a. New instructional strategies b. Professional activities related to teaching c. Teaching awards d. Substantial changes to a course e. Integration of new technology into a course f. SAIs are 3.5 or above in at least 75% of sections g. Community integration into the course and benefit to community h. Chair of dissertation or thesis committee i. Member of dissertation committee j. Chair of a thesis committee k. Member of thesis committee l. Service learning m. Independent study n. Sponsor of student presentation o. New course

p. Teaching overload (non paid) For any item checked above, where appropriate, provide documentation by corresponding alpha letter. i.e., d.—Was a finalist for Chancellor’s Teaching Award

q. Other


24

For any item checked above, where appropriate, provide documentation by corresponding alpha letter. i.e., d.—Was nominated for Chancellor’s Teaching Award

a.

Exceeds Expectations _____ Meets Expectations _____ Needs Improvement _____ (Meets expectations requires satisfactory self and peer reviews and an average SAI of 3.0 for all courses) SCHOLARSHIP Place a number indicating the number activities you wish to count for the item selected.

Three Scholarship Units (Category A) A1. Sole or co-authorship of a book A2. Sole or co-author of an edited book including authorship of at least one chapter or

section A3. Manuscript published in a refereed or peer-reviewed national or international journal A4. Awarded external grant of at least $10,000 A5. Editor of a journal A6. Received a patent related to one’s discipline A7. Non-traditionally peer reviewed scholarly product(s), peer reviewed according to

department guidelines For any item chosen in Category A provide documentation by corresponding number.


25

Two Scholarship Units (Category B) B1. Published book chapter B2. Peer reviewed or invited presentation at a national or international conference B3. Accreditation report* B4. Program review, externally reviewed* B5. Awarded external grant of under $10,000 B6. Non-traditionally peer reviewed scholarly product(s), peer reviewed according to

department guidelines B7. Manuscript published in a refereed or peer-reviewed state or regional journal *Program review and accreditation reports count as scholarship when they include substantial data analysis and interpretation. For any item chosen in Category B provide documentation by corresponding number.

One Scholarship Unit (Category C) C1. Awarded an internal grant C2. Professional newsletter article C3. Newspaper or magazine article C4. Research-focused media appearance C5. Collaborator on student research presentation C6. Boyer scholarship peer reviewed according to department guidelines C7. Manuscript published in a non-peer reviewed or non-refereed journal C8. Published book review C9. Presentation at a local, state, or regional conference C10. Application for an external grant of at least $10,000 C11. Other For any item chosen in Category C provide documentation by corresponding number. Total Units ________________ Exceeds Expectations _____ Meets Expectations _____ Needs Improvement _____


26

(Meets expectations for AFE = 2 Scholarship Units for full time tenured faculty and 3 Scholarship Units full time untenured tenure track faculty) SERVICE Place a number indicating the number activities you wish to count for the item selected.

Internal ServiceThree Service Units a. Program directorship or coordination b. Unpaid teaching overload c. Significant professional or university committee leadership Two Service Units a. Leadership on a committee (e.g., chair of a committee, etc.) b. Undergraduate student advising (entry, ongoing, final) c. Chair of a university accreditation committee One Service Unit d. Service on department, college, university, or system committees and task forces

(Search Committee, etc.) e. Liaison to other departments or colleges f. Graduate student advising (entry, ongoing, final) g. Faculty or staff mentoring h. Delivering staff / faculty in-service / workshop for WCU i. Student organization advisement j. Student recruitment activities For any item chosen under internal service provide brief listing of activities by letter indicated.

External ServiceThree Service Units a. Significant leadership of a national and/or professional service project or committeeTwo Service Units a. Professional conference track or program chair b. Professional conference chair or organizer c. Community engagement (local / regional / state / national / international and

professional, civic, economic, service on external accreditation team, or educational entity)

d. Consulting in the community (local, national, international) e. Outreach: newspaper editorials, interviews (printed, radio or TV) One Service Unit f. Speeches, workshops, invited presentations for schools, communities or businesses g. Professional organization: Serving on the editorial board of a journal or ad hoc

reviewer h. Professional organization: Reviewer for professional conferences i. Professional organization: Session chair or discussant for professional conferences


27

j. Member of an external university accreditation committee k. Liaison to universities, school systems, businesses l. Taking students to conferences m. Taking students to community service projects (for online courses, involve students

in community projects) n. Other For any item chosen under external service provide brief listing of activities by letter indicated. General Overload Service Units (to be justified by Faculty member)

- Teaching an unremunerated overload (3 units) - Undergraduate advising ____ (1 unit) - Other: _______________________ (indicate the number of units: ____)

Total Units ________________

Exceeds Expectations ________

Meets Expectations ______ Needs Improvement ______

(Meets expectations = 6 Service Units per year with representation from both external and internal service). The department recognizes that new faculty members would be expected to limit their engagement in service during their first two years.


28

Attachment D

Department of Human Services Reappointment/Tenure/ Promotion Form

To: Department Head I have reviewed the Tenure and Promotion Guidelines of the College of Education and Allied Professions and have determined that: _______ I am not eligible for consideration according to the guidelines stated. _______ I wish to be considered for reappointment. _______ I wish to be considered for tenure. _______ I wish to be considered for promotion. _______ I do not wish to be considered this year. _______ Not applicable.

_____________________________________ Signed

_____________________________________

Date

Within 5 days, please return to: Department Head Killian 208

droyer

Typewritten Text


# Avg.

Enr.

SCH FTE # Avg.

Enr.

SCH FTE # Avg.

Enr.

SCH FTE

Abichandani, Yogita 7 15.7 330 1.086

Fall 4 13.0 156 0.513

HR 601 3 12.0 108 0.355HR 615 1 16.0 48 0.158

Spring 3 19.3 174 0.573HR 605 2 19.5 117 0.385HR 610 1 19.0 57 0.188

Carter, Cindy E 3 13.3 120 0.395

Fall 1 6.0 18 0.059

HR 683 1 6.0 18 0.059Spring 2 17.0 102 0.336

HR 605 1 19.0 57 0.188HR 683 1 15.0 45 0.148

Fox, Joseph L 5 4.2 63 0.207 3 9.3 84 0.276Fall 2 7.0 42 0.138 3 9.3 84 0.276

HR 601 2 7.0 42 0.138 3 9.3 84 0.276Germain, Marie-Line 8 14.0 336 1.106 9 15.2 411 1.352 7 13.90 291.00 0.96

Fall 4 13.0 156 0.513 4 15.3 183 0.602 4 11.00 132.00 0.43

HR 615 3 12.30 111.00 0.37

HR 645 1 17.0 51 0.168

HR 660 3 11.7 105 0.345 1 20.0 60 0.197

HR 675 3 13.7 123 0.405

HR 683 1 7.00 21.00 0.07

Spring 4 15.0 180 0.592 5 15.2 228 0.750 3 17.70 159.00 0.52

HR 605 1 19.0 57 0.188 1 20.0 60 0.197

HR 610 3 13.7 123 0.405 4 14.0 168 0.553

HR 675 2 19.50 117.00 0.39

HR 683 1 14.00 42.00 0.14

Gilreath, Jean S 1 10.0 30 0.099 2 17.5 105 0.345 1 21.00 63.00 0.21

Fall 1 10.0 30 0.099 2 17.5 105 0.345 1 21.00 63.00 0.21

HR 662 1 10.0 30 0.099 2 17.5 105 0.345 1 21.00 63.00 0.21

Sherlock, John J 4 25.3 303 0.997 4 18.5 222 0.730 7 15.10 318.00 1.05

Fall 2 22.0 132 0.434 2 19.0 114 0.375 3 12.70 114.00 0.38

HR 601 1 24.0 72 0.237 1 18.0 54 0.178 1 18.00 54.00 0.18

HR 662 1 20.0 60 0.197 1 20.0 60 0.197 2 10.00 60.00 0.20

Spring 2 28.5 171 0.563 2 18.0 108 0.355 4 17.00 204.00 0.67

HR 605 2 9.50 57.00 0.19

HR 693 1 26.0 78 0.257

HR 698 1 31.0 93 0.306 2.0 18.0 108 0.355 2 24.50 147.00 0.48

Smith, William K 6 17.2 309 0.957 9 13.4 363 1.194 7 16.40 345.00 1.14

Fall 3 15.7 141 0.464 4 14.5 174 0.573 3 18.00 162.00 0.53

HR 602 3 15.7 141 0.464 4 14.5 174 0.573 3 18.00 162.00 0.53

Spring 3 18.7 168 0.493 5 12.6 189 0.622 4 15.30 183.00 0.60

HR 605 2 10.5 63 0.207

HR 610 2 20.00 120.00 0.40

HR 613 3 14.0 126 0.415

HR 615 2 21.0 126 0.415

HR 675 2 10.50 63.00 0.21

LEAD344 1 14.0 42 0.078

Grand Total 24 71 1041 3 30 87 1305 4 29 82.10 1347.00 4.43

Faculty DistributionsCollege of Education and Allied Professions - Human Resources Program

2011-2012 2012-2013 2013-2014

Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring

Sex

Female 82 83 92 86 94 84 101 106 116 116

Male 31 21 23 27 28 25 32 33 25 29

Citizenship

US Citizen 111 102 113 111 118 107 131 138 139 143

Resident Alien 2 2 1 2 1 1

Non-Resident Alien 1 3 2 2 1 2 1

Race/Ethnicity

American Indian or Alaska Native 2 1 1 1 1

Asian 2 2 1 2 2 2 2 1 1

Black or African American 23 22 19 16 19 15 20 24 27 25

Hispanics of any race

Native Hawaiian or Other Pacific Islander

White 77 73 88 88 91 79 103 108 101 107

Two or more races 1 3 1 1 1

Race and Ethnicity Unknown 8 5 3 4 3 1 1 1

Class level

Freshman

Sophomore

Junior

Senior

Undergraduate

Masters 113 104 115 113 122 109 133 139 141 145

Post-Masters

Doctorate - Professional

Doctorate - Research

Graduate

Total students 113 104 115 113 122 109 133 139 141 145

Enrolled Student Demographics by Regular Term


(# of students)

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014


Prepared by Office of Institutional Planning and Effectiveness (p8+F/B) 1 of 8

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Sex

Female 122 134 121 143 165

Male 35 34 41 43 41

Citizenship

US Citizen 154 166 156 185 202

Resident Alien 3 2 2 1

Non-Resident Alien 1 4 2 3

Race/Ethnicity

American Indian or Alaska Native 2 1 1 2

Asian 2 2 3 2 2

Black or African American 32 27 24 31 41

Hispanics of any race

Native Hawaiian or Other Pacific Islander

White 109 130 117 143 143

Two or more races 3 3 1

Race and Ethnicity Unknown 9 4 4 1 1

Class level

Freshman

Sophomore

Junior

Senior

Undergraduate

Masters 157 168 162 186 206

Post-Masters

Doctorate - Professional

Doctorate - Research

Graduate

Total students 157 168 162 186 206

Enrolled Student Demographics by Academic Year

(# of students)



Prepared by Office of Institutional Planning and Effectiveness (rzHy1Z) 2 of 8

Fall 2009 49 35 27 3.14 143 151 4.1

Spring 2010 33 18 16 3.36 142 148 4.1

Fall 2010 46 39 28 3.28 143 150 4.1

Spring 2011 44 34 26 3.29 145 150 4.0

Fall 2011 55 41 26 3.39 144 149 3.9

Spring 2012 34 31 24 3.40 143 150 3.9

Fall 2012 58 52 45 3.37 146 152 4.0

Spring 2013 45 35 29 3.23 145 150 3.9

Fall 2013 56 44 28 3.39 145 150 3.9

Spring 2014 46 39 31 3.25 145 153 3.9

2009-2010 82 53 43 3.22 142 150 4.2

2010-2011 91 74 55 3.29 144 150 4.0

2011-2012 89 72 50 3.43 143 149 3.9

2012-2013 102 87 74 3.32 146 151 3.9

2013-2014 101 82 59 3.32 145 151 3.9

Average

GRE

Quantitative



New Student Averages

Applicants Admittance

New

Majors


New

Majors

Average

UG GPA

Average

GRE

Quantitative

Average

GRE

Verbal

Average

GRE

Writing

Average

GRE

Verbal

Average

GRE

Writing

Average

UG GPA

Prepared by Office of Institutional Planning and Effectiveness (686jp3) 3 of 8

Fall 2009 27

Spring 2010 16

Fall 2010 28

Spring 2011 26

Fall 2011 26

Spring 2012 24

Fall 2012 45

Spring 2013 29

Fall 2013 28

Spring 2014 31

2009-2010 43

2010-2011 55

2011-2012 50

2012-2013 74

2013-2014 59

Fall 2009 49 35 27 3.14 143 151

Spring 2010 33 18 16 3.36 142 148

Fall 2010 46 39 28 3.28 143 150

Spring 2011 44 34 26 3.29 145 150

Fall 2011 55 41 26 3.39 144 149

Spring 2012 34 31 24 3.40 143 150

Fall 2012 58 52 45 3.37 146 152

Spring 2013 45 35 29 3.23 145 150

Fall 2013 56 44 28 3.39 145 150

Spring 2014 46 39 31 3.25 145 153

2009-2010 82 53 43 3.22 142 150

Graduate



Average

SAT Verbal

Average

SAT

New

Majors

Average

HS GPA

Average

HS Rank

Average

SAT Math

Average

SAT Verbal

Average

SAT

Undergraduate

New

Majors

Average

UG GPA

Average

GRE

Quantitative

Average

GRE

Verbal

New

Majors

Average

UG GPA

Average

GRE

Quantitative

Average

GRE

Verbal

New

Majors

Average

HS GPA

Average

HS Rank

Average

SAT Math

Prepared by Office of Institutional Planning and Effectiveness (1AjVNL) 4 of 8

2010-2011 91 74 55 3.29 144 150

2011-2012 89 72 50 3.43 143 149

2012-2013 102 87 74 3.32 146 151

2013-2014 101 82 59 3.32 145 151


Report Year

2014 2013-2014

College Selection

College of Education and Allied ProfessionsCollege of Education and Allied Professions

Department Selection

Human Services Human Services

Count 1 -3

Program Name Selection

Human Resource DevelopmentHuman Resource DevelopmentHuman Resource Development


Degree or Career Level: Masters

Count 1 -1

Degree Level Selection

Masters Masters Masters

4.1

4.1

4.1

4.0

3.9

3.9

4.0

3.9

3.9

3.9

4.2

Graduate

Undergraduate Data Available?

Average

ACT

Average

ACT

Undergraduate

Average

GRE

Writing

Average

GRE

Writing


4.0

3.9

3.9

3.9


College of Education and Allied Professions

Human Resource Development


FALSE

Count 1 -1

Career Level Selection

All All All


droyer

Typewritten Text


Search

A to Z Index Site Map My Cat Blackboard Student Email Contact WCU

RELATED INFORMATION

Application Notes:

1. Complete applications should be at the

Graduate School by April 1/November 1.

2. Students with a 3.25/4.0 gpa and good references will be considered for conditional

admission into the program without GRE scores yet in.

Students admitted under this status may take up to six

credit hours during one semester before GRE scores

must be submitted. Such students have conditional

program status.

3. Students with good grades who do not test well on the

GRE may be admitted to the HR Program on a provisional

basis.

4. In some cases GMAT test scores may be substituted for

GRE scores.

5. Should an applicant already have an earned

graduate degree from an accredited university, they do

not have to take the GRE when applying to our program

(since they've already demonstrated their ability to

perform at the graduate level).

WCU Graduate School

WCU Distance and Online Programs

Applicants Outside NC

WCU Financial Aid Office

HR Program Curriculum

HR Program Online Learning

HR Program FAQs

Admission to the HR ProgramIf you have the desire and the ability to do graduate-level work, we are committed to helping you earn your master's degree in human resources at Western Carolina University. There's no time like the present to get the ball rolling! By following a few simple steps you will soon be on your way to earning the degree of your dreams.

Tuition Information

The MSHR program is a distance program. Tuition information may be found at http://tuition.wcu.edu.

Dr. Kirk Smith, Assistant Professor, speaks on his teaching philosophy

Admission Criteria

To be admitted to WCU’s online master’s degree program in human resources (HR), you must have:

• earned an undergraduate degree from a fully accredited university,• maintained a 3.0 (B) GPA on your last 60 semester hours.

You must also submit three letters of recommendation from individuals who can vouch for your scholarly abilities and good work habits. Current or former job supervisors and former professors are ideal references (recommendations from friends, colleagues or former staff members are not sufficient).

Prospective students with strong grade point averages and references may be allowed to enter the program with "conditional status" and take up to two courses before GRE scores are submitted.

Only applicants who have an undergraduate GPA of 3.25/4.0 or higher will be considered for conditional admission, which allows them to take classes for one semester while preparing for and taking the GRE. ALL others need to submit GRE scores in order to have their application considered. Applicants who already have earned a graduate degree do not have to submit GRE scores.

If you took the old GRE the MSHR program seeks applicants with a combined verbal and quantitative score of 900 and an analytical writing score of 3.5. If you took the new revised GRE the MSHR program seeks applicants with at least a score of 150 on the Verbal Reasoning, a score of 141 on the Quantitative Reasoning and an analytical writing score of 3.5.

Apply Today!

WCU > Academics > Departments, Schools & Colleges > College of Education and Allied Professions > Education and Allied Professions Departments > Human Services (HS) Department > Online Master's Degree Program in Human Resources (HR) > Admission to the HR Program

Page 1 of 2Western Carolina University - Admission to the HR Program


FACULTY/STAFF DIRECTORY Step 2: Download and distribute Recommendations Forms

(PDF) to three references. Recommendations should come from those who can objectively comment on the applicant's ability to perform at the graduate level (recommendations from friends, colleagues or former staff members are not sufficient). Current or former job supervisors and former professors are ideal references.

Step 3: Request all official transcripts be mailed directly to the Graduate School: 110 Cordelia Camp BuildingWestern Carolina UniversityCullowhee, NC 28723

Step 4: Take the GRE (general test only) at any available GRE testing center. Have scores mailed directly to the Graduate School (see address above).* Applicants who already have earned a graduate degree do not have to submit GRE scores.

Step 5: If you are seeking financial aid visit the WCU Financial Aid page and also review types of aid available. Out of state applicants should review Information for Applicants outside of NC.

*International applicants must also take the TOEFL exam and complete additional forms. They should also contact WCU's International Programs & Services Office.

Copyright 2014 by Western Carolina University • Cullowhee, NC 28723 • 828.227.7211 • Contact WCUMaintained by the Office of Web Services • Directions • Campus Map • Emergency Information • Text-Only

Page 2 of 2Western Carolina University - Admission to the HR Program


droyer

Typewritten Text


Course offerings and enrollment

# sections Enrollment # sections Enrollment # sections Enrollment # sections Enrollment # sections Enrollment

Masters 28 404 39 456 36 473 40 565 41 588

HR 601 0 0 3 35 3 38 4 46 4 54

Summer II 0 0 3 35 0 0 0 0 0 0

Fall 0 0 0 0 3 38 4 46 4 54

HR 602 3 57 4 45 3 47 4 58 3 54

Fall 3 57 4 45 3 47 4 58 3 54

HR 605 3 38 4 34 8 82 4 60 4 58

Summer II 0 0 4 34 5 44 0 0 0 0

Fall 3 38 0 0 0 0 0 0 0 0

Spring 0 0 0 0 3 38 4 60 4 58

HR 610 7 68 3 39 3 41 4 56 3 59

Fall 3 33 0 0 0 0 0 0 0 0

Spring 4 35 3 39 3 41 4 56 3 59

HR 613 0 0 0 0 0 0 4 62 0 0

Spring 0 0 0 0 0 0 4 62 0 0

HR 614 0 0 0 0 0 0 3 52 3 29

Summer II 0 0 0 0 0 0 3 52 3 29

HR 615 2 43 2 27 2 42 0 0 4 53

Fall 0 0 0 0 0 0 0 0 4 53

Spring 2 43 2 27 2 42 0 0 0 0

HR 645 0 0 5 59 1 17 3 31 4 45

Summer II 0 0 0 0 0 0 3 31 4 45

Fall 0 0 2 21 1 17 0 0 0 0

Spring 0 0 3 38 0 0 0 0 0 0

HR 660 1 25 2 34 3 35 1 20 2 23

Summer II 0 0 0 0 0 0 0 0 2 23

Fall 1 25 2 34 3 35 1 20 0 0

HR 662 0 0 0 0 2 30 3 55 3 41

Fall 0 0 0 0 2 30 3 55 3 41

HR 666 3 52 2 20 2 18 2 19 2 37

Summer II 2 33 0 0 2 18 2 19 2 37

Spring 1 19 2 20 0 0 0 0 0 0

HR 675 2 39 0 0 3 35 3 41 4 60

Summer II 0 0 0 0 3 35 0 0 0 0

Fall 0 0 0 0 0 0 3 41 0 0

Spring 2 39 0 0 0 0 0 0 4 60

HR 683 3 16 3 23 3 23 3 29 3 26

Summer II 1 1 1 5 1 13 1 8 1 5

Fall 1 10 1 8 1 5 1 6 1 7

Spring 1 5 1 10 1 5 1 15 1 14

HR 693 3 41 9 109 1 26 0 0 0 0

Summer II 3 41 3 42 0 0 0 0 0 0

Fall 0 0 6 67 0 0 0 0 0 0

Spring 0 0 0 0 1 26 0 0 0 0

HR 698 1 25 2 31 2 39 2 36 2 49

Summer II 0 0 0 0 1 8 0 0 0 0

Spring 1 25 2 31 1 31 2 36 2 49

All HR


2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Prepared by Office of Institutional Planning and Effectiveness (5Vkdqy) 10/02/2014 1 of 5

droyer

Typewritten Text


Number of sections and average class size by type

Summer II Fall Spring Summer I

2009-2010 # Avg SCH # Avg SCH # Avg SCH # Avg SCH

Undergraduate

Structured

Unstructured

Masters 6 12.5 225 11 14.8 489 11 15.1 498

Structured 5 14.8 222 10 15.3 459 10 16.1 483

Unstructured 1 1.0 3 1 10.0 30 1 5.0 15

Doctorate

Structured

Unstructured


Undergraduate

Structured

Unstructured

Masters 11 10.5 348 15 11.7 525 13 12.7 495

Structured 10 11.1 333 14 11.9 501 12 12.9 465

Unstructured 1 5.0 15 1 8.0 24 1 10.0 30

Doctorate

Structured

Unstructured


All HR

Prepared by Office of Institutional Planning and Effectiveness (pAtQeK) 10/02/2014 2 of 5




All HR


Undergraduate

Structured

Unstructured

Masters 12 9.8 354 13 13.2 516 11 16.6 549

Structured 11 9.5 315 12 13.9 501 10 17.8 534

Unstructured 1 13.0 39 1 5.0 15 1 5.0 15

Doctorate

Structured

Unstructured


Undergraduate

Structured

Unstructured

Masters 9 12.2 330 16 14.1 678 15 15.3 687

Structured 8 12.8 306 15 14.7 660 14 15.3 642

Unstructured 1 8.0 24 1 6.0 18 1 15.0 45

Doctorate

Structured

Unstructured





All HR


Undergraduate

Structured

Unstructured

Masters 12 11.6 417 15 13.9 627 14 17.1 720

Structured 11 12.2 402 14 14.4 606 13 17.4 678

Unstructured 1 5.0 15 1 7.0 21 1 14.0 42

Doctorate

Structured

Unstructured


droyer

Typewritten Text


Enrollment in relevant courses

# sections Enrollment # sections Enrollment # sections Enrollment # sections Enrollment # sections Enrollment

Internship 2 15 3 23 3 23 3 29 3 26

Masters 2 15 3 23 3 23 3 29 3 26

Lecture 24 363 34 402 31 411 35 500 36 513

Masters 24 363 34 402 31 411 35 500 36 513

Other - DC F12 1 1 0 0 0 0 0 0 0 0

Masters 1 1 0 0 0 0 0 0 0 0

Seminar 1 25 2 31 2 39 2 36 2 49

Masters 1 25 2 31 2 39 2 36 2 49


All HR

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Prepared by Office of Institutional Planning and Effectiveness (5Vkdqy) 10/02/2014 5 of 5

droyer

Typewritten Text


Appendix 5‐4: List of student research projects and attendance at conferences for past three years

Projects with students: o 61 HR consulting projects delivered since the Fall of 2011. o 27 Nonprofits and small businesses helped across 4 states. This pro bono consulting has

involved about 190 MSHR students. In the Spring of 2015, we will be helping 1) the local government (a town), 2) nonprofit organizations, and 3) a (very) small business.

Two papers co‐authored with students and presented at the Academy of Human Resource Development in 2012:

o Akers, C, Locklear, A., Rafi, F., & Germain, M. L. (2012, February). Social Media in the

Workplace and Implications for HRD professionals. Academy of Human Resource Development Conference. Denver, CO.

o Dameron, K., Mathai, E., Simmons, K., & Germain, M. L. (2012, February). The Role of HRD

in the Use of Social Media at the Workplace. Academy of Human Resource Development Conference. Denver, CO.

droyer

Typewritten Text


Fall 2014 Unofficial Directory_10/30/14

Birth/Kindergarten Loredana Apavaloaie

Lori Caudle

Cathy Grist

Meghan Pendergast

Myra Watson

Counseling Russ Curtis

Melodie Frick

Lisen Roberts

Phyllis Robertson

Valerie Schwiebert

Heather Thompson

Educational Leadership Brandi Hinnant-Crawford

Robert Crow

Kathleen Jorissen

Kofi Lomotey

School Administration Ann Allen

Casey Hurley

Jess Weiler

Parks and Recreation Management Andrew Bobilya

Maurice Phipps

Ben Tholkes

Health and Physical Education Bob Beaudet

David Claxton

Robby Jacobs

Justin Menickelli

Aubrey Ray

Marvin Schade

Debby Singleton

Heidi Turlington

Chris Tuten

Tom Watterson

Gayle Wells

Psychology Kia Asberg

John Baley

Candace Boan-Lenzo

Ashley Cresswell

Tom Ford

Windy Gordon

John Habel

Bruce Henderson

Hal Herzog

Becky Hester

David McCord

Matt Meier

Erin Myers

Mickey Randolph

David Scales

Ethan Schilling

Ellen Sigler

Lori Unruh

Suite 201 Assessment Renée Corbin

Field Experiences Amanda Chapman

Chená Flood

Annie McCord

Sarah Reams

Licensure Barbara Schade

School Relations David Strahan

Dianne Chadwick

Teaching Fellows/ Special Programs

Kim Corzine

Teacher Recruitment,

Advising and Career Support (TRACS)

Belinda Petricek

Jenny Stewart

Steve Wargo

Rachel Wike

Elementary, Middle Grades Education

Rus Binkley

Patricia Bricker

Vicki Faircloth

Nancy Luke

Holly Pinter

Carrie Rogers

Terry Rose

Roya Scales

David Strahan

Kelly Tracy

Baxter Williams

College of Education and Allied Professions Dale Carpenter, Dean

College Student Personnel Adriel Hilton

April Perry

Human Resources Yogita Abichandani

Marie-Line Germain

John Sherlock

Kirk Smith

Curriculum and Instruction

Ellie Blair

Pam Buskey

Mary Jean Herzog

Sarah Meltzer

AdvancEd Donna James

Becky Hoyle

Debi Thomas

Psychology Alvin Malesky, Dept. Head

Marilyn Beck, Staff

School of Teaching & Learning Dan Grube, Director

Regina Aton, Staff

Melinda Cooper, Staff

Steve McClure, Staff

Associate Dean Kim Winter

Sandy Ballinger, Staff

Project Discovery Cassie Dickson

Patty Harley

Russ Harris

Todd Murdock

Jessie Nosworthy

Dean’s Staff Lydia Cook

Mary Rompf

Special Education Adrienne Anderson

Lisa Bloom

Karena Cooper-Duffy

Sharon Dole

Kelly Kelley

Lynn Knight

Tom Oren

Marissa Ray

Susan Stewart

David Westling

NCCDD Staff

Kim Corzine

UP Staff Susan Buchanan

Jacqueline Moore Rebekah Norris

Seb Prohn

Custodial Staff

Killian Building

Moxi Brown

Kelly Smith

McKee Building

Ashley Newton

Linda Shuler

Reid Building

Kevin Adams

Sherry Floor

Instructional Technology

Lee Nickles

Misty Colton

Human Services Dale Brotherton, Dept. Head

Amanda Davis, Staff

Denise Royer, Staff

droyer

Typewritten Text


Year Sum of Amount

2009‐2010 $1,933.42

2010‐2011 $1,407.08

2011‐2012 $3,062.08

2012‐2013 $402.30

2013‐2014 $4,323.14

Grand Total $11,128.02

$1,933.42

$1,407.08

$3,062.08$402.30

$4,323.14

Human Resources Allocation

2009‐2010

2010‐2011

2011‐2012

2012‐2013

2013‐2014

Year

Sum of Amount

droyer

Typewritten Text


Appendix 7‐2: List of major facilities and equipment

The MSHR program is fully online. However, all faculty in the program are housed in a suite of

offices on the Cullowhee campus and have access to Biltmore Park in Asheville which is an

instructional site for WCU.

Appendix 7‐3: List of major hardware and software used by the program

Each faculty member has a laptop that is less than 3 years old

Each faculty member has a large monitor

Software products include:

o Blackboard

o GoToMeeting

o Microsoft Office products

o Access to research software is available

droyer

Typewritten Text


Databases with content relevant to HR

Academic Search Complete

Business Source Complete

Mental Measurements Yearbook

ProQuest Central

ProQuest Research Library

PsycINFO

Sage Journals

droyer

Typewritten Text


TITLE PUBLISHING ORGANIZATION DATES OWNED SUBJECT HEADINGS

The Personnel administrator [Berea, OH, etc., American Society for Personnel Administration] Began in 1956;"-v. 34, no. 12 -Dec. 1989" Personnel management -- Periodicals

Public employment law bulletin [Chapel Hill, N.C.] : Institute of Government, University of North

Carolina at Chapel Hill, 2004-

No. 30 (May 2004)- Civil service -- North Carolina -- Personnel management -- Periodicals

Public personnel law bulletin [Chapel Hill, N.C.] : Institute of Government, University of North

Carolina at Chapel Hill, c1994-2003

No. 1 (June 1994)-no. 29 (June 2003) Civil service -- North Carolina -- Personnel management -- Periodicals

Library administration & management [Chicago, Ill.] : Library Administration and Management Association,

c1987-c2008

Vol. 1, no. 1 (Jan. 1987)-v. 22, no. 4 (fall 2008) Library administration -- Periodicals;"Library personnel management --

Periodicals";"Bibliothèques -- Administration -- Périodiques";"LIBRARY

ADMINISTRATION unbist";"LIBRARY PERSONNEL MANAGEMENT unbist"

The College student affairs journal [Montgomery, Ala.?] : Southern Association for College Student Affairs,

1982-

Vol. 4, no. 1 (winter-spring 1982)- College personnel management -- United States -- Periodicals;"Universities

and colleges -- United States -- Administration -- Periodicals";"College

students -- United States -- Periodicals"

JEMS : a journal of emergency medical services [Morristown, NJ : Backdraft Publications, Began with: Vol. 5, no. 1 (Mar. 1980) Allied health personnel -- Periodicals;"Emergency medical services --

Periodicals";"Allied Health Personnel -- Periodicals";"Emergency Medical

Services -- Periodicals"

JEMS [electronic resource] : a journal of emergency medical services [Morristown, NJ : Backdraft Publications] Began with: Vol. 5, no. 1 (Mar. 1980) Emergency Medical Services -- Periodicals;"Emergency medical services --

Periodicals";"Allied health personnel -- Periodicals";"Allied Health

Personnel -- Periodicals"

The journal of continuing education in the health professions [New York : Taylor & Francis] : Alliance for Continuing Medical

Education : Society for Academic Continuing Medical Education :

Council on CME, Association for Hospital Medical Education

Vol. 8, no. 1, published in 1988- Medicine -- Study and teaching (Continuing education) -- Periodicals;"Allied

Health Personnel -- education -- Periodicals";"Health Occupations --

education -- Periodicals"

Bulletin / The National Association of Corporation Schools [New York, N. Y.] : The Association, -v. 7, no. 8 (Aug. 1920);"Began publication with vol. 1 in

Mar. 1914?"

Personnel management -- Periodicals

Human resource management [New York, N.Y.] : John Wiley & Sons, Inc Print began with: Vol. 11, in spring 1972 Personnel management -- Periodicals

Bulletin [New York, N.Y.] : National Association of Corporation Training, 1920-

1921

Vol. 7, no. 9 (Sept. 1920)-v. 8, no. 12 (Dec. 1921) Personnel management -- Periodicals

Personnel roundtable : for managers and personnel professionals in state

government / OSP

[Raleigh, N.C. : Office of State Personnel], No. 1 (July, 1985)- North Carolina. Office of State Personnel -- Periodicals;"Personnel

management -- North Carolina -- Periodicals"

Management solutions [Saranac Lake, N.Y. : Periodicals Division of the American Management

Association, c1986-

[Vol. 31, no. 6] (June 1986)-;"Ceased with v. 33, no. 12

(Dec. 1988)"

Personnel management -- Periodicals;"Personnel management -- United

States -- Periodicals";"Supervisors -- Periodicals";"Supervisors -- United

States -- Periodicals";"Labor laws and legislation -- United States --

Periodicals"

Supervisory management [Saranac Lake, N.Y., AMACOM] v. 1-31, no. 5 Dec. 1955-May 1986 Personnel management -- Periodicals;"Personnel management -- United

States -- Periodicals";"Supervisors -- Periodicals";"Supervisors -- United

States -- Periodicals"

Journal of allied health [Thorofare, N.J. : Charles B. Slack, 1972- Nov. 1972- Allied health personnel -- Periodicals;"Paramedical education --

Periodicals";"Allied Health Personnel -- Periodicals";"Health Occupations --

education -- Periodicals"

Journal of allied health [electronic resource] [Thorofare, N.J. : Charles B. Slack, 1972]- Nov. 1972- Health Occupations -- education -- Periodicals;"Allied health personnel --

Periodicals";"Paramedical education -- Periodicals";"Allied Health

Personnel -- Periodicals"

HRMagazine Alexandria, VA : Society for Human Resource Management, c1990- Vol. 35, no. 1 (Jan. 1990)- Personnel management -- Periodicals;"Personnel Management --

Periodicals";"Personnel -- Direction -- Périodiques"

ARI newsletter [electronic resource] Alexandria, Va. : U.S. Army Research Institute for the Behavioral and

Social Sciences

Electronic coverage as of Dec. 2, 2003: Vol. 11, no. 1 (winter

2001)-

U.S. Army Research Institute for the Behavioral and Social Sciences --

Periodicals;"United States. Army -- Personnel management --

Periodicals";"Military research -- United States -- Periodicals"

Public personnel management Alexandria, Va. [etc.], International Public Management Association for

Human Resources [etc.], c1973-

v. 2- Jan./Feb. 1973- Management. gtt;"Overheidspersoneel. gtt";"Personnel management --

Periodicals";"Government Agencies -- Periodicals";"Personnel Management

-- Periodicals";"Personnel -- Direction -- Périodiques";"CIVIL SERVICE

unbist";"PERSONNEL MANAGEMENT unbist"

Personnel journal Baltimore : Published for the Personnel Research Federation by the

Williams & Wilkins Co., c1927-c1996

Vol. 6, no. 1 (June 1927)-v. 75, no. 12 (Dec. 1996) Personnel management -- Periodicals

Research in personnel and human resources management [electronic

resource] / edited by Hui Liao, Joseph J. Martocchio and Aparna Joshi

Bingley, United Kingdom : Emerald Group Publishing Limited, c2010 Personnel management -- Periodicals;"Electronic books. local"

North Carolina health manpower data book / prepared by Health Services

Research Center, The University of North Carolina at Chapel Hill

Chapel Hill, N.C. : The Center, [1981-1992] Oct. 1982-Oct. 1992 Medical personnel -- Supply and demand -- North Carolina --

Periodicals;"Public health personnel -- Supply and demand -- North

Carolina -- Periodicals"


1999 U.S. master human resources guide. [computer file] Chicago : CCH, c1998 Personnel management -- Handbooks, manuals, etc;"Personnel

management -- United States -- Periodicals"

2000 U.S. master human resources guide. [computer file] Chicago : CCH, c1999 Personnel management -- Handbooks, manuals, etc;"Personnel


Personnel administration and public personnel review Chicago, Society for Personnel Administration and the Public Personnel

Association

v. 1, no. 1-3 July/Aug.-Nov./Dec. 1972 Personnel management -- Periodicals

International review of industrial and organizational psychology Chichester New York : Wiley, c1986- -1986 Psychology, Industrial -- Periodicals;"Personnel management -- Periodicals"

Workforce Costa Mesa, CA : ACC Communications Inc., c1997-c2003 Vol. 76, no. 1 (Jan. 1997)-v. 82, no. 6 (June 2003) PERSONNEL MANAGEMENT. unbist;"Personeelsmanagement.

gtt";"Personnel management -- Periodicals";"Personnel -- Direction --

Périodiques"

Workforce management Costa Mesa, CA : Crain Communications, c2003- Vol. 81 [i.e. 82], no. 7 (July 2003)- Gestion du personnel rasuqam;"Personnel management --

Periodicals";"Périodique électronique (Descripteur de forme)

rasuqam";"Ressource Internet (Descripteur de forme) rasuqam"

Stern's sourcefinder : human resource management Culver City, Calif. : M. Daniels, c1990- -1991 Personnel management -- Bibliography -- Periodicals;"Personnel

management -- Societies, etc. -- Directories";"Personnel management --

Information services -- Periodicals";"Personnel management -- United

States -- Bibliography -- Periodicals";"Personnel management -- United

States -- Societies, etc. -- Directories";"Personnel management -- United

States -- Information services -- Directories"

American salaries and wages survey Detroit, MI : Gale Research Inc., c1991- [1st ed.]- Wages -- United States -- Statistics -- Periodicals;"Wage surveys -- United

States -- Periodicals";"Occupations -- United States -- Periodicals"

The health care manager Frederick, MD : Aspen Publishers, c1999- 18:1 (Sept. 1999)- Health Services Administration -- Periodicals;"Health Facilities --

organization & administration -- Periodicals";"Personnel Management --

Periodicals";"Health services administration -- Periodicals";"Health services

administrators -- Periodicals";"Periodicals -- Electronic full-text"

The health care supervisor Gaithersburg, Md. : Aspen Systems Corp., c1982-c1999 1:1 (Oct. 1982)-17:4 (June 1999) Health services administration -- Periodicals;"Health services administrators

-- Periodicals";"Middle managers -- Periodicals";"Supervisors --

Periodicals";"Health Facilities -- organization & administration --

Periodicals";"Health Services Administration -- Periodicals";"Personnel

Management -- Periodicals"

Human resource management review [electronic resource] Greenwich, Conn. : JAI Press, ©1991- Vol. 1, no. 1 (spring 1991)- Personalwirtschaft. stw;"Personnel management -- United States --

Periodicals";"Personeelsmanagement. gtt";"Arbeids- en

organisatiepsychologie. gtt"

Human resource management [electronic resource] Hoboken, N.J. : Wiley Periodicals, Inc v. 11- spring 1972- Personeelsmanagement. gtt;"Personnel -- Direction --

Périodiques";"Personnel management -- Periodicals"

Personnel psychology Houston, TX [etc.] Personnel Psychology v. 1- spring 1948- Personnel management -- Periodicals;"Personnel Management --

Periodicals";"Psychology, Industrial -- Periodicals"

Personnel psychology [electronic resource] Houston, TX [etc.] Personnel Psychology v. 1- spring 1948- PERSONNEL RESEARCH. unbist;"Personnel management --

Periodicals";"Personnel Management -- Periodicals";"Psychology, Industrial

-- Periodicals";"Arbeids- en organisatiepsychologie. gtt";"Personnel --

Direction -- Périodiques";"PERSONNEL MANAGEMENT.

unbist";"OCCUPATIONAL PSYCHOLOGY. unbist"

The military commander and the law [electronic resource] Maxwell, Air Force Base, AL : AFJAGS Press Print began in 1992? Air Force law -- United States -- Periodicals;"United States. Air Force --

Officers' handbooks -- Periodicals";"United States. Air Force -- Airmen --

Legal status, laws, etc. -- Periodicals";"United States. Air Force -- Personnel

management -- Law and legislation -- Periodicals"

HR focus [electronic resource] : American Management Association's human

resources publication

May 2010- : Arlington, VA : Bureau of National Affairs;"New York, NY :

American Management Association, c1991-"

Vol. 68, no. 11 (Nov. 1991)- Personeelsmanagement. gtt;"Personnel management --

Periodicals";"Personnel Management -- Periodicals";"Personnel -- Direction

-- Périodiques"

Personnel administration New York, N. Y. : National Personnel Association, 1922-1923 Vol. 10, no. 1 (May 1922)-v. 11, no.3 (Mar. 1923) Personnel management -- Periodicals

American management review New York, N.Y. : American Management Association, 1923- Vol. 12, no. 1 (Apr. 1923)-v. 14, no. 12 (Dec. 1925) Management -- Periodicals;"Personnel management -- Periodicals"

Management review New York, N.Y. : American Management Association, c1926-c2000 Vol. 15, no. 1 (Jan. 1926)-v. 89, no. 3 (Mar. 2000) Management -- United States -- Periodicals;"Personnel management --

United States -- Periodicals"

Corporation training New York, N.Y. : National Association of Corporation Training, 1922 Vol. 9, no. 1/2 (Jan.-Feb. 1922)-v. 9, no. 4 (Apr. 1922) Personnel management -- Periodicals


HR focus : American Management Association's human resources publication New York, NY : American Management Association, c1991- Vol. 68, no. 11 (Nov. 1991)- Personeelsmanagement. gtt;"Personnel management --

Periodicals";"Personnel Management -- Periodicals";"Personnel -- Direction

-- Périodiques"

Getting results- for the hands-on manager. C New York, NY : American Management Association, c1996- Vol. 41, no. 4 (Apr. 1996)- Personnel management -- United States -- Periodicals;"Supervisors --


Local health department facilities, staffing, and services summary for fiscal

year .

Raleigh, N.C. : N.C. Dept. of Environment, Health, and Natural

Resources, State Center for Health Statistics,

Public health personnel -- North Carolina -- Statistics -- Periodicals;"Health

facilities -- North Carolina -- Statistics -- Periodicals"

Working for North Carolina Raleigh, N.C. : Office of State Personnel, 1978- No. 1 (Dec. 1978)- State governments -- North Carolina -- Personnel management --

Periodicals;"North Carolina -- Officials and employees -- Periodicals"

Challenges : building quality leadership / Assessment Center, North Carolina

Department of Public Instruction

Raleigh, N.C. : The Center, Assessment centers (Personnel management procedure) -- Periodicals

The ... annual. Volume 1, Training San Diego, CA : Pfeiffer & Co., 1995-c2003 1995-2003 Employees -- Training of -- Periodicals;"Group relations training --

Periodicals";"Experiential learning -- Periodicals";"Personnel management --

Periodicals";"Education -- methods -- Periodicals";"Inservice Training --

methods -- Periodicals";"Personnel Management -- methods -- Periodicals"

The ... Annual, developing human resources San Diego, Calif. : University Associates, c1984- 13th (1984)-;"Ceased with issue for 1994" Group relations training -- Periodicals;"Personnel management --

Periodicals";"Group Processes -- periodicals";"Interpersonal Relations --

periodicals";"Organization and Administration -- periodicals";"Personnel

Management -- periodicals"

Gross average hourly earnings of production workers by industry (in dollars) San Francisco : U.S. Dept. of Labor, Bureau of Labor Statistics, Western

Information Office in San Francisco

Wages -- United States -- Statistics -- Periodicals;"Industries -- United States

-- Classification -- Periodicals"

Gross average hourly earnings of production workers by industry (in dollars)

[electronic resource]

San Francisco : U.S. Dept. of Labor, Bureau of Labor Statistics, Western

Information Office in San Francisco

Ceased in 2007 Wages -- United States -- Statistics -- Periodicals;"Industries -- United States

-- Classification -- Periodicals";"Industries -- Classification. fast

(OCoLC)fst00971865";"Wages. fast (OCoLC)fst01169492";"United States.

fast (OCoLC)fst01204155";"Periodicals. fast

(OCoLC)fst01411641";"Statistics. fast (OCoLC)fst01423727"

Human resource development quarterly [electronic resource] / sponsored by

the American Society for Training and Development

San Francisco, CA : Jossey-Bass, ©1990- Vol. 1, no. 1 (spring 1990)- Zeitschrift. swd;"Personalwirtschaft. stw";"Personalentwicklung.

stw";"Personnel management -- Research -- Methodology --

Periodicals";"Personnel management -- Periodicals";"Personnel

management -- United States -- Periodicals";"Personnel -- Direction --

Recherche -- Méthodologie -- Périodiques";"Personnel -- Direction --

Périodiques";"Personnel -- Direction -- États-Unis --

Périodiques";"Personalentwicklung. swd"

Human resource development quarterly / sponsored by the American

Society for Training and Development

San Francisco, CA : Jossey-Bass, c1990- Vol. 1, no. 1 (spring 1990)- Personnel management -- Periodicals;"Personnel management -- Research -

- Methodology -- Periodicals";"Personnel management -- United States --

Periodicals"

The ... Pfeiffer annual. Training San Francisco, CA : Pfeiffer, c2004- -2004 Employees -- Training of -- Periodicals;"Group relations training --

Periodicals";"Experiential learning -- Periodicals";"Personnel management --

Periodicals"

The ... Pfeiffer annual. Human resource management San Francisco, Calif. : Pfeiffer, 2005- -2005 Personnel management -- Periodicals

Personnel Saranac Lake, N.Y. : Amacom-P, -1991 -v. 68, no. 10 (Oct. 1991);"Began in Jan. 1919" Personnel management -- Periodicals;"Personnel Management --

Periodicals"

Supervisory management Saranac Lake, N.Y. : Periodicals Division of the American Management

Association, c1989-c1996

Vol. 34, no. 1 (Jan. 1989)-v. 41, no. 3 (Mar. 1996) Personnel management -- United States -- Periodicals;"Supervisors --


Personnel administration Washington, The Society for Personnel Administration v. 1, no. 1-v. 35, no. 3 Sept. 1938-June 1972 Personnel management -- Periodicals


Earnings and employment data for workers covered under social

security and Medicare, by state and county [electronic resource]

[Washington, D.C.] : Social Security Administration, Office of

Policy, Office of Research, Evaluation, and Statistics, [2001]-

-1997 Wages -- United States -- States -- Statistics --

Periodicals;"Labor supply -- United States -- States --

Statistics -- Periodicals";"Social security -- United States --

States -- Statistics -- Periodicals";"Medicare -- States --

Statistics -- Periodicals"

Indicators of equal employment opportunity--status and trends /

U.S. Equal Employment Opportunity Commission

[Washington, D.C.?] : The Commission, [1990- Jan. 1990- Labor supply -- United States -- Statistics --

Periodicals;"Minorities -- Employment -- United States --

Statistics";"Women -- Employment -- United States --

Statistics";"Men -- Employment -- United States --

Statistics"

Code of federal regulations. Title 5, Administrative personnel


[Washington, D.C.] : National Archives and Records

Administration

Delegated legislation -- United States -- Periodicals;"Civil

service -- United States -- Periodicals";"Personnel

management -- United States -- Periodicals";"Civil service.

fast (OCoLC)fst00862730";"Delegated legislation. fast

(OCoLC)fst00889920";"Personnel management. fast

(OCoLC)fst01058797";"United States. fast

(OCoLC)fst01204155";"Periodicals. fast

(OCoLC)fst01411641"

Annual report [electronic resource] [Washington, D.C.] : Office of Economic Impact & Diversity,

U.S. Dept. of Energy

United States. Department of Energy. Office of Minority

Economic Impact -- Periodicals;"United States.

Department of Energy -- Personnel management --

Periodicals";"United States. Department of Energy --

Procurement -- Periodicals";"Affirmative action programs -

- United States -- Periodicals";"Small business --

Government policy -- United States -- Periodicals";"Energy

policy -- United States -- Periodicals"

Annual report / U.S. Merit Systems Protection Board [Washington, D.C.] : The Board 1st [(1979)]- United States. Merit Systems Protection Board --

Periodicals;"Civil service -- United States --

Periodicals";"Government Agencies -- United States --

Periodicals";"Personnel Management -- United States --

Periodicals"

Area wage surveys. Selected metropolitan areas [electronic

resource] / U.S. Department of Labor, Bureau of Labor Statistics

[Washington, D.C.] : The Bureau : [For sale by the Supt. of

Docs., U.S. G.P.O., 1969-

1968-69- Wages -- United States -- Statistics --

Periodicals;"Employee fringe benefits -- United States --

Statistics -- Periodicals";"Employee fringe benefits. fast

(OCoLC)fst00908971";"Wages. fast



(OCoLC)fst01411641";"Statistics. fast

(OCoLC)fst01423727"

Income, earnings, and poverty from the ... American community

survey [electronic resource]

[Washington, D.C.] : U.S. Dept. of Commerce, Economics and

Statistics Administration, U.S. Census Bureau

Began and ceased with 2004 Income -- United States -- Statistics -- Periodicals;"Wages --

United States -- Statistics -- Periodicals";"Poverty -- United

States -- Statistics -- Periodicals";"Metropolitan areas --

United States -- Statistics -- Periodicals"


Employment and wages, annual average [microform] / U.S. Dept.

of Labor, Bureau of Labor Statistics

[Washington, D.C.] : U.S. Dept. of Labor, Bureau of Labor

Statistics

Labor supply -- United States -- Statistics --

Periodicals;"Wages -- United States -- Statistics --

Periodicals"

Employment and wages, annual average [microform] / U.S. Dept.

of Labor, Bureau of Labor Statistics


Statistics



Periodicals"

Geographic profile of employment and unemployment / U.S.

Department of Labor, Bureau of Labor Statistics


Statistics

Ceased publication Labor supply -- United States -- Statistics --

Periodicals;"Unemployed -- United States -- Statistics --

Periodicals"

Geographic profile of employment and unemployment [electronic

resource]


Statistics



Periodicals"

Geographic profile of employment and unemployment [microform]

/ U.S. Department of Labor, Bureau of Labor Statistics


Statistics

Ceased publication Unemployed -- United States -- Statistics --

Periodicals;"Labor supply -- United States -- Statistics --

Periodicals"

Occupational employment statistics [Washington, D.C.] : U.S. Dept. of Labor, Bureau of Labor

Statistics for sale by the Supt. of Docs., U.S. G.P.O., 1966-

Began with: June 1966 Labor supply -- United States -- Statistics --

Periodicals;"Occupations -- United States -- Statistics --

Periodicals"

Employment and earnings [Washington, D.C.] : U.S. Dept. of Labor, Bureau of Labor

Statistics : Supt. of Docs., U.S. G.P.O., 1969-

Vol. 16, no. 1 (July 1969)-;"Ceased

with v. 54, no. 4 (Apr. 2007)"

EMPLOYMENT STATISTICS. unbist;"INDUSTRIAL

STATISTICS. unbist";"UNITED STATES. unbist";"WAGES.

unbist";"Hours of labor -- United States -- Statistics --

Periodicals";"Labor supply -- United States -- Statistics --

Periodicals";"Unemployment -- United States -- Statistics --

Periodicals";"Wages -- United States -- Statistics --

Periodicals"

Employment and earnings [Washington, D.C.] : U.S. Dept. of Labor, Bureau of Labor

Statistics : Supt. of Docs., U.S. G.P.O., 1969-

Vol. 16, no. 1 (July 1969)-;"Ceased

with v. 54, no. 4 (Apr. 2007)"

EMPLOYMENT STATISTICS. unbist;"INDUSTRIAL

STATISTICS. unbist";"UNITED STATES. unbist";"WAGES.

unbist";"Hours of labor -- United States -- Statistics --


Periodicals";"Unemployment -- United States -- Statistics --


Periodicals"

Average annual pay levels in metropolitan areas [electronic

resource]


Statistics, -[1999]

-1998;"Print began in 1989" Wages -- United States -- Statistics -- Periodicals

Average annual pay in metropolitan areas [electronic resource] [Washington, D.C.] : U.S. Dept. of Labor, Bureau of Labor

Statistics, [2000-2002]

1999-2001 Wages -- United States -- Statistics -- Periodicals

Labor force characteristics by race and ethnicity [electronic

resource]

[Washington, D.C.] : U.S. Dept. of Labor, U.S. Bureau of Labor

Statistics

Began with 2007 Diversity in the workplace -- United States -- Statistics --

Periodicals;"Minorities -- Employment -- United States --

Statistics -- Periodicals";"Labor supply -- United States --


Congressional budget justification, annual performance plan


[Washington, D.C.] : U.S. Office of Personnel Management Began with Fiscal Year 1999 ceased

publication

United States. Office of Personnel Management --

Appropriations and expenditures -- Periodicals;"Civil

service -- United States -- Periodicals"

Congressional budget justification/performance budget [electronic

resource]

[Washington, D.C.] : U.S. Office of Personnel Management United States. Office of Personnel Management --

Appropriations and expenditures -- Periodicals;"Civil

service -- United States -- Periodicals"


Semiannual report to Congress [electronic resource] [Washington, D.C.] : U.S. Office of Personnel Management United States. Office of Personnel Management. Office of

Inspector General -- Periodicals;"United States. Office of

Personnel Management -- Auditing -- Periodicals";"Civil

service -- United States -- Personnel management --

Auditing -- Periodicals"

Annual report to the Congress [electronic resource] [Washington, DC] : United States Office of Personnel

Management

Began with: Fiscal year 2003 Human capital -- United States -- Planning --

Periodicals;"United States -- Officials and employees --

Periodicals";"Executive departments -- United States --

Personnel management -- Periodicals";"Manpower

planning -- United States -- Periodicals"

Statistics on manpower [Washington] : U.S. Dept. of Labor Labor supply -- United States -- Statistics -- Periodicals

Monthly labor review / U.S. Department of Labor, Bureau of Labor

Statistics

Washington : G.P.O., 1918- Vol. 7, no. 1 (July 1918)-;"Ceased in

print with v. 130, no. 12 (Dec. 2007)"

Arbeid. gtt;"Labor laws and legislation --

Periodicals";"Labor laws and legislation -- United States --


Periodicals";"Working class -- Periodicals";"Working class --

United States -- Periodicals";"Verenigde Staten. gtt"

Monthly labor review [electronic resource] / U.S. Department of

Labor, Burea of Labor Statistics

Washington : Government Printing Office, 1918- Print began with: Vol. 7, no. 1 (July

1918)

Working class -- United States -- Periodicals;"Working

class -- Periodicals";"Labor supply -- United States --

Statistics -- Periodicals";"Labor laws and legislation --

United States -- Periodicals";"Labor laws and legislation --

Periodicals"

Compensation for salaried personnel in restaurants Washington, D.C. : National Restaurant Association and Hay

Group, Inc., c1999-

-1999 Wages -- Restaurants -- United States -- Statistics --

Periodicals;"Executives -- Salaries, etc. -- United States --



security, by state and county / Social Security Administration,

Office of Research, Evaluation, and Statistics

Washington, D.C. : Social Security Administration, Office of

Research, Evaluation, and Statistics, 1997-




States -- Statistics -- Periodicals"


security, by state and county / Social Security Administration,

Office of Research, Evaluation, and Statistics







Earnings and employment data for workers covered under Social

Security, by state and county [electronic resource] / Social Security

Administration, Office of Research, Evaluation, and Statistics






States -- Statistics -- Periodicals";"Gesetzliche

Rentenversicherung stw";"Gesetzliche

Krankenversicherung stw";"Einkommensstatistik

stw";"Rentner stw";"USA stw"


Earnings and employment data for workers covered under Social

Security, by state and county [electronic resource] / Social Security

Administration, Office of Research, Evaluation, and Statistics






States -- Statistics -- Periodicals";"Gesetzliche

Rentenversicherung stw";"Gesetzliche

Krankenversicherung stw";"Einkommensstatistik

stw";"Rentner stw";"USA stw"

Farm labor [microform] / Crop Reporting Board, Statistical

Reporting Service, U.S. Department of Agriculture

Washington, D.C. : The Board, Began with issue for Nov. 13, 1943 Agricultural laborers -- United States -- Statistics --

Periodicals;"Agricultural wages -- United States --


Farm labor / Bureau of Agricultural Economics, United States

Department of Agriculture

Washington, D.C. : The Bureau, 1943- Nov. 13, 1943- Agricultural laborers -- United States -- Statistics --

Periodicals;"Agricultural wages -- United States --


Personnel literature / Office of Personnel Management, Library Washington, D.C. : The Library : For sale by the Supt. of Docs.,

U.S. G.P.O.,

Began with v. 1 in 1941 ceased with v.

54, no. 3 published in Mar. 1995

Personnel management -- Bibliography -- Periodicals;"Civil

service -- United States -- Bibliography -- Periodicals"

Earnings and employment data for wage and salary workers

covered under social security by state and county [electronic

resource] / U.S. Dept. of Health and Human Services, Social

Security Administration, Office of Policy, Office of Research and

Statistics

Washington, D.C. : The Office : [For sale by the Supt. of Docs.,

U.S. G.P.O.]





Earnings and employment data for wage and salary workers

covered under social security by state and county [electronic

resource] / U.S. Dept. of Health and Human Services, Social

Security Administration, Office of Policy, Office of Research and

Statistics

Washington, D.C. : The Office : [For sale by the Supt. of Docs.,

U.S. G.P.O.]





News. Usual weekly earnings of wage and salary workers / United

States Department of Labor, Bureau of Labor Statistics

Washington, D.C. : U.S. Bureau of Labor Statistics 2nd quarter 1987- Wages -- United States -- Statistics -- Periodicals

Real earnings in ... [electronic resource] Washington, D.C. : U.S. Department of Labor, Bureau of Labor

Statistics

Wages -- United States -- Statistics -- Periodicals

Local government employment in major county areas Washington, D.C. : U.S. Dept. of Commerce, Bureau of the

Census : For sale by the Supt. of Docs., U.S. G.P.O., 1985-

-1984 County officials and employees -- United States --

Statistics -- Periodicals;"Labor -- United States -- Statistics -

- Periodicals";"Wages -- United States -- Statistics --

Periodicals"

Income, earnings, and poverty data from the ... American

community survey [electronic resource]

Washington, D.C. : U.S. Dept. of Commerce, Economics and

Statistics Administration, U.S. Census Bureau

Began with 2005 ceased with: 2007 Income -- United States -- Statistics -- Periodicals;"Wages --

United States -- Statistics -- Periodicals";"Poverty -- United

States -- Statistics -- Periodicals";"Metropolitan areas --

United States -- Statistics -- Periodicals";"Income. fast

(OCoLC)fst00968635";"Metropolitan areas. fast

(OCoLC)fst01018849";"Poverty. fast





(OCoLC)fst01423727"


Business employment dynamics [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics

Began with first quarter 2003 Business enterprises -- United States -- Employees --

Statistics -- Periodicals;"Labor supply -- United States --


Highlights of women's earnings in ... [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics

Women -- Employment -- United States --

Statistics;"Wages -- Women -- United States -- Statistics --

Periodicals"

News. Average annual pay by state and industry [microform] / U.S.

Dept. of Labor, Bureau of Labor Statistics

Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics

Ceased with: 2001 Wages -- United States -- Statistics -- Periodicals

Worker displacement during the ... [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics

Displaced workers -- United States -- Statistics --



Periodicals"

Employment cost indexes and levels Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics : For sale by the Supt. of Docs., U.S. G.P.O., [1988-

1975-88-1975-95 Labor costs -- United States -- Statistics --


Periodicals";"Employee fringe benefits -- United States --


Employment cost indexes and levels [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics : For sale by the Supt. of Docs., U.S. G.P.O., [1988-

1995]

1975-88-1975-95 Labor costs -- United States -- Statistics --




(OCoLC)fst00908971";"Labor costs. fast





(OCoLC)fst01423727"

Wages and related benefits. Labor markets [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics : For sale by the Supt. of Docs., U.S. G.P.O., 1952-

1961

1951-1952-1960-61 Wages -- United States -- Statistics --







(OCoLC)fst01423727"

Employment cost indexes Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics : For sale by the Supt. of Docs., U.S. G.P.O., 1998-

2000

1975/97-1975/99 Labor costs -- United States -- Statistics --



Statistics -- Periodicals";"LABOUR COSTS.

unbist";"SALARIES. unbist";"WAGES. unbist";"LABOUR

STATISTICS. unbist";"UNITED STATES. unbist"

Youth labor market [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics, [1994]

Summer 1994 Youth -- Employment -- United States -- Statistics --


Periodicals"

Employment and unemployment among youth [electronic

resource]


Statistics, [1995]-

Summer 1995- Youth -- Employment -- United States -- Statistics --


Periodicals"


Employment and average annual pay for large counties [electronic

resource]



1996-2001 Wages -- United States -- States -- Statistics --

Periodicals;"Unemployment -- United States -- States --


BLS releases new ... employment projections [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics, -[1999]

-0.99501992 Employment forecasting -- United States -- Statistics --

Periodicals;"Job vacancies -- United States --


Periodicals"

BLS releases ... employment projections [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics, [2001]-

2000/2010- Employment forecasting -- United States -- Statistics --

Periodicals;"Job vacancies -- United States --


Periodicals"

Average annual pay by state and industry [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics, -[2002]

-2001 Wages -- United States -- Statistics -- Periodicals

News. Metropolitan area employment and unemployment



Statistics, 1998-

Jan. 1998- Unemployment -- United States -- States -- Statistics --



Work at home in ... [electronic resource] Washington, D.C. : U.S. Dept. of Labor, Bureau of Labor

Statistics, -2004

Ceased with 2004 Telecommuting -- United States -- Statistics --

Periodicals;"Home-based businesses -- United States --

Statistics -- Periodicals";"Labor supply -- United States --


Job patterns for minorities and women in private industry Washington, D.C. : U.S. Equal Employment Opportunity

Commission

Began with: 1966 ceased with: 200? "Discrimination in employment -- United States --

Statistics --

Job patterns for minorities and women in private industry Washington, D.C. : U.S. Equal Employment Opportunity

Commission

Began with: 1966 ceased with: 200? Discrimination in employment -- United States -- Statistics

-- Periodicals;"Minorities -- Employment -- United States --

Statistics -- Periodicals";"Women -- Employment -- United

States -- Statistics -- Periodicals";"Labor supply -- United


The President's quality award program ... awards ceremony Washington, D.C. : U.S. Office of Personnel Management Ceased publication United States. Office of Personnel Management -- Awards

-- Periodicals;"Total quality management in government --

Awards -- United States -- Periodicals";"Performance

awards -- United States -- Periodicals";"United States --

Officials and employees -- Awards -- Periodicals"

Fiscal year ... annual performance report [electronic resource] /

United States Office of Personnel Management

Washington, D.C. : U.S. Office of Personnel Management,

[2000?]

1999 United States. Office of Personnel Management --

Periodicals;"Civil service -- United States -- Personnel

management -- Periodicals"

Performance and accountability report for fiscal year ... [electronic

resource] / U.S. Office of Personnel Management

Washington, D.C. : U.S. Office of Personnel Management,

2001-

-2000 United States. Office of Personnel Management --

Periodicals;"Civil service -- United States -- Personnel

management -- Periodicals"

Employer costs for employee compensation [electronic resource] Washington, DC : Bureau of Labor Statistics Mar. 1986- Employee fringe benefits -- United States -- Statistics --


Periodicals"

Occupational employment and wages [electronic resource] / U.S.


Washington, DC : Bureau of Labor Statistics Print began with: 1996 Labor supply -- United States -- Statistics --



Periodicals";"Wage surveys -- United States -- Periodicals"


Occupational employment and wages [electronic resource] / U.S.


Washington, DC : Bureau of Labor Statistics Print began with: 1996 Labor supply -- United States -- Statistics --




Occupational employment and wages / U.S. Dept. of Labor, Bureau

of Labor Statistics

Washington, DC : Bureau of Labor Statistics, 1996- -1996 Labor supply -- United States -- Statistics --




Occupational employment and wages / U.S. Dept. of Labor, Bureau

of Labor Statistics

Washington, DC : Bureau of Labor Statistics, 1996- -1996 Labor supply -- United States -- Statistics --




National compensation survey. Occupational wages in the United

States [electronic resource] / U.S. Department of Labor, Bureau of

Labor Statistics

Washington, DC : Bureau of Labor Statistics, 1999-2006 1997-June 2005 Wages -- United States -- Statistics -- Periodicals;"Wage

surveys -- United States -- Periodicals"

MANPRINT newsletter [electronic resource] Washington, DC : Deputy Chief of Staff for Personnel, [2003]- June 2003- United States. Army -- Personnel management --

Periodicals;"Human engineering -- United States --

Periodicals";"Human-machine systems -- United States --

Periodicals"

Issues of merit : a publication of the Office of Policy and Evaluation,

U.S. Merit Systems Protection Board

Washington, DC : The Board, 1996- Apr. 1996- Civil service -- United States -- Personnel management --


Periodicals"

Issues of merit [electronic resource] : a publication of the Office of

Policy and Evaluation, U.S. Merit Systems Protection Board

Washington, DC : The Board, 1996- Apr. 1996- Civil service -- United States -- Personnel management --


Periodicals"


States / U.S. Department of Labor, Bureau of Labor Statistics

Washington, DC : The Bureau Pittsburgh, PA : Supt. of Docs.

[distributor], 1999-

-1997 Wages -- United States -- Statistics -- Periodicals;"Wage


Usual weekly earnings of wage and salary workers [electronic

resource]

Washington, DC : U.S. Bureau of Labor Statistics Print version began with: 2nd quarter

1987

Wages -- United States -- Statistics -- Periodicals


security and Medicare, by state and county [electronic resource]

[Washington, D.C.] : Social Security Administration, Office of

Policy, Office of Research, Evaluation, and Statistics, [2001]-




States -- Statistics -- Periodicals";"Medicare -- States --


Employer costs for employee compensation Washington, DC : U.S. Department of Labor, Bureau of Labor

Statistics : For sale by the Supt. of Docs., U.S. G.P.O.,

Wages -- United States -- Statistics --


Statistics -- Periodicals";"Collective bargaining -- United


Current population survey ... annual demographic files [computer

file]

Washington, DC : U.S. Dept. of Commerce, Bureau of the

Census, Data User Services Division,

Labor supply -- United States -- Statistics -- Databases --

Periodicals;"United States -- Population -- Statistics --

Databases -- Periodicals"

Work experience of the population in ... [electronic resource] Washington, DC : U.S. Dept. of Labor, Bureau of Labor

Statistics



Periodicals"


News. Work experience of the population in ... / United States


Washington, DC : U.S. Dept. of Labor, Bureau of Labor

Statistics,



Periodicals"


States [electronic resource] / U.S. Department of Labor, Bureau of

Labor Statistics

Washington, DC : U.S. Dept. of Labor, Bureau of Labor


99-12 (1998)-07-03 (2006) Wages -- United States -- Statistics -- Periodicals;"Wage


Employment & earnings [electronic resource] Washington, DC : U.S. Dept. of Labor, U.S. Bureau of Labor

Statistics

Began with v. 54, no. 5 (May 2007) Labor supply -- United States -- Statistics --

Periodicals;"Unemployment -- United States -- Statistics --


Periodicals";"Hours of labor -- United States -- Statistics --

Periodicals"

Employment & earnings [electronic resource] Washington, DC : U.S. Dept. of Labor, U.S. Bureau of Labor

Statistics

Began with v. 54, no. 5 (May 2007) Labor supply -- United States -- Statistics --

Periodicals;"Unemployment -- United States -- Statistics --


Periodicals";"Hours of labor -- United States -- Statistics --

Periodicals"

National compensation survey. Occupational earnings in the United

States [electronic resource]

Washington, DC : U.S. Dept. of Labor, U.S. Bureau of Labor

Statistics

Began with: June 2006 Wages -- United States -- Statistics -- Periodicals;"Wage


The President's quality award program [electronic resource] Washington, DC : U.S. Office of Personnel Management United States. Office of Personnel Management -- Awards

-- Periodicals;"Total quality management in government --

Awards -- United States -- Periodicals";"Performance

awards -- United States -- Periodicals";"United States --

Officials and employees -- Awards -- Periodicals"

Workforce performance [electronic resource] Washington, DC : U.S. Office of Personnel Management,

Workforce Compensation and Performance Service,

Performance Management and Incentive Awards Division

-v. 9, no. 1 (fall 2001);"Print began

with v. 1, no. 1 (Oct. 1993)"

Employee-management relations in government -- United

States -- Periodicals;"Personnel management -- United

States -- Periodicals";"Government productivity -- United


ARI newsletter [microform] [Alexandria, Va.] : U.S. Army Research Institute for the

Behavioral and Social Sciences,

U.S. Army Research Institute for the Behavioral and Social

Sciences -- Periodicals;"United States. Army -- Personnel

management -- Periodicals";"Military research -- United


Code of federal regulations. 5, Administrative personnel Washington : Office of the Federal Register, National Archives

and Records Service, General Services Administration : For

sale by the Supt. of Docs., U.S. G.P.O

Delegated legislation -- United States -- Periodicals;"Civil

service -- United States -- Periodicals";"Personnel


Civil service journal Washington, Office of Personnel Management [etc.] v. 1-19 July/Sept. 1960-Apr./June

1979

Civil service -- United States -- Periodicals;"Personnel


droyer

Typewritten Text


Appendix 7‐5: List of support personnel, including non‐teaching graduate assistants

Administrative Support Associate

Student Services Specialist

Graduate Assistants

o 2014‐2015

Fall 2014: 40 hours per week

Spring 2015: 35 hours per week

o 2013‐2014



o 2012‐2013



o 2011‐2012



o 2010‐2011


Spring 2011: 20

o 2009‐2010



droyer

Typewritten Text


sas.wcu.edusas.wcu.edu/WebFiles/OIPE/unitreview/2015-mshr-selfstudy-appendi… · Table of Contents...

Documents

Transcript of sas.wcu.edusas.wcu.edu/WebFiles/OIPE/unitreview/2015-mshr-selfstudy-appendi… · Table of Contents...