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HRER 894 Research Topics (1-15; this course is 3 credits) Supervised student activities on research projects identified on an individual or small-group basis.
Students must have 27 HRER program credits finished before the semester in which they take the capstone course plus one additional HRER program course. The capstone course may be taken alone if all other courses have been completed.
For HRER 894, you will design and present an action research project based on a real-world challenge, while working with an instructor, and an executive mentor if available. Using a practitioner-scholar approach, you will conceive, design, and present a research project that is expected to use elements from courses you have taken in the HRER program to analyze a business or labor challenge and recommend a proposed solution. Note that this project is to be a new initiative and cannot be a recycled project. This research project is to be designed in a methodical and systematic manner.
Potential research projects could involve developing an international staffing plan for a medium-sized business, developing an e-mentor program for a geographically dispersed organization, developing a sales compensation plan for a small business, or some other area of focus, depending on your interests.
Your ability to work effectively with your instructor and an executive mentor is critical to the success of the course. While the work is your responsibility, the instructor and executive mentor will provide guidance and sources of experience.
Click on the image below to view a short introductory video from the course author.
TOM HOGAN: Hello and welcome to HRER 894, Research Topics. My name is Tom Hogan, and I am the author of this course. This is a capstone course designed to leverage and apply knowledge you have acquired from the HRER curriculum and your area of concentration. This course is very different from any other course you have taken in the curriculum. It combines elements of a structured research experience with a learning community, and to some extent, it's self-paced. The course utilizes interactive web conferencing technology to promote a learning community.
Let me tell you about my background, my approach to developing this course, and what your instructor will expect from you. I am a Professor of Human Resource Management in the School of Labor and Employment Relations. My research and teaching interests include global human resource management, business ethics, corporate social responsibility, sustainable business practices, and global leadership development. I teach undergraduate and graduate courses online and in residence.
With respect to business experience, I have over 30 years experience as a practitioner and have served in leadership and management positions in higher education, the corporate sector, and state government. Prior to joining the school, I had the position of Interim Associate Provost, Office of Faculty Affairs at the University of Maryland University College. I spent 23 years with AT&T prior to that and had a variety of assignments, including sales, sales support, business development, marketing, and human resources. In my last assignment at AT&T, I served as Director of Strategic Talent Acquisition and Retention, Workforce Diversity and EEO AA. I worked for the Commonwealth of Pennsylvania prior to AT&T.
One of my professional interests involves the development of global HR standards. Currently, I serve as a member of the US Technical . Advisory Group of the American National Standards Institute. In this role, I'm involved with helping to develop the United States' position on global HR standards and representing that position to the International Standardization Organization. I hold a Doctor of Management degree from the University of Maryland University College and two master's degrees from Penn State University. And I hold certifications from the HR Certification Institute as a Senior Professional in Human Resources, SPHR, and a Global Professional in Human Resources, GPHR. I'm a faculty adviser for the SHRM PSU student chapter, and my hometown is Pittsburgh, Pennsylvania.
Why is my background important? My background is important for you to understand because it will help inform you about the approach I've taken to developing this course. I am I'm a proponent of the scholar-practitioner approach to teaching and learning. This means that I believe, as a practitioner and a student of HRER management, we need to connect research and discovery with practice and delivery. I believe good theory informs practice, and good practice informs theory.
What this means to you is that the course will involve you examining a real world business challenge within the organizational setting and presenting a realistic and cost effective business solution to the decision makers of that organization using an action research approach. You will learn about the action research approach in your reading assignments. Your role is to serve as a scholar-practitioner, a consultant, an organizational change agent. If you are currently unemployed, consider conducting research on a local not-for-profit organization or an organization that you are a member of or serve as a volunteer leaders.
So let's get started. Where should you begin? The first two things you need to do are to identify a research topic and secure an executive mentor. On the course website, you'll find written descriptions of the roles of student, instructor, and executive mentor. To help you decide on a research topic, a list of research topics from previous course offerings and sample research papers have been posted in the classroom, and they are available to you to inspire you. This course is designed to assist you in completing your research paper. Let me share a few tips with you so that you will be successful. One, understand that you are accountable for developing and managing your research project end to end. This includes developing high quality work products per the class schedule and effectively managing the working relationships with your instructor and your executive mentor. Two, when selecting a research topic, consider the following questions. What is your motivation for selecting the topic? Does the topic leverage your interests, knowledge, and experience? Will the topic provide an opportunity for you to leverage your area of concentration in the HRER curriculum? Is the topic a significant business challenge? That is, is it worthy of consideration for the organization, the topic you've selected? Will the organization be open and receptive to your research findings and recommendations? And if you provide a cost effective solution to the business challenge, is the organization likely to consider it for implementation? Is the organization willing to provide you with access to people and information to conduct your research? What decision makers will you be presenting your research findings and recommendations to for consideration of implementation? Three, carefully choose an executive mentor. Here are a few tips. Is the individual committed to serving as an executive mentor? Will the person be available for you to consult with and provide you with feedback throughout the research project? Is the individual respected and influential in the organization you have selected to examine? Is the individual willing to use their influence to open doors for your research and to remove obstacles from your path? Can the individual help arrange for you to present your findings and recommendations to decision makers in the organization? Four, follow the work process that has been incorporated into the course. Much thought has been given to the best way to promote your success. The process works. Let me repeat-- the process works, and you are encouraged to follow it. Again, welcome to HRER 894, Research Topics. Enjoy the experience, and I look forward to meeting you at graduation. Make this a great semester.
The purpose of this course is to provide you with a culminating experience in preparation for entry into or advancement within the field of human resources and employment relations. Specific learning objectives of the course include:
In lieu of a required textbook, there will be assigned readings for this course. These readings will be posted in e-reserves.
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Navigation of the Web site: Most of the courses in the HRER Program include several pages of lesson commentary along with assignments that are accessible from within those commentary pages. This course, HRER 894, is the capstone course for the program and encompasses an independent, student directed action research project with guidelines along the way, called "milestones," rather than "lessons." Learning is largely directed by yourself, with regular guidance from your instructor and executive mentor.
This course includes 13 milestone activities which will culminate in your completion of an action research report and PowerPoint presentation. You are expected to complete each milestone activity according to the due date listed on the course schedule below. Note that several Milestone activities require you to submit a "revised" version of your project. When revising, take into consideration your instructor's feedback and the feedback of your executive mentor. To obtain your executive mentor's feedback you will need to schedule several meetings during which you can discuss the progress of your project. Make sure to schedule these meetings leaving plenty of time for you to incorporate feedback before the assignment due date.
Revisions: Please use the Microsoft Word tracking feature when revising your material so that your instructor can see the changes that have been made. Go to Tools/Track Changes/Highlight Changes/put a check mark next to "track changes while editing," put a check mark next to "highlight changes on screen," put a check mark next to highlight changes in printed document/click OK.
NOTE: Prior to turning in your paper, you must run it through TURNITIN. It is recommended that you do this a few days before the deadline in case this turns up any problems with your paper. To do so, you will use the information your instructor will provide to access their services. Then follow the instructions to download your paper to "First Submission." It sometimes takes several minutes for the program to analyze your paper. Eventually you should see your "Report." The Report should include a percentage score and a color code. If the color is green or blue, you are OK. If it is yellow or red, click to see comments. The report should indicate where your text is too similar to a publication. If the program turns up passages of more than one or two lines, this needs correction - you will need to paraphrase them and cite the source, indicate they are quotations and cite the source, or remove these passages.
How to access your "lessons": You will be expected to log into the course Web site each week, preferably early in the week. Click on your course Syllabus and read the details listed in the course schedule below, then go to the Milestone links on the left menu and read the instructions listed within the folder, drop boxes, and any additional files located in that session's Milestone folder.
Course Announcements: It is recommended to log into the course Web site several times per week to check the course Announcements.
Students please note: The Department of Labor Studies and Employment Relations does not view Wikipedia as a valid source for information cited in academic work. It can be a useful tool for quickly finding general information on subjects or as a starting point for research. However, students should not cite Wikipedia as a source in papers, reports, assignments, etc.
As a Penn State student, you have access to lynda.com, your one-stop shop for video tutorials on Illustrator, Dreamweaver, Photoshop, Access, Excel, PowerPoint, and hundreds more topics--all free to active Penn State faculty, staff, and currently enrolled students. Take tutorials to help with coursework, learn techniques for your own projects, and build tech skills to boost your résumé. (Tutorials are not required or graded.)
The final deliverables include a research report in the form of a Microsoft Word document, a PowerPoint presentation and a completed executive mentor feedback form. The research report will be 15 – 20 pages (excluding table of contents, references, appendices, and figures) in length and consist of the following recommended sections:
You will be expected to present your findings to your executive mentor or instructor using PowerPoint presentation format.
Surveys
You will be expected to complete two surveys: the Mid-Course Survey and the End-of-Course Survey. Please take the time to provide as much information as possible, as your input is used to enhance the course for future offerings. Responses to the surveys do not affect your grade; surveys are anonymous.
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Assignments are due by Sunday at 11:55 p.m. at the end of each week's time frame below, unless otherwise noted.
Note: All due dates reflect North American eastern time (ET).
| Time Frame | Class Session/Milestone | Reading Assignments | Activities | |
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August 25 to August 31, 2014 |
Session 1: Milestone 1 Activities |
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September 1 to September 7, 2014 |
Session 2: Milestone 2 |
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September 8 to September 14, 2014 |
Session 3: Milestone 3 |
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September 15 to September 21, 2014 |
Session 4: Milestone 4 |
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September 22 to September 28, 2014 |
Session 5: Milestone 5 |
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September 29 to October 5, 2014 |
Session 6: Milestone 6 |
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October 6 to October 12, 2014 |
Session 7: Milestone 7 |
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October 13 to October 19, 2014 |
Session 8: Milestone 8 |
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October 20 to October 26, 2014 |
Session 9: Milestone 9 |
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October 27 to November 2, 2014 |
Session 10: Milestone 10 |
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November 3 to November 9, 2014
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Session 11: Milestone 11 |
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November 10 to November 16, 2014 |
Session 12: Milestone 12 |
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| November 17 to November 23, 2014 | Session 13: Milestone 13 |
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| November 24 to November 30, 2014 | Thanksgiving Break | No Readings | No Assignments | |
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December 1 to December 12, 2014 |
Session 14: Milestone 14 |
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Congratulations on completing HRER 894 and the Masters of Professional Studies in Human Resources and Employment Relations Program! |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
| Label | Minimum Percent |
|---|---|
| A | 93 |
| A- | 90 |
| B+ | 88 |
| B | 82 |
| B- | 80 |
| C+ | 78 |
| C | 70 |
| D | 60 |
| F | 0 |
| Session/Milestone | Activity | Points |
|---|---|---|
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1 |
Read Roles and Responsibilities, Read Project Guidelines |
Ungraded |
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2 |
Read Sample Research Report and articles placed on e-reserves |
Ungraded |
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3 |
Draft Project Proposal - Introduction, Objective(s), Problem Definition, Significance of Project - submit to your instructor |
Ungraded |
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4 |
REVISE Draft Project Proposal - Introduction, Objective(s), Problem Definition, Significance of Project - resubmit to your instructor |
Ungraded but feedback is provided by your instructor |
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5 |
Review revised project proposal with executive mentor and incorporate executive mentor's feedback. Discuss completion of the executive mentor feedback form. Submit Final Project Proposal to your instructor. |
150 points |
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6 |
Submit revised introduction, objectives, problem definition, significance of project and initial data collection and data analysis sections to your instructor for review. |
Ungraded but feedback is provided by your instructor |
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7 |
REVISE Data Collection and Analysis |
Ungraded but feedback is provided by your instructor |
|
8 |
ADD Alternative Solutions, Proposed Recommended Solution |
Ungraded but feedback is provided by your instructor |
|
9 |
REVISE Alternative Solutions, Proposed Recommended Solution |
Ungraded but feedback is provided by your instructor |
|
10 |
ADD Benefits and Costs, Implementation Plan |
Ungraded but feedback is provided by your instructor |
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11 |
REVISE Benefits and Costs, Implementation Plan |
Ungraded but feedback is provided by your instructor |
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12 |
ADD Table of Contents, Executive Summary, References, Appendix, Figures; Create PowerPoint Presentation; SUBMIT Final Research Report |
700 |
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13 |
Create and Present PowerPoint Presentation to Executive Mentor, SUBMIT PowerPoint File to your instructor |
150 |
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14 |
Make sure your Executive Mentor submits Evaluation Form to your instructor |
Information provided on the Executive Mentor Evaluation Form will be taken into consideration for your final grade. |
| Course Total | 1000 |
Please refer to the University Grading Policy for Undergraduate and Graduate Courses for additional information about University grading policies.
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
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