Main Content
Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
P ADM 505 Human Resources in the Public and Nonprofit Sectors (3 credits). Concepts and approaches contributing to effective use of human resources in public and non-profit organizations; legal issues and requirements.
Overview | Objectives | Library Resources | Technical Specifications| Materials | Course Requirements | Grading | Schedule | Academic Integrity | University Policies
Course Overview
This course is designed as an introduction to human resource management in public and nonprofit organizations. It will provide a comprehensive overview of public personnel administration including the development of modern personnel systems in the public sector and contemporary trends and practice in the federal, state, and local governments. Topics in this course highlight critical human resource issues such as recruitment, selection, appraisal, compensation, training, promotions, downsizing, and unionization and collective bargaining.
Learning Objectives
This course is designed to increase the ability of students to:
- Explain the development of Human Resource Management (HRM) in the public and nonprofit sectors, focusing on the role of merit-based systems and values
- Become familiar with HRM processes and practices and the work of HRM units in organizations
- Develop skills in managing the human resources of large public and nonprofit organizations
- Appreciate the connection between HRM, the law, ethics, and public values
- Identify issues and drivers of change that impact HRM, demographic trends including the increased diversity of the workforce, demands for security, and changing societal values regarding public service employment
For more details of the course content, go to the course schedule.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
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.
Public Administration Research Guide
We have created a Public Administration Research Guide with the help of the Penn State University Libraries. The guide helps you find high-quality information and is created by librarians who are subject specialists in public administration. Specially, it provides you with access to databases for Journal Articles, Policy Papers, U.S. Government Information, Statistics and Polls, Reference Resources, and Current Periodicals.
Technical Specifications
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.
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!
Course Materials:
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Organization
There are 12 lessons in this course. You will participate in discussion forums within the entire class and within your own group. You will be randomly assigned to one of the 4 groups of about 4-5 members and will be working with your colleagues in this group in Lesson 7 and Lesson 8. You will find that you have quite specific tasks to undertake within your group. Research shows that your active involvement with the people in your group will make a positive contribution to your own learning. Your serious contribution to the interests of the group, then, will be well rewarded with your own enhanced level of interest and achievement (not to overlook a rewarding grade for participation!).
Teaching and Learning Style
A Master level course requires an active learning approach. Successful active learning requires you to prepare carefully for class every time. Go the Lessons tab on the left menu and go over the assignments for the week. In most instances there will be a Power Point presentation by the instructor to help you analyze the written assignment. You should read the assigned chapter in the text and cases (twice is better than once), think about the issues, and be prepared to contribute to discussions. Your participation is essential to the success of this class. Full participation consists of demonstrating that you are prepared for class (i.e., that you have read the assigned readings and thought about the issues raised), asking thoughtful questions, engaging productively in all class exercises and interact well with your group mates.
Course Requirements
Performance in PADM 505 will be evaluated in three types of assignments: (1) individual discussion postings; (2) individual briefing papers; and (3) participation in one group report. The assignments are designed to enhance real-world skills in written and oral communications. They also distribute the evaluated work throughout the semester, avoiding the “end of semester anxiety” so common to courses that load most evaluated work into the last month or so of a semester. Your responsibility, then, is to read the assignments carefully, post your work on time, and stay prepared throughout the semester. Most of the evaluation will be based on using what information you gather from the Power Point lectures and assigned reading to analyze case material presented at the conclusion of each lesson.
Requirement 1: Individual Discussion Postings (20%)
For Lessons 1, 2, 4, 10, and 11 prepare a 2 page (single-spaced) comment on the readings and case example in the appropriate discussion forum to share with the class by 11:59 p.m. (Eastern Time), Thursdays, and then comment on at least two (2) other postings by 11:59 p.m. (Eastern Time), Sundays. For each lesson in which you do this you will receive four (4) points. Note: You should take more responsibilities in providing thoughtful comments and constructive feedback. The instructor will not evaluate or provide comments on each individual posting; the instructor, however, will comment on the overall discussion in each forum.
Requirement 2: Individual Briefing Reports (60%)
Prepare three (3) briefing papers from among these lessons: Lessons 3, 5, 6, 9, and 12. Lesson 12 is required and will be the de facto final examination for the course. Follow the instructions carefully for each assignment at the end of the case or learning exercise for the lesson, including the exact number of pages required.
The assignments will direct you to approach the briefing paper in a particular manner (e. g., assume the role of a decision-maker, or an analyst briefing a superior). Each report will be posted to the appropriate drop box and evaluated by the instructor. You will receive a grade plus comments on the paper. You must do the paper in the week of the discussion to avoid confusion; thus, if you choose to skip lesson 3, you cannot come back later to comment on that particular assignment. Each briefing paper is worth a maximum of 20 points.
Use the style guide for the American Psychological Association (APA) for proper form. Be sure to include citations for all direct quotes and paraphrases. Turn in all briefing papers as Word files to the appropriate drop box in ANGEL by 11:59 p.m., Eastern Time of the due date.
Here is the University Libraries' brief guide on citing sources in text (http://www.libraries.psu.edu/psul/lls/students/intext.html) with APA.
Requirement 3: Group Reports and Discussion (20%)
In Lessons 7 and 8 we turn from individual postings to group presentations. In each week groups will post the results of group discussions on the case assigned. Groups will be developed using Angel’s random group assignments. Each group report will be posted via VoiceThread to share with the others in the class. The report will be delivered in a narrated presentation format:
- A 10-12 slide Power Point presentation summarizing the major issues in the case and its relevance to HRM and PA. This is not simply a PPT adaptation of the report, but a means of using the case as a learning tool. All the group members need to be involved in the narration.
- The presentation will be open to the entire class to view by the midnight (Eastern Time) of Thursday in the assigned presentation week. From Friday to Saturday, each of you should independently review other groups' presentations, and provide thoughtful comments and constructive feedback to the other groups' presentation directly via VoiceThread, such as specific comments on the solutions/alternatives, agreement, disagremment, rationales, and additonal information.
The evaluation of the group report will count for 20% of the final grade, broken down this way:
- Fifteen (15) % will be the grade for the narrated presentation. The important criterion is how well group reports respond to the assignment/discussion questions, and share new perspectives/approaches to address the issues. Comprehensive knowledge on HR/PA and writing style are also taken into account.
- Five (5) % will be based on the evaluation of group members of the contribution of each of the other members of the group. Peer evaluation is important as it gives the instructor insight into how well group members interact with their peers. Through the weeks fo Lesson 7 to Lesson 9, you will have access to a peer evaluation form to be used for this purpose. The form will be available via the Activities link on the left menu. The average of the total points assigned to you by you and your group peers will be added to the overall possible points for the course.
Here are the four major evaluation criteria:
- Actively participated in the discussion, e.g. frequently posting and commenting ideas, keeping close contact with the group members,
- Exhibited a positive attitude through the process, e.g. providing constructive feedback, helping keep the group focused on the task
- Was wiling to be a real team player, e.g. willing to take responsibilities, respect the group member's opinions, helping make decisions
- Contributed to developing the group report, e.g. initiating and sharing ideas/resources
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Grading Scheme
All facets of student's performance are taken into account for grading purposes. The graded activities and the percentage of your course grade associated with the activities are as follows.
| Graded Activities | Grade Points |
|---|---|
| Individual Discussion Postings (5@4) |
20
|
| Individual Briefing Reports (3@20) | 60 |
| Group Narrated Presentation | 15 |
|
Peer Evaluation |
20 |
| Total |
100
|
The grade given is based on the evaluation criteria established for each category of the graded activities described above and the scholarly performance and attainment of the student. Based on the points earned on each of the graded activities, your course grade will be determined by the scales presented in the table below:
| Grade | Percentage |
|---|---|
| A | 94.00 and Above |
| A- | 90.00-93.99 |
| B+ | 87.00-89.99 |
| B | 83.00-86.99 |
| B- | 80.00-82.99 |
| C+ | 77.00-79.99 |
| C | 70.00-76.99 |
| D | 60.00-69.99 |
| F | Below 60 |
Performance is evaluated on the basis of your course work on the assignments listed in the syllabus. Your course grade depends on the points accumulated during the semester. Use the table above to keep a record of your progress.
Note: Your grade on assignments will be reduced by 5% for each day of tardiness in receipt of work by the Instructor. Submit your work on time as scheduled.
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
Schedule
To help keep you on track, you should print the schedule and check off activities listed as you complete them. Follow this schedule closely, regardless of the pace of class discussions. It is important to watch for bold-faced due dates.
- The topics and learning activities scheduled for each of the 12 lessons in the course are listed in the Course Schedule. Each lesson covers one week. As you study each week's lesson, please focus on the specific list of learning activities for that lesson.
The schedule below outlines all activities and topics we will cover in this course, along with the associated time frames and assignments. Note that assignments are due based on the Eastern Time Zone (ET). This ensures that all students have the same deadlines, regardless of where they live.
Note: The due dates for the assignments are noted in the Course Schedule section of this syllabus, below. Deadlines will be defined as 11:59 p.m. Eastern Time on the last day of the lesson timeframe, unless noted different
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Note: All due dates reflect North American eastern time (ET).
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.
Academic Integrity
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.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
- Accommodating Disabilities:
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
- Graduation: 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.
- Late Policy: Assignments are due by 11:59PM (EST) on the due date unless otherwise indicated. Late assignments are not accepted without prior approval from the instructor. Failure to turn in a paper by the required due date may result in a deduction on the final score, up to and including failure of the assignment. Make-up assignments are given at the sole discretion of the instructor on a case-by-case basis.
- Additional Policies:
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
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If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
- In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
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- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
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Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.