P ADM 512: Issues in Human Resources (3 credits). A survey of major human resource issues such as job stress, burnout, and the many forms of discrimination in organizations.

Prerequisites: P ADM 505 and P ADM 510 or H ADM 510

Overview | Objectives | Technical Specifications | Materials| Library Resources | Evaluation | Grading | Schedule | Academic Integrity | Policies

 

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Course Overview

PADM 512 is an advanced course dealing with contemporary issues in Human Resources (HR). It is designed for students who have taken at least one prior class in HR. It is expected that some participants will be professionals in the field of HR. Others will be planning careers in an aspect of HR, whereas others will be interested in knowing how to manage the human capital of their organization. Others may be primarily interested in furthering their knowledge of the field. Some may approach it from the standpoint of the employee rather than the manager. Whatever the motivation, all are welcome.

We have designed the course to deal in depth with specific issues, identify important information resources, develop specific competencies and skills. It is not a survey course, but rather focuses on several contemporary HR issues of great importance. These include

• Dealing with generational change and workforce/succession planning;
• Creating and managing a diverse work force;
• Dealing with issues of harassment, incivility, and workplace violence;
• Reviewing the role of religion, spirituality and ethics in the workplace.

In each of these issues we consider differing perspectives: that of the employee, the manager, the HR professional, and the public. We also consider differences in situation: different levels of government, larger and smaller organizations, nonprofit and private sector organizations. We will to the extent possible use practitioners as a source of professional expertise, case examples, and class assignments.

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Learning Objectives

This course is designed to increase the ability of students to:

• Identify and stimulate a public-service mindset;
• Deal with generational change and workforce/succession planning;
• Create and manage a diverse work force;
• Deal with issues of harassment, incivility, and workplace violence;'
• Consider the role of religion, spirituality and ethics in the workplace.
  

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Technical Specifications

Technical Requirements

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

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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.

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.

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Library Resources

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.

Many of Penn State's library resources can be utilized from a distance. Through the Library Resources and Services for World Campus and Distance Education Web site, 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
• ask a librarian for research help via e-mail, chat, or phone using the ASK! service

...and much more!

NOTE: You must have an active Penn State Access Account and be registered with the University Libraries in order to take full advantage of the Libraries' resources and services. Registration and services are free!

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Course Requirements

Writing assignments are designed to provide a way of looking at issues from different perspectives.

1. 1. Two Briefing Reports (Individual Assignment): Review the full reading assignments for two lessons among the following choices , before the topic is discussed at the beginning of the chosen lesson:
   
   
   • Lessons 2 or 3
   • Lessons 4 or 5
   • Lessons 6, 7, or 8
   • Lessons 10 or 11
   
   Reviews should take the form of briefing papers in which:
   
   
   • the major theme or topic is identified;
   • the author(s)’ method of inquiry and approach is briefly summarized;
   • findings and conclusions noted; and
   • you add some personal assessment of the quality of the argument, significance of the conclusions, and so on.

   Each report is worth 20/100 points toward the final grade, and should be five single-spaced pages in length using 12-font print and normal margins. Each paper will be submitted to the appropriate drop box in ANGEL as an attachment in Word format.
   

2. A Final Paper (individual assignment): Review the assigned course readings and other relevant materials and prepare a five-page, single-spaced report on the topic, “Managing the Public Workforce 2011-2025.”
   
   Include demographic data as well as scholarly sources. Be sure you identify the impact of the changes you discuss on different levels of government; the non-profit sector; and managers, HR professionals, and employees in public service organizations. The paper will be due in the last week of the course, and will take the place of a final examination. It is worth 20/100 points toward the final grade. A drop box in ANGEL will be provided.

3. Group-Led Discussions
   
   HR work is now done largely in group and/or team settings, and competence in working in interpersonal settings is vital. Each participant will be randomly assigned to a group. Each group will be responsible for being the lead group for the online discussions of a topic in the assigned lesson from Lessons 5, 6, 7, 8, and 9. In the assigned lesson, each group will be responsible for sharing with the entire class via VoiceThread a narrated presentation on a 9-12 PowerPoint display to guide discussion of the topic on the questions below.
   
   The narrated presentation has to be posted by Thursday, 11:59 p.m., Eastern Standard Time (hereafter, EST). Individual participation in group discussions will also be required. The other students should post their comments and responses to the presentations directly to the VoiceThread by the end of the week. Each group will monitor its facilitated discussions on the VoiceThread. It is required that all group members participate in both the discussion of the PPT and respond to questions raised by the presentation.
   
   The narrated presentation should include (but not be limited to) the following:
   
   
   • What were the commonalities and differences among the assigned readings?
   • What were the strengths and weaknesses of the assigned readings?
   • Which questions did they raise that you wish to discuss with the class? (Please limit yourself to three questions.)

   The exercise will be worth 20/100 points
   

   • 10 points will be awarded to each group member based on the overall quality of the presentation;
   • 5 points will be awarded based on peer evaluation of your effort by other group members.
   • 5 points will be awarded based on a reflective review by each individual of the group: lessons learned; surprises and unexpected responses from others.
     
     
4. Participation
   
   Participation is the overall presence in the discussion forums by which each student contributes to the learning of others, by posting thoughtful responses, responding to peer postings, and contributing to common class understandings.

Your initial posting for each of the discussion forums should be about 1-2 pages single-space in length, unless noted different. In order to provide enough time to create a fluid conversation, please submit your initial posting no later than Thursdays 11:59p.m. EST. Also, comment on at least two other posts by the end of the week.

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Grading Scheme

All facets of a 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		Points
Individual Article Review 2@20		40
A Final Paper		20
Group-Led Discussions	Group Narrated Presentation	10
	Peer Evaluation of Group Collaboration	5
	Individual Reflective Review	5
Participation		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:

GRADING SCALE
Percentage	Grade	Percentage	Grade
94.00 and Above	A	77.00-79.99	C+
90.00-93.99	A-	70.00-76.99	C
87.00-89.99	B+	60.00-69.99	D
83.00-86.99	B	Below 60	F
80.00-82.99	B-

 

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.

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Course 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 Standard Time (EST). This ensures that all students have the same deadlines, regardless of where they live.

• Course length: 16 weeks

Note: Deadlines will be defined as 11:59 p.m. Eastern Time on the last day of the lesson timeframe, unless noted different!

 

Lesson 1: Course introduction; Review of Issues in HR
Readings:	Perry and Buckwalter, “The Public Service of the Future,” Public Administration Review, Supplement to Vol. 70, pp. S238-S245 Rosenbloom, “Public Sector Human Resource Management in 2020,” Public Administration Review, Supplement to Vol. 70, pp. S175-S176.
Assignments:	Complete Basic Steps in the Getting Started page. Review the online content. Participate in the case study discussions. Submit a briefing report if you choose to write one to review of the readings for Lesson 2 (see the course requirements on the syllabus for details).

 

Lesson 2: Workforce/Sucession Planning I
Readings:	Lavelle, “On Workforce Architecture, Employment Relationships and Lifecycles:  Expanding the Purview of Workforce Planning & Management,” Public Personnel Management, Winter 2007 Calo, “Boomer Generativity:  An Organizational Resource,” Public Personnel Management, Winter 2007 Crumpacker and Crumpacker, “Succession Planning and Generational Stereotypes:  Should HR Consider Age-Based Values and Attitudes a Relevant Factor or a Passing Fad?” Public Personnel Management, Winter 2007 Barnett and Davis, “Creating Success in Succession Planning,” in Advances in Developing Human Resources, 2008, 10 (5), p. 721-739.
Assignments:	Review the online content. Participate in the case study discussions. Submit a briefing report if you choose to write one to review of the readings for Lesson 3 (see the course requirements on the syllabus for details).

 

Lesson 3: Age and Workforce/Succession Planning in Government: State and Federal Examples
Readings:	Jody Feder, “The Age Discrimination in Employment Act (ADEA):  A Legal Overview.”  Congressional Research Service, June 23, 2010, Report 7-5700.
Assignments:	Review the online content. Participate in the case study discussions. Submit a briefing report if you choose to write one to review of the readings for Lesson 4 (see the course requirements on the Syllabus for details).

 

Lesson 4: Diversity I: General Discussion of Diversity Management
Readings:	Sungjoo Choi and Hal G. Rainey, “Managing Diversity in U. S. Federal Agencies:  Effects of Diversity and Diversity Management on Employee Perceptions of Organizational Performance.” Public Administration Review, January/February 2010, pp. 109-121. Glenn L. Starks, “Minority Representation in Senior Positions in U. S. Federal Agencies:  A Paradox of Underrepresentation. Public Personnel Management, Spring 2009, pp. 79-90. Norma M. Riccucci, “The Pursuit of Social Equity in the Federal Government:  A Road Less Traveled?” Public Administration Review, May/June 2009, pp. 373-382.
Assignments:	Review the online content. Participate in the Training Exercise Memo activity. Submit a briefing report if you choose to write one to review of the readings for Lesson 5 (see the course requirements on the Syllabus for details).

 

Lesson 5: Diversity II: Race and Ethnicity
Readings:	U. S. Equal Employment Opportunity Commission,  Federal Laws Prohibiting Job Discrimination Questions and Answers.  http://www.eeoc.gov/facts/qanda.html Robert K. Robinson, Geralyn McClure Franklin, and Karen Epermanis, “The Supreme Court Rulings in Grutter v. Bollinger and Gratz v. Bollinger:  The Brave New World of Affirmative Action in the 21st Century.”  Public Personnel Management, Spring 2007, pp. 33-49. Sally Coleman Seiden, “A Solution in Search of a Problem?  Discrimination, Affirmative Action, and the New Public Service.”  Public Administration Review, November/December 2006, pp. 911-923. Kenneth J. Meier, Michael S. Pennington, and Warren S. Eller, “Race, Sex, and Clarence Thomas:  Representation Change in the EEOC.” Public Administration Review, March/April 2005, pp. 171-179.
Assignments:	Review the online content. Participate in the group discussions led by Lead Group 1. Submit a briefing report if you choose to write one to review of the readings for Lesson 6 (see the course requirements on the Syllabus for details).

 

Lesson 6: Diversity III: Gender
Readings:	Dolan, “Gender Equity:  Illusion or Reality for Women in the Federal Executive Service?”  Public Administration Review, May/June 2004 DeHart-Davis, Marlowe, and Pandey, “Gender Dimensions of Public Service Motivation,” Public Administration Review, November/December 2006 Crumpacker and Crumpacker, “The U.S. Federal Senior Executive Service (SES) and Gender Diversity,” Public Personnel Management, Winter 2008 Connell, “Glass Ceilings or Gendered Institutions?”  Public Administration Review, November/December 2006
Assignments:	Review the online content. Participate in the group discussions led by Lead Group 2. Submit a briefing report if you choose to write one to review of the readings for Lesson 7 (see the course requirements on the Syllabus for details).

 

Lesson 7: Diversity IV: Disability
Readings:	Chon-Kyun Kim, “Federal Employees with Disabilities with Regards to Occupation, Race, and Gender.”  Public Personnel Management, Summer 2007, pp. 115-125. Bridget A. Styers and Kenneth S. Shultz, “Perceived Reasonableness of Employment Testing Accommodations for Persons with Disabilities.”  Public Personnel Management, Fall 2009, pp. 71-91. U. S. Equal Employment Opportunity Commission, various material on The Rehabilitation Act of 1973 and the Americans with Disabilities Act.  Retrieved from U. S. EEOC website,http://www.eeoc.gov.
Assignments	Review the online content. Participate in the group discussions led by Lead Group 3. Submit a briefing report if you choose to write one to review of the readings for Lesson 8 (see the course requirements on the Syllabus for details).

 

Lesson 8: Veterans and Veterans Preference
Readings:	U. S.  Office of Personnel Management, VetGuide.  Recovered from http://www.opm.gov/staffingPortal/Vetguide.asp
Assignments:	Complete the required readings. Review the online content. Participate in the group discussions led by Lead Group 4. Submit a briefing report if you choose to write one to review of the readings for Lesson 9 (see the course requirements on the Syllabus for details).

 

Lesson 9: Harassment in the Workplace
Readings:	Jackson and Newman, “Sexual Harassment in the Federal Workplace Revisited:  Influences on Sexual Harassment by Gender,” Public Administration Review, November/December 2004 Gilbert, “Sexual Harassment and Demographic Diversity:  Implications for Organizational Punishment,” Public Personnel Management, Summer 2005 Hertzong et al., "There's a Polic for That," Behavior & Social Issues, 17, 2008
Assignments:	Complete the required readings Review the online content. Participate in the case study discussions. Submit a briefing report if you choose to write one to review of the readings for Lesson 10 (see the course requirements on the Syllabus for details).

 

Lesson 10: Work Violence
Readings:	OSHA Fact Sheet on workplace violence. Dealing with Workplace Violence: A Guide for Agencey Planner
Assignments:	Review the online content. Participate in the case study discussions. Submit a briefing report if you choose to write one to review of the readings for Lesson 11 (see the course requirements on the Syllabus for details).

 

Lesson 11: Drug Testing
Readings:	Erowid, Drug Testing Basics -- http://www.erowid.org/psychoactives/testing/testing_info1.shtml Commonwealth of Pennsylvania, Employee Guide to CDL  Drug and Alcohol Testing (Note: This is a pdf file) United State Department of Labor, Drug-Free Workplace Advisor -- http://www.dol.gov/elaws/drugfree.htm Susan Heathfield, Develop a Drug-Free Workplace -- http://humanresources.about.com/od/healthsafetyandwellness/a/drug_free.htm Knowles and Riccucci, “Drug Testing in the Public Sector:  An Interpretation Grounded in Rosenbloom’s Competing Perspectives Model,” Public Administration Review, January/February 2001.
Assignments:	Review the online content. Participate in the case study discussions.

 

Lesson 12: Religion and Spirituality in the Workplace
Readings:	King, “Religion, Spirituality and the Workplace,” Public Administration Review,” January/February 2007 Houston and Cartwright, “Spirituality and Public Service,” Public Administration Review,”  January/February 2007 Houston et al, “How Naked Is the Public Square?” Public Administration Review, May/June 2008
Assignments:	Review the online content. Participate in the case study discussions.

 

Final Paper Week
Readings:	None.
Assignments:	Sumbit the final paper.

 

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Academic Integrity

 

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Policies

• Accommodating Disabilities
• Student Responsibilities
• Late Policy

 

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Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.

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