1. course syllabus blended model next Cover weekend classes MGT 262 | Employee Recruitment Strategies

2. Benedictine University Margaret and Harold Moser Center 1832 Centre Point Circle Naperville, IL 60563 Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience Discipline  Humility  Stewardship  Hospitality  Community Phone: (630) 829-6289 Fax: (630) 829-1375 http://www1.ben.edu/programs/a dult_cohorts/mission_vision.asp Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs. Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning. Provides high-quality, easily accessible educational opportunities for adult learners. Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments. Develops new degree and non-degree programs that address the expressed needs of the professional community. course syllabus blended model Moser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation. MGT 262 Employee Recruitment Strategies student version about this document about Moser College about blended learning hallmarks of a Benedictine education student expectations attendance policy submission of work netiquette _________________________ IDEA objectives & IDEA description course overview required textbooks grading scale learning outcomes course schedule financial aid library resources Academic Honesty Policy APA formatting and style APA resources for students Student Success Center (SSC) services for students with disabilities _________________________ Benedictine Current Students Moser Center Student Information Student Login to D2L Student E-Mail Login Academic Calendars BenUConnect  MyBenU contents links 2 Content Links external links

3. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community About Blended Learning Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to- face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online. 3 About Your Program at Benedictine University – Moser College About This Document This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning. About Moser College The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*. hallmarks of a Benedictine Education: About * http://www.ben.edu/academic_programs/moser/about/index.cfmhttp://www.ben.edu/academic_programs/moser/about/index.cfm

4. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 4 The Ten Hallmarks of a Benedictine Education A Benedictine Education Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”.Rules of Saint Benedict“The Ten Hallmarks of a Benedictine Education The Ten Hallmarks Each academic year Moser College will be celebrating two of the Hallmarks. This academic year 2011-2012, the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are: 1.Love of Christ and Neighbor 2.Prayer: a Life marked by liturgy, lection and Mindfulness 3.Stability: commitment to the daily life of this place, its heritage and tradition 4.Conversatio: the way of formation and transformation 5.Obedience: a commitment to listening and consequent action 6.Discipline: a way toward learning and freedom 7.Humility: knowledge of self in relation to God, others and creation 8.Stewardship: responsible use of creation, culture and the arts 9.Hospitality: openness to others 10. Community: call to serve the common good Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria Hallmarks

5. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Submission of Work All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Make-up examinations may differ from the original class examination. Per University policy, assignments cannot be accepted by an instructor after the last day of the course. To receive a minimum passing grade on D2L discussions, you must make a posting by midweek of B sessions and a response to at least one other posting by the end of the B session which must be on two separate days. Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. 5 Student Expectations Expectations of Students In order to get the maximum use of the time available, it is expected that you will: Read the material to be covered in the class and complete required assignments prior to attending the class/session; Arrive/login to class/session prepared to participate actively; Be prepared to actively participate in the collaborative activities of each class/session; and Always feel free to seek additional help from the instructor when the need arises. Attendance Policy Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course. Expectations information concerning netiquette: financial aid information

6. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 6 About Netiquette What is Netiquette? "Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well. Netiquette Netiquette Basics 1.Follow the Golden Rule (“One should treat others as one would like others to treat oneself”) 2.Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 3.Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may not be appropriate in a classroom or in an online conversation with an instructor 4.Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments 5.Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier for the poster, but it is not easier for the reader For more information please review Netiquette by Virginia Shea Inappropriate Online Usage 1.Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity. 2.Flaming is neither productive nor appropriate for the learning environment 3.Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar, punctuation and spelling corrections 4.Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often seen as a form of aggression 5.Use emoticons ( :), :(, :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language Confidentiality and Privacy 1.Email, messaging and posting are forms of written record and are just as permanent as a letter or document 2.Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.) 3.Respect copyright and cite any and all sources 4.Do not expect that your communications are private, instead assume all communications are public

7. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community IDEA Objectives Acquiring skills in working with others as a member of a team. Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.) Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.) Developing skill in expressing oneself orally or in writing. Learning how to find and use resources for answering questions or solving problems. Developing a clearer understanding of, and commitment to, personal values. Learning to analyze and critically evaluate ideas, arguments, and points of view. Acquiring an interest in learning more by asking questions and seeking answers. 7 Individual Development and Educational Assessment IDEA Description The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated. A Focus on Learning “The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5www.theideacenter.org/node/5 IDEA

8. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Course Description This course will study the relationship between the role of Human Resources professionals and the organization’s strategic goals and business objectives related to human capital. The course will explore a variety of recruitment strategies that assist in the development and execution of job description, acquisition of qualified candidates and the implementation of progressive recruitment techniques. Emphasis will be placed on Human Resource’s contributions to organizational competencies by guiding and leading the change process and evaluating its effectiveness through the use of HR recruitment strategies and metrics. 8 Student HRM Course Overview G G Course Materials Required Textbook and Materials Dessler, G. (2011). Human Resources Management, New Jersey, Prentice Hall, (12th ed.). ISBN 9780136089957 Suggested Course Materials Students familiarize themselves with Benedictine University's electronic library resources. The Benedictine University Library Web site links are http://www.ben.edu/library/ and http://libguides.ben.edu/. http://libguides.ben.edu/ Course Overview MGT 262 | Employee Recruitment Strategies The Course Grading Scale A=4.0090 - 100%EXCELLENT B = 3.0080 – 89%GOOD C = 2.0070 – 79%SATISFACTORY D = 1.0060 – 69%PASS F = 0.00BELOW 60%FAIL I = INCINCOMPLETE Discussion Forum Guidelines To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 5 points and the total Response Posts are worth up to 5 points total. Each discussion will total up to 10 points. Technological Computer Requirements Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing.

9. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 9 Student HRM Course Outcomes Based in Bloom’s Taxonomy Learning OutcomesAssignmentsPoints Elaborate on the nature of job analysis and its relationship to job design in the following areas of effective job descriptions, competency based analysis, use and value Internet-based analysis,as well as, identify desirable characteristics that translates to sault after candidates. Assignments Week #1 Job Description Assignment Discussion #1 PBL Case Study Team Character 50pts 25 pts 50pts Construct job requirements that translates to desirable characteristics of a candidate by the deployment of effective probing interviewing questions; able to communicate processes used to screen and evaluate potential candidates. Acquired knowledge that demonstrates the ability to list the main types of selection interviews, steps in a streamlined interview process and design and conduct an effective interview. Assignments Week #2 Interview Prep Form Discussion #2 PBL Case Study 50pts 25 pts 50 pts Compare the relationship between the types of employment tests and selection criteria for specific employee characteristics, along with predictors of that selection criteria. Assignments Week #3 Discussion #3 Continuing Carter Case Study Employee Testing Paper PBL Case Study 25 pts 50 pts Discuss the relationship among employee retention and customer satisfaction, as well as, identify and discuss business implications that directly affect the desired outcomes. Assignments Week #4 Individual Term Paper Millenial Workplace Paper Discussion #4 PBL Case Study 175 pts 50 pts 25 pts 50 pts Explain how company culture both attracts and repels certain potential employees. Describe how the balance among the personal and professional lives of employees affects retention and burnout. Discuss how the value of maintaining a relationship with former top- performing employees can benefit an organization. Assignments Week #5 Team Evaluation Discussion #5 PBL Case Study Team PowerPoint Project 25 pts 50 pts 150 pts Total Points for course1,000 pts Learning Outcomes about Bloom’s Taxonomy 25 pts MGT 262 | Employee Recruitment Strategies

10. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 10 Student HRM Course Schedule SessionLoc.Class TitleAssignments 01OnlineJob Analysis Instructor will review Chapter 4 in Human Resource Management by Dessler, pp. 114 – 147. Week 01 Written Assignments –the role of job analysis Week 01 Team Assignments - Create a team charter 02OnlineInterviewing Candidates Read Chapter 7 in HR Management, pp. 228 - 257 and read Chapters 1 and 2 of Hiring and Keeping the Best People, pp. 4-56. Week 02 Written Assignments –interviewing techniques Week 02 Team Assignments - Work on team project Attracting Top Performers 03OnlineEmployee Testing and Selection Read Chapters 5 & 6 in HR Management, pp. 150- 189. Week 03 Written Assignments –workplace testing Week 03 Team Assignments - Continue working on team project Attracting Top Performers 04OnlineEmployee Development Chapters 3–5 of Hiring and Keeping the Best People, pp.58-114. Week 04 Written Assignments –developing the workforce Week 04 Team Assignments - Continue working on team project Attracting Top Performers 05OnlineEmployee Retention Reading - Chapters 6 and 7 in Hiring and Keeping the Best People, pp. 116-142. Week 05 Written Assignments the role of work culture Week 05 Team Assignments – Turn in team project of how to attract top performers to an organization Course Schedule MGT 262 | Employee Recruitment Strategies