NANYANG TECHNOLOGICAL UNIVERSITY

NANYANG BUSINESS SCHOOL

BH 2603

TALENT SOURCING AND ACQUISITION

Academic Year

: 2013-2014

Course
Coordinator

Associate Professor Dr.

: Olexander (Sasha)
Chernyshenko

Pre-requisites

: AB105

No. of AUs

: 4

Semester

Course Description and Scope

This course aims to provide you with knowledge and skills in the domain of personnel recruitment,
selection, and assessment. You will learn about staffing strategies, job analysis, external and internal
recruitment, various selection & assessment methods, and decision making processes.
Learning & Teaching Methods
We will employ a combination of traditional and problem-based learning approaches. You will be
expected to attend seminar classes, read assigned chapters and journal articles, and participate in the
class discussions. To apply your acquired knowledge and to expand your critical thinking skills, you
will work through a semester long case study and do an applied project related to selection and
recruitment.
Each class will meet once a week for 4 hours. Most classes will start with a lecture, followed by a
case study and group discussion. Some classes will involve student presentations and group
exercises.
Course Assessments
Components

Marks

Individual/Group

Final Examination

50

Individual

Applied Project Report

20

Group/ Individual

Applied Project Presentation

10

Group/Individual

Teamwork (Peer Rating)

10

Individual

Participation and Knowledge Sharing

10

Individual

Total

100

Assessment Plan
Learning Goals
Acquisition of
Knowledge

Critical Thinking

Course Learning
Objective
To gain knowledge of
selection & assessment
tools and how theory
translates effectively into
practice
To develop critical thinking
HR skills in relation to
talent sourcing and
acquisition

Assessment
Method

NBS Standard Rubrics

Final exam,

Quantitative grade based

on 4 essay questions

Project report

Standard NBS rubric (team

level); see below this table.

Teamwork &
Interpersonal
Skills

To practice and further develop

teamwork and interpersonal skills
Peer Teamwork
while working on the project Rating
report and presentation.

Standard NBS rubric; see

below this table.

Teaching Team
Instructor
A/P Sasha Chernyshenko

Office
Location

Phone

S3 B2b-58

6790 4900

Email
chernyshenko@ntu.edu.sg

Assessment Rubric for Critical Thinking on Team Performance

Traits

Identifies and summarizes

the issue at hand.

Performance
Scant
Does not identify and summarize the
issue, is confused or represents the
issue inaccurately.

Evaluation: Scant

Identifies and considers

other
theoretical
perspectives
that
are
important to the analysis of
the issue

Identifies and assesses the

quality of supporting
data/evidence and provides
additional data/evidence
related to the issue.

Identifies and considers key

assumptions and the
influence of the context on
the issue.

Identifies and assesses

conclusions, implications
and consequences

Scant
Deals only with a single perspective
and fails to discuss other possible
perspectives, especially those salient
to the issue. Fails to identify or hastily
dismisses strong, relevant counterarguments.
Evaluation: Scant

Evaluation: Scant

Evaluation: Scant

Evaluation: Scant

Substantially Developed
Identifies the main issue and its
implicit aspects,
addresses their relationships to each
other and recognizes nuances of the
issue.
3

6 Substantially
Developed
Substantially Developed
Addresses perspectives noted
previously, and additional diverse
perspectives drawn from outside
information.
Identifies the salient arguments
(reasons and claims) pro and con.

3
4
5
6 Substantially
Developed
Scant
Substantially Developed
Merely repeats information provided,
Examines the evidence and source of
taking it as truth, or denies evidence
evidence; questions its accuracy,
without adequate justification.
precision, relevance, and
Confuses associations and
completeness. Observes cause and
correlations with cause and effect.
effect and addresses existing or
potential consequences.
3
4
5
6 Substantially
Developed
Scant
Substantially Developed
Does not surface the assumptions of
Identifies and questions the validity of
the author and does not examine the
the assumptions and analyzes the
contexts, e.g., cultural, and political.
issue with a clear sense of scope and
context.
3
4
5
6 Substantially
Developed
Scant
Substantially Developed
Fails to identify conclusions,
Identifies and discusses conclusions,
implications, and consequences of the implications, and consequences,
issue or the key relationships among
considering context, assumptions,
the various elements such as context,
data, and evidence. Objectively
evidence or assumptions. Regardless
reflects upon own assertions.
of the evidence or reasons, maintains
Draws warranted, judicious, nonor defends views based on selffallacious conclusions.
interest or preconceptions.
3
4
Developed

6 Substantially

* Note that this rubric will be used to evaluate Team Course Project, so team members will share the
same feedback.

Assessment Rubric for Teamwork and Interpersonal Skills

Traits
Roles and Responsibility
Behaves professionally by upholding
responsibility and assuming
accountability for self and others in
progressing towards the teams goal.

Communication
Identifies appropriate mechanisms to
coordinate and correspond with
team members.

Conflict Resolution
Resolves conflicts using a variety of
approaches.
Contributions
Contributes positive input for the
team; effectively utilizes ones
knowledge and expertise.

Relationship
Maintains cooperative interaction
with other team members regardless
of individual /cultural differences and
respects diverse perspectives.

Performance
Scant
Substantially Developed
Unclear about his/her own role;
Always fulfills responsibilities;
refuses to take a role in the group;
performs his/her role within the group
insists to work individually and has
with enthusiasm and demonstrates
limited coordination or communication willingness to work collaboratively.
with others.
Evaluation:
Scant 1
2
3
4
5
6 Substantially Developed
Scant
Substantially Developed
Modes of communication are not
Modes of communication are
appropriate, causing confusion and
appropriate, and maintains timely
miscommunication among team
communication and correspondence
members.
with team members.
Evaluation:
Scant 1
2
3
4
5
6 Substantially Developed
Scant
Substantially Developed
Does not recognize conflicts or is
Consistently resolves conflicts through
unwilling to resolve conflicts.
facilitating open discussion and
compromise.
Evaluation:
Scant 1
2
3
4
5
6 Substantially Developed
Scant
Substantially Developed
Largely disinterested in working in a
Actively attends and participates in all
group and refuses to participate;
activities and provides meaningful
observes passively or is unwilling to
contribution in articulating ideas and
share information with other team
opinions.
members.
Evaluation:
Scant 1
2
3
4
5
6 Substantially Developed
Scant
Substantially Developed
Rarely listens to others and does not
Engages in respectful relationships
acknowledge the opinions that differ
with all other members in the team.
from his/her own.
Embraces and accepts diverse points
of view without prejudice.
Evaluation:
Scant 1

6 Substantially Developed

Readings and References

Basic Text
PG

Phillips, J. M., & Gully, S.M. (2012). Strategic Staffing (2nd ed.). International Edition: Pearson.

Note: Last years book by Judge and Henneman Staffing Organizations is no longer being used.
Journal Articles (self-download):
BH
Behling, O. (1998) Employee selection: Will intelligence and conscientiousness do the job.
Academy of Management Executive, 12, 77-86.
Bre

Breaugh J. A. (2008). Employee recruitment: Current knowledge and important areas for
future research. Human Resource Management Review, 18, 103-118.

HU
Huselid, M.A., Beatty, R.W., & Becker, B. E. (2005) A players or positions? Harvard Business
Review.
MS

Motowidlo & Van Scotter (1994). Evidence that task performance should be distinguished
from contextual performance. Journal of Applied Psychology, 79, 475-480.

SH

Schmidt, F. L. & Hunter, J. E. (1998). The validity and utility of selection methods in personnel
psychology: Practical and theoretical implications of 85 years of research findings.
Psychological Bulletin, 124, 262 274.

Other Resources:
Bra

Brannick, M.T. (2002). Job analysis: methods, research, and applications for human resource
management in the new millennium. Thousand Oaks, CA: Sage.
Call Number HF5549.5.J6B821 ReserveRm

DK

Davila, L. & Kursmark, L. (2005). How to choose the right person for the right job everytime. New York:
McGraw Hill.
Call No. HF5549.5.I6D259 ReserveRm

GF

Gatewood, R.D., Feild, H.S., & Barrick (2008). Human resource selection (6th ed.). Mason, OH:
Thomson.
Call No. HF5549.5.S38G259 ReserveRm

HT

Hersen, M. & Thomas, J. (Eds) (2004). Comprehensive handbook of psychological assessment, vol. 4.
Hoboken, NJ: Wiley.
Call Number: BF176.C737 V4 ReserveRm

Hoe

Hoevemeyer, V. A. (2005). High-impact interview questions: 701 behavior-based questions to find

the right person for every job. New York: AMA.
Call No: HF5549.5.I6H695

WP

Wood, R. & Payne, T. (1998). Competency-based recruitment and selection. New York: Wiley.
Call Number: HF5549.5.R44W878 ReserveRm

Proposed Weekly Schedule (some time changes are expected due to holidays and conference
schedule)
Topic

Week
1
Aug
13,14
2
Aug
20,21
4
Aug
27,28
4
Sep
3,4
5
Sep
10,11

6
Sep
17,18

7
Sep
24,25

Readings/
Activity

Overview and Introduction

Overview
Introductions
Business Strategy and Staffing

1, 4

PG 1, 2
HU

Job Analysis
Job Descriptions and Job Specifications
KSAOs and Competencies
O*Net, Green Occupations
Methods of Job Analysis

1, 2, 3, 4

PG 4
GF 7-8
Bra

Planning and Recruitment I

Forecasting Needs and Availabilities
Core vs. Part-Time Workforce
Sourcing

1, 2, 4

PG 5, 6, 7
Bre

Planning and Recruitment II

External and Internal Recruitment Strategies
Applicant Reactions

1, 2, 4

PG 5, 6, 7
Bre

Performance, Measurement and Validity

Models of Job Performance
Performance Appraisals
Standardization and Reliability
Prediction and Criterion Validity
Validity Generalization

1, 2, 4

PG 8
MS
SH

Selection I
Initial Assessment Methods
Cover Letters and CVs
Applications Blanks and Biographical Information
Letters of Recommendation and Reference
Checks
Substantive Assessment Methods
Cognitive Ability

1, 2, 4

PG 9
BH

Selection II
Job Knowledge and Work Samples
Personality, Integrity Tests

1, 2, 4

PG 9
BH

1, 2, 4

PG 9

8
Oct 1-5

Recess

Selection III
Values, Interests and Person-Organization Fit
Social, Emotional Intelligence, Conflict Resolution
and Situational Judgment
Case studies.

Oct
8,9

Learning
Objectives

10
Oct
15,16

10
Oct
22,23

11
Oct
29,30

12

Selection V: Selection Interviews and Interviewing

Skills
Unstructured, Semi-Structured and Structured
Interviews
Interviewer Errors
Validity of the Interview
Situational Interview
Behavioral Interview Workshop: Basic Principles
Identifying critical job requirements
Structuring the process
Focus on Past Behavior
Using Appropriate Interview Techniques

1, 2, 4

PG 9
DK 2-3

Selection IV: Internal Recruitment and Selection

Initial Assessment Methods
Skills Inventory
Peer Assessments and Self-Assessments
Recommendations
Substantive Assessment Methods
Seniority and Experience
Performance Appraisal and Promotability Ratings
Assessment Centers

1, 2, 3, 4

PG 10
GF 14

Decision Making and Contracts

Determining Assessment Scores
Hiring Standards and Cut Scores
Methods of Final Choice
Decision Makers
Employment Contracts
Job Offer Process
Orientation and Socialization

1, 2, 4

PG 11

No Class (Project Preparation)

Nov
5,6
13

Project Presentations, Conclusion, Final Exam

Briefing

Nov
12,13

Required Readings are in bold.

Applied Selection Project (15-25 pages).

Objectives and Tasks
The aim of this project is to develop your recruitment and selection skills by applying what you have
learnt in the course.
You and your team (4-5 members) will create recruitment and selection materials for a job that exists
in Singapore. The choice of the job will be up to you. The only requirements are that the job is not
too rare (e.g., Chief Sustainability Officer) or too widespread (e.g., Sales Associate) and that you can
interview 2-3 individuals who are currently holding that job.
Procedure
You will be working in a team on this project.
Assume you are newly hired HR consultants and are given a task to review recruitment and selection
materials for a specific job and make some recommendations for improvements. This includes but
not limited to:
1) conducting a brief job analysis (involves administering O*NET importance questionnaires to actual
job incumbents),
2) creating a position description and deciding on a recruitment strategy (recruitment guide),
3) specifying predictors to be used in selection,
4) formulating your assessment strategy, specify the decision making process, and validation strategy.
You will create a document detailing each of these steps and present your selection strategy to the
class.
Project Timetable
Latest by week 4:

To identify the job and to find some job analysis information from O*NET or
other sources.

Week 7:

Conduct interviews with job incumbents to confirm the relevance and

importance of KSAOs identified through O*NET. Develop a position description
and recruitment guide.

Week 10:

Specify predictors and assessment strategies to be used.

Week 12:

Finalize recruitment and selection processes.

Week 14:

Present 10-15 slides summarizing your project and hand over your report.