THE UNIVERSITY OF DANANG THE SOCIALIST REPUBLIC OF VIETNAM

VN-UK Institute for Research & Executive Independence – Liberty - Happiness

Education

UNDERGRADUATE PROGRAM
Type of Degree: Bachelor Major: International Business Management

1. Course information
1.1 Course Code: BEB43115
1.2 Course Name: Recruiting, Hiring and Retaining Talent
1.3 Course Notation (ký hiệu)
1.4 Total of Course Credits: 3
1.5 Time Allocation
- Theory: 45
- Assignments and Group Discussion: 12 hours
- Self-study: 90 hours
- Seminar (Guest lecture)

1.6 Lecturers:
- Lecturer(s) in charge: Huynh Thi Ngoc Hoa
- Co-lecturer(s): Pham Thi Minh Thuy
1.7 Course Conditions:
- Prerequisites: HRM strongly preferred but not mandatory
- Co-requisites:

2. Course Description

The course will focus on the core processes of human resource planning, recruitment and
selection of talent and talent management. The first component of the course focuses on
how to identify talent and the second component focuses on how to develop talent once
this has been recruited into the organisation. As such, at the outset of the course we will
explore the importance of linking recruitment goals with overall company strategy. It will
also give you the opportunity to explore a range of approaches to planning recruitment,
attracting candidates, choosing the right people and getting them started in the organisation
in the most effective way. We then look at a number of options to recruit and select
employees both effectively and legally. Once the recruitment process closes with the offer
and closing, we look at how to conduct Effective induction and onboarding, approaches to
keeping people motivated and engaged and how to create a positive performance culture.
An important goal of the class will be to provide opportunities to develop hands-on skills
that are relevant to effectively managing talent flows

3. Course Objectives
The course aims to equip students with an understanding of recruitment and selection
methods and processes and talent retention and development as well as an opportunity to
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develop a critical approach to recruitment and selection, from human resource planning, job
analysis, recruitment, selection, on-boarding, socialization, talent development, and
management and succession planning,

4. Course Learning Outcomes (CLO) (1)

Table 4.1. Course Learning Outcome
At the end of the course, students will be able to:
Code Course Learning Outcomes
CLO1 Critically assess global and local market trends and potential implications
for planning, resourcing and talent management strategy and practice

CLO2 Demonstrate appropriate knowledge of workforce planning, staffing

strategies and staffing principles including qualified candidate sourcing,
assessment, and employment branding
CL0 3 Comprehend a range of recruitment and selection strategies and their
relevance to different roles, sectors and cultures 
CLO4 Apply best practice in administration of selection method and practical
skills in preparing for and conducting professional job interviews
CLO5 Select appropriate assessments as well as administer and analyse
assessment results to justify referral of top candidates to management

CLO6 Explain the importance of induction and socialisation in making the most
of what new employees can bring to the organisation

CLO7 Critically discuss issues regarding strategy and practice in talent succession
planning and retention
CLO8 Develop competencies for implementing talent management processes
and talent development strategies

5. Matrix between Course Learning Outcomes and Program Learning Outcomes

The extent to which CLO contributes to PLO is specifically determined:
● I (Introduced): Degree of CLO intended to introduce basic knowledge, facts, concept,
and/or ideas that support the program learning outcome (PLO)
● R (Reinforced) : Degree of CLO intended to strengthen and support the development
of knowledge relevant to the PLO
● M (Mastered) : Degree of CLO intended to show achievement of the PLO
Table 5.1. Matrix between Course Learning Outcomes and Program Learning Outcomes

PLO 1 2 3 4 5 6 7 8 9
CLO1 I
CLO2 I
CLO3
CLO4 R
2
 CLO5 I
CLO6
CLO7 I
CL 08 R
Course I I R I R

6. Course Assessment
Table 6.1. Methods of assessment
Assessment Weighting Requirements Method Relevant
component / Trọng số (Topic) CLO in
s (%) Table 4.1
A1. 10 % A1. Class participation CLO 1, 2,
Attendance From session 1 to session Attendance 3, 4, 5, 6,
and 14 7
Preparedne
ss
A2 Topical assignments CLO 1, 2,
60 % 6 core assignments Rehearsal 3, 4, 5,6
Assignment 1 : CV Demonstration
Assignment 2: Job
description ( different
level and positions)
A2. Quiz Assignment 3:
and Recruitment ad
Assignment Assignment 4: Application
Assignment 5: Interview
simulation & Interview
note
Assignment 6: Onboarding
program

30 % A3. From session 1 to Closed Book Exam CLO 1, 2,

session 14 Multiple choice and 3, 4, 5, 6
A3. Final short critical
Exam thinking essays
Group Project
( optional)

6.2 Grading requirements

Attendance and participation: 10%
We encourage you to think out loud and try out ideas in class. Bringing “people issues” from
your outside jobs or activities and current events (no shortage of issues these days) is
welcome and will add practicality to what we are discussing. We consider class participation
central to our ability to learn from each other. Furthermore, being an effective leader
requires – at a minimum -- sharing one’s ideas and thoughts in small and large groups. This

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does not mean speaking for speaking’s sake: you should be offering something valuable to
your peers. Therefore, class participation is a key component of the grade. This includes
attending each class, paying attention to the discussion, and contributing thoughtfully. It also
means having read the readings and being prepared to answer questions and give your
opinion. We will discuss in the first class an approach to electronic devices.

“A” Level Participation

● Absent no more than once during the semester. Send an email ahead of time to tell
the professor that you will miss class.
● Offers input often (roughly once per class). Note: offering input (raising your hand)
does not mean you will always be called upon.
● Comments are clear, succinct, and relevant to the current conversation.
● Takes risks in answering difficult questions or offering unpopular ideas.
● Is prepared for class, as evidenced by:
o Applying ideas from the readings to the discussion
o Challenging or extending ideas in the readings
o Integrating or contrasting ideas from current readings with previous readings

“B” Level Participation

● Absent no more than twice. Do not send email to the professor ahead of time.
● Offers input occasionally.
● Comments are sometimes unclear, long-winded or not relevant to discussion.
● Answers questions but rarely takes risks.
● Is prepared for class (see above)

“C” Level Participation

● Absent no more than three times. Do not email the professor ahead of time.
● Offers input rarely.
● Is unprepared for class
If you miss 3 classes, you will not be allowed to sit in the final exam, regardless of the reason
(no exceptions). Please let me know beforehand if you expect to miss a class and the reason
why. It is your responsibility to sign in at each class.
Assignments: 60% – 6 quizzes @ 10% each
There will be six core assignments given in this course. Each assignment is meant to draw on
the information shared and discussed in class sessions, assigned readings and guest speaker
presentations. Assignments are meant to assess knowledge/comprehension of class session
concepts as well as your ability to apply those concepts. Assignments turned in after their
respective due dates will not be accepted without prior approval given by the instructor
before that assignments due date.

Assignment 1: CV
Prepare a CV to tell the recruiter about yourself. Do this professionally as if you are going to
send the CV to apply for a job highlighting your strengths.

Assignment 2: Job description

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The textbook, lectures, HRM website, and supplementary readings suggest a basic format for
a job description. Using that format, write a very thorough two-page job description. Use the
job or position that you expect to obtain within twelve months after graduation. Review the
samples at www.shrm.org.
This project must be 1-2 pages typed. Start major activities, specific duties, and
responsibilities with a verb. Follow examples in the textbook and materials distributed in
class. The text and many websites give excellent examples of detailed job ads and often
accompanying job descriptions and job specifications. However, you are expected to follow
the format below (and that given in most HRM texts):
1.      Job Title: (Limit to four words or less)
2.      Job Summary: (Limit to two to four sentences)
3.      Job Duties and Responsibilities:
·        List at least ten specific duties, tasks, and/or responsibilities.
·        Start each line with a verb. Use bullet points.
·        Be specific.
·        Get resources about jobs from texts, HRM website, web, etc.
·        Do not create your own “hypothetical job.”
·        Use a real existing job possibility in your field.
·        Limit to one to two sentences per bullet point.
4.      Job Qualifications and Specifications:
·        Degree levels required.
·        Type of academic major field studied.
·        Technical background.
·        Experience required.
·        Travel requirements.
·        Relocation requirements.
·        Types of experiences performed.
·        Specify salary range (minimum acceptable and maximum possible).
This should be the “perfect job” for you. Review the chapters in CPS if you are unsure of the
job possibilities for someone with your credentials.
The Wetfeet.com and Vault.com websites will give you additional ideas. Also, review
the Occupational Outlook Handbook (OOH) on the web. Review the career objective
statements. Limit this to two pages maximum. Additional links can be found on a portion of
the HRM website titled Career Resources.
There are similar links in other Career Services offices in Europe that might be helpful. In
addition to HSE Career Services, see London Business School, Rotterdam School of
Management and INSEAD. The Society for Human Resource Management has a spot for “job
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descriptions.” Also check out stepstones.com and www.jobdescriptions.com (FEE BASED site
that will give many free examples as well as write these for you for a fee). Our Lectures and
Articles part of the HRM website (Job Requirements) have additional examples.
Assignment 3: Recruitment ad
Propose all possible types of recruitment ads for a specific job given by the lecturer. Pick one
type and design the detailed job post (including photos, brief description, qualifications, job
benefits and contact info).
This assignment requires content and creativity, feel free to unlock your imagination!
Assignment 4: Application
Select a job from those posted by a resort/ a big company in Danang.  Send your application
for such a job.  Your application should include a cover letter, and an electronic copy of your
resume. Make sure to prepare your resume according to the instructions and examples
provided in class.
Your cover letter will be graded based on the following:
·        Opening paragraph must state WHY you are writing.
·        Body must state your credentials.
·        Body must add information “beyond the resume”.
·        Use your body to support and prove you should be interviewed.
·        Use “action verbs”.
·        Use “jargon” from your career field.
·        Ask for a specific time for appointment day(s) in the closing paragraph.
·        Indicate your future follow-up action. You must do more than wait for them to
ignore your request for an appointment.
·        Be confident and qualified in your tone.
·        One-page limit.
·        Bullet points are acceptable as are bulleted phrases.
·        Avoid resume repetition frequently.
·        Integrate personal qualifier adjectives into the body that would leave the inference
that “you” possess the adjectives/qualifier (VIPs) that you are ascribing to work
activities, classroom experiences, outside achievements, etc.

Assignment 5: Interview simulation & Interview note

You will be provided with a given JD and CV of a candidate applying for that position. kindly:
- Suggest 03 core competencies that the job holder should have / Why you suggested that
- Propose each competency a behavioural interview question (using STAR technique) to ask
during the interview.
Example:

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* Competency: Creativity - because this position requires someone who is a "creative
product leader" and "build product from scratch"
* Question: Tell me about a successful product or a valued idea you proposed when you
worked for Amazon? What was your role at the time? What was the result?

Assignment 6: Onboarding program

Drafting an onboarding program for a company for any industry you may know well or
have prior experience. An analysis on the following should be made and included in the
program.
▪ Why is onboarding crucial?
▪ Approaches to onboarding? Which is more effective?
▪ Outcomes of onboarding
Exam (30%)
There will be 01 closed notes/book exams in class. Exam questions will be multiple guesses
and require you to demonstrate knowledge of the Hiring and retaining concepts covered.
There will be no makeup exams. If you cannot take the exam, you will be expected to
contact us and make arrangements one week in advance to take it prior to the rest of the
class. Unacceptable excuses will receive a 0 for that exam.
Alternatively, Group project (30%)
Groups of 3-4 will be formed the first week of class to work on a team project. Your goal will
be to lay out a comprehensive talent acquisition plan for a job in an organization of your
choosing. Your plan should have four major sections: (a) strategy, 3-year workforce plan, and
job analysis; (b) branding, sourcing and recruiting; (c) selection, hiring, and adverse impact;
and (d) on-boarding, retention, and internal movement. The pieces of the plan should fit
with one another and the organization’s business strategy (e.g., don’t advocate a “build”
strategy for a startup and allow for little or no training). Identify a real job within a real
company – ideally one on which you can access a lot of information on current practices.
Where possible, specify how you would improve on their current practices and why you
think this represents an improvement. Your final paper should be 15-20 pages, double
spaced (not counting references, charts, figures, etc.). It should include detailed descriptions
of the specific actions you would take relative to each component of the talent acquisition
process and why (what is the logic behind the specific recommendations you are making).
Present as much “final product” as possible. For example, put together a workforce
requirements plan, show how you would “brand” the recruiting message, examples of the
selection processes you advocate, etc. Write as if I were the Director of Talent Acquisition
and you are recommending to me an overhaul of the current system and what you would
replace it with. The last week of class will be devoted to team presentations of 10-15
minutes, including Q&A. While I will take presentations into consideration, the majority of
the project grade will be based on content. Organization and governance will be left to each
team. You will need to figure out amongst yourselves how best to coordinate to get this
done. To minimize social loafing, peer reviews may be gathered at the semester’s end, based
on input from the team members, and used to adjust individual grades on the group paper
up or down.

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7. Course Schedule
Table 7.1. Course schedule by week/ session
Main content Teaching Student’s learning Assess Relevan
Session methods activities (6) ment t CLO in
(3) (5)
Topic code Table
(7)
4.1

● HRM career Lecture Warm up activity A1 CLO 1

● Introduction Video clip In-class exercise CLO 2
and syllabus Discussion
● Important of Required readings
recruitment Read Chapter 1,
Phillips and Gully.
Thinking
Read Chapter 8,
about
1 Gatewood and Feild
recruitme
Capelli, P. 2015. “Why
nt
we love to hate HR…
and what HR can do
about it,” Harvard
Business Review. July-
August.

2 Environm ● Wider context Lecture Reflection A1 CLO 2

ent and the Video Required Readings CLO 3
changing World Read Chapter 2,
nature of the Economic Robert and Hubert
labour market: Forum Read Chapter 3 & 5,
the economic Data Phillips and Gully
social and Report Word Bank Report on
technology Impacts of Covid 19
Environment on Vietnam Economy,
● Impact of the Impact on Income in
Covid 19 Services Sector
pandemic on
the worldwide
and Vietnam
Economy
● The Legal
Environment
and HRM
● The
Employment
Relationship
● Recruitment
from a global

8
 perspective. 
● Strategic Lecture Reflection A2 CL0 3,
considerations Sample Group discussion CLO 4
in recruiting Project Required Readings
● Aligning WBS Read Chapter 2 & 5,
recruitment Phillips and Gully
and selection Recruiting and
practices with Attracting Talents,
overall SHRM
company Read: Workforce
Business
strategy. Planning Is Essential
and
● Importance of to High-Performing
Staffing
workforce Organizations.
Strategies
3 planning. ( SHRM)
Differentiate
Forecastin
staffing plan
g and
and workforce
Planning
planning.
● Core Assignment 1 Due:
components of
the hiring
process: job
design, job
analysis, and
job
descriptions. 
● Job analysis vs Lecture Reflection A1 CL0 3,
Job description Video Clip Group discussion CLO 4,5
● Job analysis on MS Required Readings
Strategic strategy Demonstr ● Read Chapter 7,
Job ● Job analysis ation Robert and Hubert
Analysis methods Sample ● Read Chapter 4,
4 and ● Competency Phillips and Gully
Competen modelling in ● Watch video: What
cy job analysis is the difference
Modeling between a job
analysis and job
description (3:29)

5 Sourcing ● Sourcing Lecture Reflection A2 CL0 3,

applicants Video Clip Group discussion CLO 4,5
● Sourcing vs Sample Required Readings
Recruiting ● Read Chapter 6,
● Linking Phillips and Gully
Sourcing and Watch video:
Job Employer Branding
Descriptions
9
 ● Where to find Assignment 2 Due:
prospective Job Description/Job
employees. Analysis
● Sourcing Plan
& Sourcing
Techniques
● Employer
Branding
● Recruitment Reflection A1 CLO 5,6
and Selection Role Plays
● What makes an Required Readings
effective ● Read Chapter 8,
Recruiting recruiter? Robert and Hubert
● recruitment ● Recruiting and
process Attracting Talent,
● Hiring using SHRM
traditional and ● “Recruitment and
6
new ways Selection: Hiring the
(website, social Right Person”,
media, Myrna L. Gusdorf
gamification…) Read Chapter 7,
● Recruitment Phillips and Gully
message https://hbr.org/2021/
● How 05/how-to-hire-
candidates someone-youve-
make choices never-met-in-person
● The Firm’s Lecture Reflection A2 ClO
External and Video Clip Group discussion 5,6,7
internal Sample Required Readings
Assessment ● Read Chapter 9 &
Goals 10, Phillips and
Selection: ● External and Gully
Assessing internal Assignment 3 Due:
internal Assessment Recruitment Ad
and Methods
7
external ● Succession
candidate Management
s ● Career
Planning
● Integrating
Succession
Management
and Career
Planning
8 Selection: ● Application Reflection A1
predictors forms and Group discussion
of job biodata Required Readings
10
 assessments, Read Chapter 9 & 10,
training and Phillips and Gully
experience
evaluations,
and reference
performa
checks
nce
● Ability tests
● Personality
tests
● Performance
tests
● The selection Reflection A2 CLO 7,8
interview Group discussion
● STAR Required Readings
Selection:
technique ● Read Chapter 10,
predictors
● Bloom Robert and Hubert
9 of job
Taxonomy Read Chapter 9 & 10,
performa
questions Phillips and Gully
nce
● Reference Assignment 4 Due:
check Application

● Choosing A2 CLO 7,8

Candidates ● Read Chapter 11,
● Job Offer Phillips and Gully
Strategies ● Watch Required
● The Videos
Employment ● Socializing HR (11
Offering Contract minutes)
10 and ● Presenting a Induction,
Closing Job Offer Orientation, and
● Negotiating Job Socialization (4
Offers minutes
● Know Your
Worth Assignment 5 Due:
Interview simulation
and Interview note
11 Induction ● Onboarding Lecturing Reflection A1 CLO 7,8
and process Video Presentation
onboardin ● Effective Role Play Required Readings
g new induction: the ● Read Onboarding
employee elements of new employees:
s induction, new Maximizing success,
ideas and Talya N. Bauer
approaches to ● Maurer, Roy.
induction “Onboarding Key to
Retaining, Engaging
Talent,”1
11
 ● Bauer, Tyler. SHRM
Foundation’s
Effective Practice
Guidelines Series.
“Onboarding New
Employees:
Maximizing
Success,”2
Watch the Deloitte
Onboarding Video
https://hbr.org/2018/
12/to-retain-new-
hires-spend-more-
time-onboarding-
them
https://hbr.org/2019/
06/every-new-
employee-needs-an-
onboarding-buddy
● Socialisation Lecturing Reflection A1 CLO 6,7
and Video Presentation
engagement Role Play Required Readings
● Importance of “The Impact of
Keeping
the Employee
people
'psychological Engagement on
12 engaged
contract' at Performance,” Sept
and
work 2013.3
motivated
● Approaches to
keeping people
motivated and
engaged
13 Creating a ● How to create Lecturing Reflection A1 CLO
positive a positive Video Presentation 6,7,8
performa performance Role Pl Case studies
nce culture ay Required Readings
culture ● The Chapter 15, Robert
fundamentals and Hubert
of creating Buckingham, M. and
incivility in the Goodall, A.
organizational “Reinventing
cultures, Performance
identifying and Management,” April

1 https://www.shrm.org/ResourcesAndTools/hr-topics/talent-acquisition/Pages/Onboarding-Key-
Retaining-Engaging-Talent.aspx
2 https://www.shrm.org/foundation/ourwork/initiatives/resources-from-past-
initiatives/Documents/Onboarding%20New%20Employees.pdf
3 https://hbr.org/resources/pdfs/comm/achievers/hbr_achievers_report_sep13.pdf
12
 correcting 20154
incivility, which https://hbr.org/2020/
can weaken 10/the-post-
the pandemic-rules-of-
organization's talent-management
performance.
● Building a
culture that
focuses on
values and
strengths.
● To model the
behaviors of
positive
performance
culture.
Backup / A1
Wrap up
14 and
Review
Session
Final A3
15
Exam

Note : 1 session equals 3 credit hours

8. Grading scale (optional)
9. Course Materials
Table 9.1. Required course books and references
Year of
No
Author(s) publicatio Title Publisher
.
n
Main course books
1 Robert Gatewood 2011 Human Resource Selection, 7th
and Hubert S. Feild edition,
2 Phillips J. M., & 2016 Strategic Staffing, 3rd Edition
Gully, S. M.

3 Thomas P. Bechet 2008 Strategic Staffing: A

Comprehensive System for
Effective Workforce Planning

Table 9.2. Useful websites for learners

No Content Link Date
s updated
1 Word Bank Report on Impacts of Covid 19 on Vietnam Economy,

4 https://hbr.org/2015/04/reinventing-performance-management
13
 Impact on Income in Services Sector: địa chỉ web
2 https://www.shrm.org/foundation/ourwork/initiatives/resource
s-from-past-
3 https://hbr.org/resources/pdfs/comm/achievers/hbr_achievers
_report_sep13.pdf
4 https://hbr.org/2015/04/reinventing-performance-management
5 International Labor Organization: ILO website
6 World Economic Forum: WEF website

10. Teaching aids required:

Laptop, flip chart, speaker.
11. Policies/ regulations for students/Attendance Policy:
VNUK expects all students to maintain high standards of personal and scholarly conduct.
Students found responsible for academic dishonesty are subject to disciplinary action.
Academic dishonesty includes, but is not limited to, cheating on an examination or other
academic work, plagiarism, collusion, and the abuse of resource materials. The faculty
member is responsible for initiating action for each case of academic dishonesty and reports
the incident to the Head of Academic Affairs.

Da Nang, dd/mm/yyyy

Approved by Prepared by
(Faculty) (Lecturer)

(1): VNUK suggests 7-8 CLOs/ course

(2): Please attach list of full-text rubric as appendix of syllabus
(3): Pls also note here number of sessions per week and number of periods per session
(4) Periods (theory / Practice / Internship): Determine the number of periods for theory,
practice, and internship for each chapter
(5) Teaching methods for learning outcomes: List teaching methods used in each chapter to
achieve the learning outcomes.
(6) Students’ learning activities (Readings & assignments): Determine what students have to
do to prepare in advance (materials to read, from which page to page, work in groups for
assignments, projects; Classroom activities (group discussion, complete exercises number…).
(7): Align with column 3 table 5.1 (requirements/topic)

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