HMRS 5435-01

Employee Planning, Staffing, and Selection

Spring 2015
INSTRUCTOR: Kevin C. Wooten, Ph.D.
PHONE:
281-283-3237
OFFICE HRS: Monday 3:00-6:30 pm
or by appointment

OFFICE: 3321-10
E-MAIL: wooten@uhcl.edu; or Blackboard-mail

TEXTBOOKS
Cihon, P. and Castagnera, J. (2011). Employment and Labor Law (7thed.). West: Cincinnati.
(ISBN: 1439037272)
(GFB) Gatewood, R.D., Field, H.S., & Barrick, M.R. (2011). Human Resource Selection (7th ed.).
Orlando: Dryden Press. (ISBN: 0538469943)
(NFM) Nkomo, S.F., Fottler, M., & McAffie, R.B. (2007). Human Resource Management
Applications: Cases, Exercises, Incidents, and Skill Builders (6th ed.). Purchase of only
Chapters 3, 4, 5 required. These can be obtained directly from the publisher at a reduced
price using the link: http://www.cengagebrain.com/micro/HRMS_5435
(CC)

Note:The editions shown of these texts must be purchased to correspond to web and testing materials.
COURSE OBJECTIVES
Upon completion of this course, students will be able to:
1) To develop an understanding of both the operational and strategic implications of HRM recruiting
and selection.
2) To understand the legal framework for both recruitment and selection.
3) To understand and develop skills in using various measurement tools and techniques related to
selection research.
4) To understand and develop skills in using various selection techniques and methods.
5) To demonstrate decision making skills relative to HRM selection issues, dilemmas, and
requirements.
6) To demonstrate HRM consulting and project management skills.
HONESTY/INTEGRITY
All students are expected to abide by the Academic Honesty Policy published in the 2014/2015
university catalog. The Academic Honesty Policy section states the Honesty Code, Responsibilities,
and Violations. It is imperative that you take the time to read these pages. The policy states:
Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation
upon which the student builds personal integrity and establishes a standard of personal behavior.
The Academic Honesty Policy at UHCL (found on the Dean of Students website, the Faculty
Handbook, the Student Handbook, the Senior Vice President and Provosts website, the Graduate
Catalog, and the Undergraduate Catalog) states: Academic honesty is the cornerstone of the academic
integrity of the university. It is the foundation upon which the student builds personal integrity and
establishes a standard of personal behavior. Because honesty and integrity are such important factors
in the professional community, you should be aware that failure to perform within the bounds of these
ethical standards is sufficient grounds to receive a grade of "F" in this course and be recommended

for suspension from UHCL. The Honesty Code of UHCL states "I will be honest in all my academic
activities and will not tolerate dishonesty."
PROCTORING
Exams will be proctored in a face-to-face setting on the UHCL campus in a specific campus
classroom at a specified date and time. If you are unable to come to campus to take an exam, you
may use ProctorU. ProctorU is a service for proctoring online exams. With a computer and web cam,
you can take online exams at home, at work, or almost anywhere you have Internet access. ProctorU
connects you directly to their proctor via web cam so you can both see and talk to one another.
ProctorUs proctor also monitors your computer while you complete the exam. You may also have
your exam proctored at a testing center at a university that is a member of the National College
Testing Association. The use of ProctorU or a testing center will be at your own expense.
ProctorUs current prices are:
exam length 0-30 minutes: $8.75
exam length 31-60 minutes: $17.50
exam length 61-120 minutes: $25.00
exam length 121-180 minutes: $33.75
exam length more than 180 minutes: $42.50
If you wait until 72 hours before the exam to make an appointment with exam proctoring with
ProctorU there is an extra $5 charge. To take the exam immediately (during the testing window) the
fee is an additional $8.75.
The cost of proctoring at a testing center varies, but is typically at least $25 per exam.
Note: Only the final exam will be proctored. At the students choice, the final exam will also be
provided to students in a proctor-free face-to-face setting on the UHCL campus May 9 th (B-1218
8:00am-11:00am).
DISABILITY
Any student who feels that they have a mental or physical disability that requires attention or
accommodation should contact the instructor immediately.
CONDUCT
All students are expected to abide by the Student Conduct Code published in the 2014/2015
university catalog. It is important that you take the time to read this passage.
ASSESSMENT
The School of Business may use assessment tools in this course and other courses for curriculum
evaluation. Educational Assessment is defined as the systematic collection, interpretation, and use of
information about student characteristics, educational environments, learning outcomes, and client
satisfaction to improve program effectiveness, student performance, and professional success.
This assessment will be related to the learning objectives for each course and individual student
performance will be disaggregated relative to these objectives. This disaggregated analysis will not
impact student grades, but will provide faculty with detailed information that will be used to improve
courses, curriculum, and students performance.

COURSE METHODOLOGY
Pre-Class (Onsite at UHCL: TBA)
Activities
Purchase books
BlackBoard orientation
Online Orientation - Virtual
Course objectives
Syllabus
Policies and procedures
Initial team formation (by Instructor)
Course navigation
Question/answer
Class Management - Virtual
Online Facilitation
Module-by-module individual assignments
Module-by-module team assignments
Weekly virtual office hours
Submission of individual and team assignments, feedback, evaluation
INSTRUCTIONAL METHODOLOGY
The instructional methodology is both multi-phasic and multi-method by design. To this extent, the
students will be asked to engage in various activities within and across course modules, which are the
rational groupings (i.e., sections) of course content. Generally speaking, students will have the
opportunity to learn both as individuals as well as a member of a team. Because of the virtual nature
of the course, students will be asked to act both independently as well as collectively. The phases or
steps of the learning sequence for each module are as follows:
Phases
Phase 1 Individual Acquisition and Inquiry
Activity
Steps
Orientation
1. Student reviews Module Overview
2. Student reviews Module Objectives
Acquisition
4. Student reads module assignment
5. Student reviews relevant links and resources
6. Student reviews PowerPoint and Instructor Notes
Assessment
7. Student takes Module Quiz and Proctored Comprehensive Final

Phase 2 Team Synthesis and Integration

Activity
Steps
Orientation/Organization
1.
Team elects Module Coordinator (rotationally)
2. Team reviews assigned application exercises/cases
3. Individual team members make needed inquiries and solicit
clarification from instructor during virtual office hours
Acquisition& Synthesis
4. Individual team members post responses to application
exercises/cases
5. Team coordinator establishes draft team assignments and posts
to team discussion board
6. Individual team members provide feedback to application
exercises
7. Team coordinator synthesizes feedback and submits finalized
responses to application exercises/cases
Assessment& Feedback
8. Instructor reviews application exercises/cases submissions and
evaluates and provides summary feedback
Phase 3 Individual Mastery, Integration, and Application
Activity
Steps
Orientation
1.
Student reviews Consulting Project Overview, contracts
with client organization
Acquisition& Synthesis
2. Student conducts diagnosis of selection/recruitment assignment
and provides recommendations to client system
Assessment& Feedback
3. Student received feedback from instructor and client
organization
CLASS STRUCTURE
Please note that this class is 100% online and is heavily dependent upon group work. The in-class
activities will be structured to that your virtual team efforts will be streamlined and time efficient. A
weekly module quiz will be available only online and must be completed within the specified time
frame. All group/team assignments (case analyses, film critiques) must be uploaded on your team
folder found on the BlackBoard course site. All course assignments will be due by no later than 11:30
pm on the assigned date.
SCHEDULE AND TIMETABLE
It will be solely the responsibility of the student to be aware of due dates. Please check the calendar
on BlackBoard weekly to maintain awareness of due dates for module post test and team assignments.
All team application exercises, quizzes, and team assignments must be submitted no later than 11:30
pm on the due date, and received in the necessary format.
DROP DATE
April 14

TEAM FORMATION AND CONDUCT

Teams will be initially formed immediately after the virtual orientation period. All students will be
randomly assigned to a team. Teams will vary in size, with a minimum of five and an absolute
maximum of seven. Team discussion boards will be created to facilitate exchange of work
immediately following orientation. Later, your team will be responsible for creating its own webpage.
To assist you in forming and developing your team, you and your team members will be required to
complete four modules of the Enhancing Teamwork series (see course orientation). Each module
has specific deliverables that must be completed for the points allotted (10%), and must be submitted
by the date indicated. Please review the goals, guidelines, process, and deliverables for each of the
four modules in the student guides. These four modules are:
Module 1: Team Identity (February 8)
Module 2: Team Processes (February 22)
Module 3: Team Self-Assessment (KSS) (March 1, April 12)
Module 4: Team Peer Evaluation (March 1, May 3)
It is critical to establish clear expectations with your teammates, and to communicate clearly and
regularly. It will be your responsibility to make initial contact with your team once you are notified
of team members. Since you will be dependent upon your virtual teammates for part of your grade, it
is of the utmost importance to develop and maintain a good working relationship. If after a teammate
has been notified by other team members about concerns involving work product (quality, timelines,
etc.), and the situation remains unresolved, a team member may be removed from a team. This
requires consultation and consent of the instructor. Removal from a team may result in forfeiture of
a percentage of your overall grade.
Please load your Enhancing Teamwork products on your team discussion board. The area will be
identified by topic (i.e., Team Identity, etc.).
TEAM FEEDBACK AND EVALUATION
Each team member will be required to provide feedback ratings on every team member as a part of
the final assignment. Aggregated ratings of analytical thinking, leadership, communication, planning
and organizing, and written communications will be used as criteria. All team members are
encouraged to keep a log across team cases and exercises to base final evaluations upon. This log can
also be used to provide periodic feedback to constructively assist team members throughout the
semester. The actual forms to be used and instructions will be made available online close to the end
of the semester.
INCOMPLETES
Only in the event of a documented medical emergency will an extension be granted.
DISABILITY POLICY
If you will require special academic accommodations under the Americans with Disabilities Act,
Section 504, or other state or federal law, please contact the Disability Services Office at 281-2832626.
ROLES AND RESPONSIBILITIES
All students are expected to read, review and adhere to their individual and team roles and
responsibilities outlined on the course homepage (see Welcome to HMRS 5435D).

BlackBoard Environment
Course Component
Orientation
Syllabus
Course Materials
Quizzes
General Discussion
Team Discussion
FAQ
Student Portfolio
Team Member Assessment
Consulting Report

BlackBoard Environment
Orientation
Syllabus
Course Contents
Quizzes
Discussion Board (Thread)
Groups
Discussion Board (Thread)
Portfolio
Peer Assessment
Consulting Project

Assignment/Upload/Submission
Quiz
Consulting Report
Student Portfolio
Team Case Assignments
Team Member Assessments

BlackBoard Environment
Quiz
Submit Report
Student Portfolio and Assignment Tool
Assignment Tool and Module
Peer Assessment

GRADING
Individually Based
Completion of 13 module quizzes: Each module quiz will be comprised of
approximately 20 multiple choice items drawn from all textbooks (Cichon &
Castagnera, 2011; Gatewood, Field, &Barrick, 2011) as well as integrative
discussion questions from all assigned materials (e.g., assigned readings)

Completion and submission of Consulting Report (25-30 pages)

involving an approved organizations recruiting/selection project
Peer Evaluation: Aggregated individual ratings of each team members
contributions to team output and effectiveness on the basis of established
criteria
Student Portfolio: Uploading of artifacts (quiz results, case analysis, etc.) on
UAS (University Assessment System) Matrix of course designated rubrics
related to HRM program learning outcomes. Note: While this constitutes
only 5% of overall grade, this is a required component of the course. Failure
to comply will result in the loss of two letter grades.
Comprehensive Final Exam: Approximately 10 discussion questions drawn
from the discussion questions at the end of both textbooks. See course menu
for list of questions the final exam will be drawn from.
Team Based
Submission of 8 case assignments
Enhancing Teamwork Modules: Completion by all team members of all four
modules (including deliverables in each module)

15%

20%
5%
5%

20%

30%
5%

A = 100-95 A- = 90-94 B + = 87-89 B = 84-86 B- = 80-83 C+ = 77-79 C = 74-76 C- = 70-73

LATE WORK NOTICE
Late work will not be accepted (without expressed prior permission from instructor). NO

EXCEPTIONS!!!!!
COURSE POLICIES AND PROCEDURES
All students are expected to read, review and adhere to their individual and team roles and
responsibilities outlined on the course homepage (see Welcome to HMRS 5435D).
SHARING OF STUDENT WORK PRODUCTS
Students are prohibited from sharing work products (case answers, outlines, etc.) across teams. Thus,
information that is shared across or between two or more students will be considered a breach of the
student honesty code. Knowledge of such events, without reporting this to the instructor, shall also be
considered a violation of the student honesty code. Sharing quiz answers before the end of the quiz
period, within or between members of student teams, will also be considered a violation.
FORMAT OF SUBMITTED WORK PRODUCTS
Unless otherwise noted, all submitted work must be submitted in an English language version of MS
Word. PDFs and text-based documents will be returned ungraded, and late work will not be accepted.
QUIZ PROTEST/APPEAL
Students may petition the instructor for items on the weekly quiz. However, this must be done after
the end of the quiz period. If items are discussed, particularly potential answers, prior to the end
of the quiz, this will be considered a violation of the student honesty policy. Students may post
their protest/appeal on the discussion board labeled Quiz Protest. In order to protest a test item,
students must:
1. Identify the quiz.
2. Identify the item.
3. Provide evidence from the text (by direct quote and page number) to support an alternative
answer.
4. Protest must be posted within seven (7) calendar days of close of quiz.
STUDENT PORTFOLIO
An important component of this course is for each student to load artifacts (quiz items, sections of
cases, etc.) to a portfolio matrix. We use this portfolio matrix to assess learning outcomes for our
accreditation. Thus, completion of this is paramount. Please investigate Portfolio on your course
menu, and review the instructions for the UAS (University Assessment System) matrix. This
semester, the below competencies will be assessed. More information will be provided to assist you in
loading your artifacts.

HMRS5435 Competencies for Spring 2014 (Due April 6)

Competency

Learning Activities

Recruitment and
Section: Functions,
Stages, Phases

Demonstrate knowledge of the

broad functions involved in the
recruitment process

Demonstrate knowledge of the

stages and phases in the
recruitment process, and be able
to construct a recruitment plan
Demonstrate knowledge of the
major methods and techniques
used in the recruiting process

Demonstrate knowledge of the

broad functions involved in the
employee selection process
Demonstrate knowledge of the
stages and phases in the selection
process, and be able to construct
a comprehensive selection plan
Demonstrate knowledge of the
major methods and techniques
used in employee selection

Deliverables

Module Case
Analysis, Module
Quiz, Consulting
Project
Module Case
Analysis, Module
Quiz, Consulting
Project
Module Case
Analysis, Module
Quiz, Consulting
Project
Case Analysis,
Module Quiz

Module Case
Analysis, Module
Quiz, Consulting
Project

Module Case
Analysis, Module
Quiz, Consulting
Project

Yr Used
to
Assess
2015

MODULES AND READINGS

Module/Date
Orientation January 17-18
Introductions
BlackBoard Orientation
Review of Syllabus and Student Expectations
Team Formation
Review of University Honesty Policy
Integrity Compliance Signature of Understanding
Weeks 1&2 January 20 February 1
Module 1: Introduction and Overview
Strategic Considerations
HR Architecture
Talent Management
Relation to Other HRM Processes
Employment and Recruiting Planning
Steps/Phases of Developing Selection and Recruitment Programs
Re-Engineering the Selection and Recruitment Function
Week 3 - February 2-8
Module 2: Legal Issues in Selection and Recruitment
Legal Issues in Recruitment
Legal Issues in Selection
EEO Laws, International Employment Law
Role of Statistics in Law
Evidence Required
Week 4 February 9-15
Module 3: Discrimination Issues
Discrimination Issues in Contemporary Organizations
Discrimination Defined
Test Discrimination
Test Fairness
Selection Bias
Week 5 February 16-22
Module 4: Measurement Issues in Selection and Recruiting
Measurement Issues in Selection
Nature of Measurement
Types of Scales
Finding and Constructing Selection Measures
Reliability and Validity
Types and Uses of Validity
Synthetic Validity and Validity Generalization
Validation of Procedures and Steps for Selection Measures
Utility Analysis

Reading Assignments,
Etc.
Log on Course Website
Purchase Course
Materials

GFB: Chapter 1
Gandossy & Kao
reading
Lepak & Snell reading
McCauley & Wakefield
reading

GFB: Chapter 2
CC: Chapters 4, 5, 6

CC: Chapters 7, 8, 9, 10

GFB: Chapters 3, 4, 5

Note: The first module/quiz cannot be attempted until the Integrity Compliance Module/2015 has been completed.

Week 6 February 23-March 1

Module 5: Job Analysis
Uses and Roles of Job Analysis
Legal Issues in Job Analysis
Type and Form of Job Analysis
Using Standardized Forms
Specific Techniques of Job Analysis
Week 7 March 2-8
Module 6: Criteria Development
Criterion Development Concepts
Developing Employee Specifications
Using Job Analysis Data in Recruitment
Work Measurement
Competency Models
Developing a Selection Plan
Using Job Analysis Data in Selection
Week 8 March 9-15
Module 7: Person-Job Fit and Psychological Contract
Job Attributes and Applicant Reactions
Job Search Processes
Job Fit Models
Job Choice Process
Psychological Contracts in Employment

GFB: Chapter 7

GFB: Chapter 15

Rousseau reading
Cullinane & Dunlon
reading
Guest reading
Chapman & Webster
reading
Chapman, Uggerslev,
Carrol, Piasentin, &
Derck reading

SPRING BREAK MARCH 16-22

Week 9 March 23-29
Module 8: Workforce Planning and Succession Planning
Strategic Planning and Workforce Planning
Strategic Selection
Methods and Tools of Workforce Forecasting and Planning
Methods and Tools of Succession Planning
Measuring Plans and Forecast
Week 10 March 30-April 5
Module 9: Recruiting Methods
The Recruiting Process
Developing a Recruiting Strategy
Internal and External Recruiting Techniques
Advertising
Contemporary Trends
Internet and Web-Based Methods
Communication to Candidates
Realistic Job Perspectives

Anderson reading
Cantor reading
Garman & Glawe
reading
Richer & Stopper
reading
Rothwell reading

GFB: Chapter 8
Ehrhart, Mayer, &
Ziegart reading
Harpe & Mendez
reading
Hampton reading
Meglino, Ravin &
DeNisi reading
Uggerslev, Fassina, &
Krasichy reading
Fernandez-Araoz,
Groysber, & Nohria
reading

Week 11 April 6-12

Module 10: Forms and Background Data
Application Forms
Reference Checks
Training and Experience Evaluations
Biographical Data
Weighing Application Blanks
Scoring Systems
Legal Issues Involving Recorded Data
Week 12 April 13-19
Module 11: Interviewing
Stages and Phases of Interviewing
Types of Interviewing
Development of Questions
Cognitive Errors in Judgment
Interview Decision Making
Interviewer Training Methods
Existing Models
Customized Training
Legal Issues in Interviewing
Week 13 April 20-26
Module 12: Testing
Mental Abilities Test
Mechanical Test
Clerical Test
Evaluation of Test
Validation Efforts
Personality Test
Career Interest Test
Performance Test
Assessment Centers
Integrity and Drug Test
Week 14 April 27-May 3
Module 13: Decision Making
Decision Making Models
Choosing Between Methods Using Multiple Predictors
Cut Off Scores and Banding
Methods and Techniques
Legal Implications
Week 15 May 4-8
Project Report Synthesis and Completion, Course Wrap-Up
Submission of Consulting Project (May 2)
Team/Peer EvaluationReview
Course Evaluation (TBA)
Final Exam May 9th on campus (B-1218 8:00am-11:00am ) and online

GFB: Chapter 9

GFB: Chapter 10

GFB: Chapters 11, 12,

13, 14

CC: Chapters 2, 3
GFB: Chapter 6

proctored

Course Wrap-Up

TEAM CASE EXERCISES

Over the course of the fourteen modules, each team will be asked to develop and submit eightcase
application/case exercises. All application/case exercises will be drawn from the Nkomo, Fottler, &
McAfee exercise book, using all questions for that case unless otherwise noted. Generally speaking,
these should be about one page to one and a half pages per question. Your question will be guided graded
relative to correctness, depth, and your ability to logically express your ideas, as well as support your
answer from source and supplemental materials.
No

Source/Application Exercise

Due Date

Analyzing Promotion Data: Applying the 80% Rule

NFM: Chapter 3

Is This Unlawful Discrimination?

NFM: Chapter 3

Data Analysis for Affirmative Action Plan

NFM: Chapter 3

March 1

A Solution for Adverse Impact

NFM: Chapter 4

March 8

Human Resource Forecasting Assignment

NFM: Chapter 4

Evaluating the Recruiting Function

NFM: Chapter 5

Selecting Patient Escorts

NFM: Chapter 5

Selection Decisions
NFM: Chapter 5, Forms 9 & 10 only

February 8
February 15

March 29
April 5
April 12
May 3

Note: Please submit the above work in MS Word (English version only). Label the file as
(CaseXTeamX). Please do not underscore any part of the label. Submit this work to your Assignment
Area (See Case Assignments).

CONSULTING PROJECT OVERVIEW

General
Over the course of the last decade, HRM professionals have begun to assume the role of internal
HRM consultants. It is important for todays professional to be skillful relative to how to plan,
conduct, and report HRM studies and projects within the context of rapidly changing organizational
systems. Therefore, a major component of this course will engage student based projects to develop
such skills.
Client System
You may choose whatever client system or organization you desire or is of convenience. The sole
intention is to focus your project on an existing job that is part of any organization (for profit, not for
profit). The job may be management, technical, professional, or clerical, etc. You must obtain
permission from the client system (from a manager) and provide documentation of such permission.
(See Consulting Project Resources.) This project MUST NOT be your current job!
Project Scope

Project will encompass a planning, recruitment, and selection audit and recommendation report
for an agreed upon job/position
Using data provided by the client system, data from resources (government links and documents),
and data you will gather (interviews, observation, etc.), you will:
Diagnose the status of the job
Develop a recruiting plan
Develop a selection plan

Project Components / Report Format

Your project should be between 25 (minimum) and 30 (maximum) pages (excluding cover page), and
should follow the following format;
Part 1: Executive Summary (1-2 pages)
Brief description of project (brief summary, organization history, basis, nature, scope of job
studied)
Brief description of job
Key findings
Key recommendations
Part 2: Workforce Planning Component
Using government (federal, state) such as DOL, BLS websites:
- Identify relevant job and job classification
- Identify availability and utilization within region or industry/organizational web
site/sources
Part 3: Job Analysis Component
Brief history of job, position, department
Review of existing job specifications, job description (note: put official company documents
in appendix)
Description of methods and forms used to generate job description (e.g., point system,
KSAOs, etc.)

Comparison of three closest jobs (use ONet) how similar/different

Gap Analysis. Interview results from job incumbent and/or supervisor relative to:
- Adequacy of KSAOs in existing job description
- Recommendations of needed changes in KSAOs, educational requirements, etc.

Part 4: Recruiting Analysis Component

Interview results from identification of recruiting history, inclusive of:
- Organizational philosophy of internal versus external requirements
- History of internal recruitment (e.g., typical paths, training)
- History of external recruitment (e.g., schools recruited from, source of recruitment such
as job fairs, newspaper ads, placement agencies, internet posting, etc.
- Yield ratios if available. Ratio of selection decisions and interview considerations from
recruitment sources (e.g., employee referral, newspaper ads, placement agencies, etc.)
Replacement Cost
- Identification of salary grade and range of position/job
- Replacement cost identification of salary using governmental and professional salary
data/surveys identifying range of salary, typical starting salary for job/position or
jobs/positions most similar
Gap Analysis Identification of potential sources to fill position. Include all relevant
applicant sources, such as professional associations, schools/relevant universities, job fairs,
etc. not already being used or considered
Part 5: Selection Plan Component
Identification of decision making model presently used (e.g., compensatory, noncompensatory, etc.) and number of hurdles used
Review of interview questions used to select the position/job in past, identification of extent
to which interviewing system used presently is based on job content or required KSAOs
Detailed list of KSAOs for position
Detailed selection matrix of 7-12 criteria (KSAOs) matrix (weighted on basis of job analysis
and interview) by section method (see selection matrix in text)
Gap Analysis specific recommendation for use of testing, assessment centers, structured
interview process, weighted application blank; specific recommendations on revised KSAOs,
selection matrix, and interview questions (if appropriate); specific recommendations relative
to decision model to be used and specification of number and type of hurdles
References
Appendices (not part of 25 page minimum)
Company documents (job specifications, job descriptions, etc.)
Salary Surveys
Recruiting Resources Data Sources
Government/Professional Reports and Forecasts
KEY DATES
Project approved by instructor
Submission of Letter of Agreement from client system
Submission of final report to professor and client system

February 1
February 8
May 5

Late work will not be accepted under any circumstance and will result in an automatic loss of two
letter grades.

Please submit project approval, letter of agreement, and final report under the labeled assignments
tab (see menus).EXPECTATIONS
You will be expected to conduct yourself with the utmost professionalism at all times. It is therefore
critical that you and the client system establish an effective relationship early on. It is also important
to note that students will be required to meet at various times with members of the client system
during normal business hours (e.g., data collection). You need to consider this in terms of project
plans, roles, and timelines. Please remember that representatives of both the client system and the
Professor will be available for assistance and guidance during the course of the project itself.
WRITING STYLE
Write in first person
Write as management report, not academic paper
All publications/governmental, professional sources of information need to be referenced
Note: Your paper will be judged by content and style. It should be grammatically correct with no
spelling errors! If you need help, please contact the UHCL Writing Center. NOTE: You will be

expected to produce a report commensurate with your graduate standing!