


































Advances in Business Research 2010 Volume 1.pdf


152

Advances in Business Research

 !!"#$%&'()!*+,-%."/0%1#%&2(+,"+#/"1)%3+1,#"#$%4,!$,1'5%6"2%6/+(-%/!%78'1#%9+-!8,:+%

;1#1$+'+#/%<1,++,%=((!,/8#"/"+-%>!,%?!8,%6/8@+#/-

 !"#$%&'#()*+,-.$/"$0,+!1#+$2,33!4!$,5$6(&-!

I present in this paper a teaching methodology for introducing students to the workplace through collaboration between 

 !" #$%&'()!'*!+#,%-#%!,-!".),-%))!/01,-,)2( 2,'-!3"+"/4!5.1 -!6%)'.(#%!7 - 8%1%-2!35674!9('8( 1! -0! -!

'(8 -,: 2,'-!;,2$!-%%0)! 99('9(, 2%!*'(!%-2(<!&%=%&!%19&'<1%-2! )),8-1%-2)>!7<!,-2%-2,'-!,)!*'(!2$,)! (2,#&%!2'! #2! )!

a blueprint for professors, as well as organizational sponsors, in undertaking an experiential learning partnership. In 

order to provide the reader with such a guide, I highlight rubrics necessary for a successful collaboration, including 

 -%#0'2 &!(%).&2)!*('1!?!)%1%)2%()@!9('A%#2!2'9,#)@!# (%%(!9& #%1%-2)@!*(%B.%-2!#$ &&%-8%)! -0!'-8',-8!#'&& C'( 2,'-)>!

I focus solely on pedagogy appropriate for undergraduate business programs, which adapt well to basic operational 

and topical research projects. In addition, to provide context and validation, I note applicable academic research on 

experiential learning.

In 2007, with entry level jobs drying up before my students’ eyes, I initiated a Human Resource Management 

78%69$:(;,)$<&"#$"#!$&-"!-"$,5$')!("&-4$(-$!=1!)&!-'!$"#("$<,>3*$)!(*?$:?$+">*!-"+$5,)$"#!$<,)@5,)'!$&-$($',-')!"!$
and practical manner. Neither an internship nor a cooperative program, yet not a traditional curriculum, my concept 

<(+$),,"!*$&-$:?$,<-$'()!!)$1),4)!++&,-$(-*$:?$&*!-"&A'("&,-$<&"#$"#,+!$+">*!-"+$<#,$!-"!)!*$($B>+&-!++$*!4)!!$
program with few professional role models. The same “deep obligation” to my students that George Gore articulated 

in his 1968 article calling for management educators to provide students direct and meaningful contact with the 

B>+&-!++$<,)3*$7C,)!.$1D$EFG9.$1),:1"!*$:!$",$')!("!$($4>&*!*$!=1!)&!-'!$<#!)!$+">*!-"+$>-5(:&3&()$<&"#$($B>+&-!++$
environment were introduced to the workplace and professional assignments. This article outlines my experience in 

doing and provides a guide for faculty interested in functioning as a liaison in developing learning opportunities and 

:("!)&(3+$"#("$+>11,)"$!=1!)&!-"&(3$3!()-&-4$+>''!++D$H#!$5,33,<&-4$*&(4)(:+$1)!+!-"$"#!$I,<$,5$"#!$1),4)(:$5),:$
both the student’s and instructor’s perspective.

 !"!#$%&'()!#$*%$+,$%
-,$#+%#,'!!!'%%

./$!'!*$*%%0%%*1.""*%

2!3.!4%!3,"5,6(/%7!!89,#1%
,/8%:',8./:%4.$+%./*$'5#$(';%

,*1%<=+,$%#(5"8%>%+,3!%8(/!%
8.?!'!/$"@A<%

B'!&,'!%7('%'!+!'*,"*;%
5*!%8',C%&,&!'*%$(%$!*$%

.8!,*%,/8%7('-,$;%5*!%
6-!%4.*!"@;%8(/D$%4,.$%

5/6"%",*$%-(-!/$%

2!3.!4%:5.8!"./!*E%'59'.#*%0%
!3,"5,6(/%*$,/8,'8*;#(-&,'!%

$+!-%$(%@(5'%F/.*+!8%&'(85#$;%
5*!%$+!-%,*%%*$,/8,'8*%(7%G5,".$@%

H,1!%,83,/$,:!%(7%#("",9(',63!%
&'()!#$%5&8,$!*;%,*1%#",**-,$!*%

7('%7!!89,#1;%9!%#'!,63!%./%@(5'%
,&&'(,#+!*%,/8%$+(5:+$*%

B",/%4('1%,'(5/8%8,$!*%7('%
#+!#1I./*E%8',C%*59-.**.(/*E%

'!+!,'*,"*%0%&'!*!/$,6(/%

J88%%@(5'%&'()!#$%
,**.:/-!/$%%$(%@(5'%

'!*5-!%5/8!'%
<KL&!'.!/#!<;%.7%*5##!**75"E%

,*1%@(5'%./*$'5#$('%7('%,%

'!#(--!/8,6(/%

B',#6#!%&'!*!/$,6(/%$(%
'!".!3!%/!'3(5*/!**;%8'!**%

&'(7!**.(/,""@;%,''.3!%!,'"@%
$(%#+!#1%$!#+/("(:@%,/8%

'((-%*!$I5&;%-,./$,./%!@!%

#(/$,#$%

 !"#$%!&'()$*&+%#&'$*,(%*-.-)-!-$*&

/0'1&23,$4-$%!-+)&54(6$7!*/&

2010, Vol. 1, No. 1, 152-167

Richardson



153

Advances in Business Research

6?$',-'!1"$B!4(-.$J>&"!$+&:13?.$(+$($:!"#,*$",$&-+>)!$<,)@13('!$!=1!)&!-'!$5,)$(33$+">*!-"+$!-),33!*$&-$"#!$8%6$
:(;,)D$K$)!+>:!$)!I!'"&-4$1),5!++&,-(3$!=1!)&!-'!$3&-@!*$",$(-$('(*!:&'$1),4)(:$<,>3*.$L$B!3&!M!*.$*&+"&-4>&+#$
my students from the thousands of others in our metropolitan area searching for entry-level positions. I encouraged 

students in the HRM program at$/(&-"$0,+!1#N+$2,33!4!$,5$6(&-!, to commit to extended, 10 to 15 week internships 

("$ 3,'(3$ B>+&-!++!+D$8,<!M!).$ (+$ "#!$ !',-,:?$ 5(3"!)!*.$ &-"!)-+#&1$ ,11,)">-&"&!+$<!)!$ *&5A'>3"$ ",$ >-!()"#$ &-$ "#!$
under budgeted function of human resources. If internship slots did still exist in the economically challenged area 

of Southern Maine the competition was staggering and the positions were often unpaid. The lack of pay, albeit for a 

position that often could carry academic credit, limited students’ ability to secure these opportunities. 

0>3&(--!$6(3M!(>=.$1)!+&*!-"$,5$ !--!""$2,33!4!$5,)$O,:!-.$-,"!+$ "#("$P"#!$>3"&:("!$',-+!J>!-'!$,5$>-1(&*$
internships is an increased opportunity gap between the haves and have-nots” resulting in a situation that is 

“implicitly unfair to low- and moderate-income students because those students need to earn income to pay college 

',+"+Q$76(3M!(>=.$RSST9D$L-*!!*.$(+$L$&-5,):!*$:?$#>:(-$)!+,>)'!$:(-(4!:!-"$:(;,)+$(B,>"$>-1(&*$&-"!)-+#&1$
,11,)">-&"&!+$("$3,'(3$A):+.$"#!&)$(-+<!)+$B!'(:!$1)!*&'"(B3!U$PL$'(-N"$4&M!$>1$VW$(-$#,>)$("$"#!$+(-*<&'#$+#,1$5,)$($
GX$:&->"!$*)&M!$,-!$<(?$",$($-,-Y1(?&-4$;,B.$-,$:(""!)$#,<$4,,*$&"$<&33$3,,@$,-$:?$)!+>:!Q$7Z(3(*&-,.$RSS[9D$\M!-$
with the possibility for academic credit, the reception to the unpaid internship remained negative. Additional credit 

often meant additional tuition. The divide between the students who could afford unpaid work and those who had to 

<,)@$"#!&)$<(?$"#),>4#$+'#,,3$4)!<$<&*!)$7](4,*(.$RSS[9D$
H#!$P#(M!^#(M!$-,"Q$*&M&*!$&-$:?$'(1+",-!$8%6$',>)+!$4(M!$)&+!$",$($*&+"&-'"$1,++&B&3&"?$,5$')!("&-4$($*&55!)!-'!$

in academic achievement. However, I was unwavering in my belief that HRM majors had to have applicable work 

experience in order to practice in the work place their learning derived from the classroom lectures, case studies 

and guest speakers’ advice. Without organizationally-situated experiential learning, these students would not, upon 

graduation, present as attractive candidates for entry level human resource positions. Internships would provide an 

experiential or action based approach to learning human resource theory and concepts, critical within the context 

of a thinning job market, where reduced budgets translate into less time and money spent on training. But was this 

(++>:1"&,-.$B(+!*$,-$:?$1!)+,-(3$(-!'*,"(3$)!+!()'#.$+>B+"(-"&("!*_$`("($5),:$:?$2,33!4!N+$2()!!)$/!)M&'!+$,5A'!$
clearly indicated that experience is critical to students’ eventual career success, as internships lead to full time jobs. 

This connection is also supported by current literature. 

 !"#$%&'()*#"+%,-"$%
+.-//+%0%-1"*'*+"%

2*3-*,%*3!/4!5(1%
6**78!#.%!17%

9'!7-19%,-"$%
+"47*1"+%

:-1*++*%"$'(49$%
'*$*'+!/+;%&!&*'%0%

+/-7*%+$(,%7'!<+%%

2*3-*,%94-7*/-1*+;%
'48'-#+%0%*3!/4!5(1%

+"!17!'7+%,-"$%+"47*1"+%

=1#(4'!9*%#(//!8('!53*%
&'()*#"%4&7!"*+>%94-7*%
+"47*1"%'*+*!'#$%!17%

#'*!53-"?%"(,!'7%&'()*#"%
(4"#(@*%

A#$*74/*%#$*#.B-1+;%74*%
7!"*+;%'*$*!'+!/+%0%

&'*+*1"!5(1+%

7*3*/(&%&'&()*#"+%
,-"$%#4''*1"%!17%

1*,%+&(1+('+%6('%
1*C"%%+*@*+"*'%

D(/7%E1!/%
&'*+*1"!5(1%!"%

('9!1-F!5(1!/%
+&(1+('G+%

,('.&/!#*%

 !"#$%&#'$()'*+"(,!-()+".'!"/0/*/#/+"(

12)3(45.+$/+!#/,*(6$'7+&#"1(

 

2010, Vol. 1, No. 1, 152-167

Richardson



154

Advances in Business Research

 !"#"$%&'"()*+(!*)&+$#&,-#)./

Internships and co-op programs are, indeed, one of the most effective recruiting tools, offering an expectation 

of success to the point that some employers will not consider a candidate for employment who has not completed 

 !"#!$%&!'(#)"*+ &,!%&-".//012"34)567%&'" !,"'$8,%!$'"96$(" :;!6<5%,=%-"(6<%>%&-"$( $" !"#!$%&!'(#)"#'"'8::%''?85"

6!57"<(%!"$(%"#!$%&!"( '"$(%"9%!%@$"6?" "'8))6&$#>%"'8)%&>#'6&-"$& #!#!=" !,"&%')6!'#95%-":( 55%!=#!="6))6&$8!#$#%'"

*+ &,!%&-" .//012"A(%",%:5#!#!=" %:6!647" #4) :$'" % :(" '$%)"6?" $(#'" :7:5%B" $(%"  > #5 9#5#$7"6?" #!$%&!'(#)")6'#$#6!'C"

the availability of internship supervision; the level of college hiring, and the availability of university resources 

$6" =%!%& $%"  " &698'$" #!$%&!'(#)" 6&" :6D6)" )&6=& 4" *E5%$:(%&-" .//F1" *+ &,!%&-" .//012"G#:( %5"H%7!65,'"  !,"H8''"

Vince of Lancaster and Hull Universities assert that learning and knowledge in management education are derived 

?&64" !,"#!$%=& 5" $6"%>%&7, 7"$ ';'" !,"%I)%&#%!:%'" $"<6&;"*H%7!65,'"J"K#!:%-".//L1-" $(8'" 5% ,#!="$6"'$8,%!$'"

$ ;#!="&%')6!'#9#5#$7"?6&"$(%#&"5% &!#!="*M?%??%&"J"E6!=-".//.12"N!$%&!'(#)'"6??%&" "&#)%"%!>#&6!4%!$"?6&"4 ;#!="$(#'"

learning-experience connection, providing organizations with more valuable employees resulting in higher retention 

 !,"56<%&":6'$'"*E5%$:(%&-".//F1"*+ &,!%&-".//01"*+8$!%&-".//F12

G !7" @&4'"  &%" #!$%&%'$%," #!" hiring new college graduates because it is simply less expensive compared to 

hiring"O69"'%%;%&'"<#$("<6&;"%I)%&#%!:%"*+8$!%&-".//F12"A(%"& 4#@: $#6!'"6?"$( $"(#&#!=",%:#'#6!" &%":64)5%I" !,"

time-consuming. Relationships with entry level college graduates cover a spectrum of interaction, from mentor-like 

=8#, !:%"6!")&6)%&"9%( >#6&"  !,",&%''-" $(&68=("4 ! =%4%!$"=8#, !:%"6!"%??%:$#>%" !,"%?@:#%!$"<6&;"( 9#$'-" $6"

'8)%&>#'6&7",#&%:$#6!"6!")%&?6&4 !:%"'$ !, &,'" !," $& #!#!="6))6&$8!#$#%'" *+ &,!%&-".//012"P,," $6" $(#'"':%! &#6"

the complexity of introducing college graduates into a workforce suffering from recent layoffs and baby-boomer 

retirements. Institutional history has been depleted, workloads increased and the number of potential role models 

&%,8:%,2"Q6!'%R8%!$57-"&%5%> !$"<6&;"%I)%&#%!:%"#!"$(%"(#&#!=",%:#'#6!"6?"&%:%!$":655%=%"=& ,8 $%'":6!$#!8%'"$6"= #!"

#4)6&$ !:%"*E5%$:(%&-".//F12

A(%"@! !:# 5"9%!%@$'"6?"$(%"56<%&") 7" ''6:# $%,"<#$("%!$&7D5%>%5")6'#$#6!'"#!" !"8!)&%,#:$ 95%"%:6!647"O8'$#@%'"

the hire of a new college grad. M $&#:# "S6(!'6!-"T#&%:$6&"6?"U$ ?@!=" !,"T%>%56)4%!$"?6&"E #&:(#5,"U%4#:6!,8:$6&"

*VE #&:(#5,W1-" "E6&$8!%"X///"4 !8? :$8&%&"6?")6<%&"4 ! =%4%!$":64)8$%&":(#)'-"'$ $%,"#!"Y6>%49%&-".//0"$( $"

the good news from her company was the expansion of its number of entry-level positions geared for new college 

=& ,8 $%'"<(#5%"&%,8:#!="#$'"!849%&"6?"%I)%&#%!:%,"(#&%'"*Z8#497-".//012"A(%";%7"$6"'8:(" "'$& $%=7-"!6$%,"S6(!'6!-"

is to hire the recent graduate who possesses skills that allow “an immediate return on the hiring investment” and that 

applicant most commonly originates, for Fairchild, from a pool of co-op students nurtured through the academic year 

*S6(!'6!-".//012"P5$(68=("S6(!'6!"(6)%,"$6"4 #!$ #!"$(%"Q64) !7['".//F")665"6?"\]"$6"L/"<6&;"'$8,7")6'#$#6!'"?6&"

:655%=%"'$8,%!$'-"^ ==#!="' 5%'"&%'85$%,"#!"$(%"%5#4#! $#6!"6?"'%>%& 5":6Dop opportunities, with emphasis on reducing 

work study positions in the company’s administrative departments such as Human Resources. Just a month prior to 

S6(!'6!['"(6)%?85")&%,#:$#6!-"$(%"Y $#6! 5"P''6:# $#6!"6?"Q655%=%'" !,"34)567%&'")&6O%:$%,"$( $"$(%"!849%&"6?"O69'"

 > #5 95%"?6&"$(%"Q5 ''"6?".//F"<685,"&%4 #!"^ $-"<#$("].")%&:%!$"6?"$(%":64) !#%'"'8&>%7%,"%I)%:$#!="$6"(#&%"?%<%&"

=& ,8 $%'"$( !"5 '$"7% &"*Z8#497-".//012

Given hiring situations such as that managed by Fairchild, one of only a few large employers in southern 

Maine, where over 20,000 college students reside, how can colleges support the career aspirations of their students, 

%')%:# 557"$(6'%"?6:8'%,"6!"$(%"!6!D$%:(!#: 5" &% '"6?":6&)6& $%" ,4#!#'$& $#6!_"M&6?%''6&'-",#&%:$#!="'$8,%!$'"$6< &,"

internship assignments, hope and, admittedly, expect, the internships to teach students something that often evades 

$(%":5 ''&664B"(6<"$6" :$8 557" ))57":5 ''&664":6!:%)$'"$6"<6&;)5 :%"$ ';'2"A(%'%"%I)%:$ $#6!'-"(6<%>%&-" &%"6?$%!"

not realized as companies lack the money for paid internships, the personnel for intern supervision and the time to 

#,%!$#?7"<6&;" ''#=!4%!$'"$( $" :$8 557"$% :(" !,"@!%''%"98'#!%''"';#55'"*E5%$:(%&-".//F12"N$"< '"$(%"$%!'#6!"9%$<%%!"

the need for experience and the current economic climate, and the resulting dearth of paid internships that became 

the foundation of my HRM experiential program. If internships were scarce or unpaid yet represented a necessary 

action-based approach to business education, especially for students at a small liberal arts college with little notoriety, 

the development of an alternative model was critical. A hybrid concept based on cooperative education methods with 

#!$%&!'(#)D5#;%"$& ))#!='" '" ":68&'%"&%R8#&%4%!$"'%%4%,"$(%"6!57"< 7"$6"'%:8&%"?6&"$(%"'$8,%!$'"$(%"%I)%&#%!:%"$(%7"

needed while avoiding higher tuition costs and unpaid work.

Q66)%& $#>%"%,8: $#6!")&6=& 4'-"<(#:(")% ;%,"#!")6)85 &#$7" ))&6I#4 $%57"X]"7% &'" =6-" &%":8&&%!$57"#!")5 :%"

in 400 colleges and universities in the US, with the vast majority of enrollment in about two dozen relatively large 

':(665'-" '8:("  '" Y6&$(% '$%&!" `!#>%&'#$7"  !," H6:(%'$%&" N!'$#$8$%" 6?" A%:(!656=7" *Q( )4 !-" .//F12" Q66)%& $#>%"

education is a structured educational strategy integrating classroom studies with learning through productive work 

%I)%&#%!:%'" #!"  "@%5," &%5 $%," $6"  " '$8,%!$['"  : ,%4#:"6&" : &%%&"=6 5'2" *P968$"Q66)%& $#>%"3,8: $#6!B"YQQ31"A6"

@$"$(%"46,%5'"%')68'%," !,"'8))6&$%,"97"$(%"Y $#6! 5"Q644#''#6!"?6&"Q66)%& $#>%"3,8: $#6!-"$(%")&6=& 4"48'$"

provide progressive experiences in integrating theory and practice, and be a partnership among students, educational 

2010, Vol. 1, No. 1, 152-167

Richardson



155

Advances in Business Research

#!'$#$8$#6!'" !,"%4)567%&'-"<#$("')%:#@%,"&%')6!'#9#5#$#%'"?6&"% :(") &$72"*P968$"Q66)%& $#>%"3,8: $#6!B"YQQ31"A(%'%"

programs provide students an integrative course of work and study, guided by an on-campus cooperative education 

:66&,#! $6&-"$(%&%?6&%"&%^%:$#!="?6&4 5"&%:6=!#$#6!"97"$(%"':(665"6?":66)%& $#>%"%,8: $#6!" '" !"%,8: $#6! 5"'$& $%=7"

 !,"$(%"@! !:# 5"'8))6&$"&%R8#&%,2"*P968$"Q66)%& $#>%"3,8: $#6!B"YQQ31"a6<%>%&-"'#!:%"$(%"?%,%& 5"=6>%&!4%!$"

,#':6!$#!8%,"@! !:# 5" ''#'$ !:%-":655%=%'"48'$"!6<"&%57"6!":64) !#%'" !," =%!:#%'"$( $" &%" 95%"D" !,"<#55#!="D"$6"

$ ;%"6!"768!=-" $%4)6& &7"%4)567%%'" *Q( )4 !-".//F12"Q6!'%R8%!$57-" :655%=%'"!6$" :8&&%!$57" '8))6&$#!=" ":6D6)"

program are relying instead on computer simulations, case studies, guest speakers and most often, internships, 

#!:&% '#!=57" 8!) #,-" $6" #!$&6,8:%" '$8,%!$'" $6" $(%" &% 5"<6&5," 6?" 98'#!%''" *+6&%-" XFb01" *S6'O#-"T >#'-"c $(&8# -"J"

d%#,!%&"NN-".//\1"*a68=($6!-".//e12

0*-%*+1&2)3).-41)$(&

N!" "'%&%!,#)#$68'":68&'%"6?"%>%!$'-"N"< '" 95%"$6"R8#:;57"$%'$" !"aHG"%I)%&#%!$# 5")&6=& 42"T8&#!=" ":6!>%&' $#6!"

with a former corporate colleague, I listened to her describe her depleted budget and overwhelming amount of work 

necessary to “keep current”, for which her human resources staff had neither the time, the consulting assistance 

!6&"98,=%$"$6":64)5%$%2"*S6(!'6!-".//01"N"#44%,# $%57")&6)6'%,"$( $"47": )'$6!%"aHG":5 ''"6?"0"'%!#6&"98'#!%''"

students alleviate her overwhelming workload by taking on projects for her over the course of an academic semester, 

at no cost to her and under my supervision. 

`!,%&"47"'8)%&>#'#6!-"$(%"'$8,%!$'":685,"@!%''%" ")&6O%:$"'$ $%4%!$"?6&":6&)6& $%" ))&6> 5-":6!,8:$"&%'% &:("6!"

9%'$")& :$#:%'-":8&&%!$"5%=#'5 $#>%" :$#>#$7"D" !7$(#!="&%R8#&%,"D" !,")&%'%!$"$(%#&"@!,#!='"96$("#!" "?8557"'8))6&$%,"

&%'% &:(") )%&-" '"<%55" '":6!,8:$" "5#>%"M6<%&M6#!$")&%'%!$ $#6!2"P55"N" ';%,"?&64"(%&"<%&%"$(&%%"$(#!='B"*X1"$( $"

someone from her human resource department visit the class at the beginning of the semester and talk about the 

:64) !7" !,"#$'"(84 !"&%'68&:%"'$& $%=#%'-"=#>#!="'$8,%!$'" ":6!$%I$"?6&"$(%")&6O%:$'C"*.1"$( $"% :(")&6O%:$"( >%" "

:6&)6& $%"')6!'6&"<(6"<685,"9%" > #5 95%"># "%4 #5"?6&"R8%'$#6!'"6&"5#4#$%,",#&%:$#6!-" !,"*\1"$( $"$(%"'$8,%!$'"9%"

 556<%,"$6")&%'%!$" $"$(%":64) !7['"6?@:%'"#!"?&6!$"6?" '"4 !7")%6)5%" '")6''#95%-" 55"6?"<(64"<685,"9%"<#55#!="$6"@55"

out an evaluation at the end of the presentations. She agreed to take the concept back to the company’s HR executive. 

P"<%%;"5 $%&"N"&%:%#>%," "(% &$7"VN$['" "=6fW"%4 #5"<#$(" "5#'$"6?"@>%")6$%!$# 5")&6O%:$'"*P))%!,#I"X12"

5"6&5()4/&(-7+*#&864)*")$("+.&')+*$"$%&5!99)//

U#!:%"$(%"9& #!'$6&4#!="58!:("6?".//e-"N"( >%":6!$#!8 557"&%@!%,"$(%"aHG"%I)%&#%!$# 5")&6=& 4"8!$#5"#$":5% &57"

)&%'%!$%," '#I" ,%@!#$%" '$%)'" $( $" 5%," $6" '8::%''?85" %I)%&#%!:%'" ?6&"  55" #!>65>%,2" A(%" ) &$!%&'(#)" )&6O%:$'-" !6<"  "

&%R8#&%4%!$"#49%,,%,"#!"% :("6?"$(%"8))%&"5%>%5"(84 !"&%'68&:%"4 ! =%4%!$":68&'%'" $"U #!$"S6'%)('"Q655%=%"6?"

G #!%-"?6556<" "'$ !, &,#g%,")&6:%''"?&64"#!#$# $#6!"97"$(%"6&= !#g $#6! 5") &$!%&"$(&68=("@! 5"'$8,%!$")&%'%!$ $#6!"

 !," %> 58 $#6!2"A(#'" )&6:%''"( '" %>65>%,"6>%&" $(%" :68&'%"6?" $(&%%"  : ,%4#:"7% &'-"@!%''%,"  !," &%?6&485 $%,"  '"

results appear.

5()4&:$);&2)3).-4&+&<.)+*&+$#&=9("-$+>.)&0*-?)9(&5(+()1)$(

I ask the organizations interested in working with my HRM students to develop a project concept by addressing 

$(%"?6556<#!="&%R8#&%4%!$'B

1. A(%")&6O%:$":6!:%)$"48'$"%#$(%&" ';" "R8%'$#6!"6&"R8%'$#6!'"$( $"48'$"9%" !'<%&%,"97"$(%"'$8,%!$*'1"or clearly state 

$(%"%I)%:$%,"68$:64%"6?"$(%"<6&;" !,h6&"@! 5")&6,8:$2

86+14.)&@&A!)/("-$B"d( $" &%"'64%"')%:#@:"< 7'"#!"<(#:("$6"&%:&8#$"+%!%& $#6!'"i"J"j"$6"a6')#$ 5_"d( $"#'"

$(%")&%?%&&%,"'68&:%"6?":6448!#: $#6!D"(6<": !"<%"9%'$"&% :("$(#'"$ &=%$"=&68)_"d( $"9%!%@$'" &%"#4)6&$ !$"$6"$(#'"

=%!%& $#6!_"d( $",6"$(%7"< !$"$6"'%%"#!" !" ,>%&$#'%4%!$" !,"<(%&%"'(685,"$(%"(6')#$ 5" ,>%&$#'%"#!"6&,%&"$6"=%$"$(%#&"

 $$%!$#6!_"d( $" &%"6$(%&":64) !#%'"D"(% 5$(: &%" !,"!6!D(% 5$(: &%"D",6#!="$6"$ &=%$"$(%'%"=%!%& $#6!'_"*P8$(6&-"

H%:&8#$4%!$"U%5%:$#6!" !,"A& #!#!="U)&#!="/F"M&6O%:$'-".//F1

86+14.)& @& :!(9-1)B" Q6!,8:$" R8 !$#$ $#>%"  !," R8 5#$ $#>%" &%'% &:(" #!$6" $(%" 8'%" 6?" '6:# 5" 4%,# " 97" (#=(%&"

education institutions with a focus on adult students. The outcome of this research will be a fully documented 

research paper entitled “The Use of Social Media by Higher Education Institutions to Attract Adult Students”. The 

@! 5")&%'%!$ $#6!"<#55"&%>#%<"$(%"&%'% &:(" !,",%46!'$& $%"$(%"8'%"6?"$(%"'6:# 5"4%,# "97"6$(%&"#!'$#$8$#6!'"*P8$(6&-"

H%:&8#$4%!$"U%5%:$#6!" !,"A& #!#!="U)&#!="/F"M&6O%:$'-".//F12

2010, Vol. 1, No. 1, 152-167

Richardson



156

Advances in Business Research

A(%"R8%'$#6!"6&"68$:64%"&%R8#&%4%!$"( '")&6>%!"$6" ''#'$"6&= !#g $#6! 5") &$!%&'"<#$("?& 4#!="$(%#&")&6O%:$'" !,"

:5 &#?7#!="%I)%:$ $#6!'-"?6&"$(%4'%5>%'" '"<%55" '"?6&"$(%"'$8,%!$'2"A(%"@&'$"'%$"6?")&6O%:$'"#!".//e"&%'85$%,"#!"&%'% &:("

&%R8%'$'" <#$(" 5#$$5%"  &$#:85 $#6!" 6?" <( $" $(%" '$8,%!$'" <%&%" $6" :6!:58,%" ?&64" $(%" &%'% &:(2" A(%" ?6556<#!=" )&6O%:$"

'$ $%4%!$"< '"#!$%&)&%$%,"97"$(%"'$8,%!$'" '" "&%R8%'$"?6&")8&%"&%'% &:("<#$("!6"%I)%:$%," ! 57'#'"6&":6!:58'#6!B

3I%:8$#>%"Q64)%!' $#6!"Q64) &#'6!'B"a#'$6&#: 5"H%'% &:("6?"Q3k" !,"A6)"]"3I%:8$#>%"M 7"*l '%,-"l6!8'-"

3R8#$71" = #!'$" "'%5%:$")%%&"=&68)"*$6"9%")&6>#,%,1"8'#!=")895#:"X/Dc" !,")&6I7"@5#!='"*P8$(6&-".//e12

T8&#!=" $(%" @! 5" )&%'%!$ $#6!" 6?" $(#'" 3I%:8$#>%" Q64)%!' $#6!" )&6O%:$-" $(%"  ''#=!%," '$8,%!$'" <%&%"  ';%," 97"

staff members of the sponsoring organization for conclusions that the students did not anticipate and therefore 

did not address through analysis of the semester’s research. Although the analysis and resulting conclusions may 

have seemed obvious to seasoned human resource practitioners, the same was not true for undergraduate business 

'$8,%!$'-") &$#:85 &57"=#>%!" $(%" $6)#:"6?"%I%:8$#>%":64)%!' $#6!2"P'" " &%'85$"6?" $(#'"@&'$" '%4%'$%&['"%I)%&#%!:%-" N"

#!'$&8:$"47"'$8,%!$'"$6"%'$ 95#'("$(%#&":6&)6& $%") &$!%&'["%I)%:$ $#6!'-"'%%;#!=":5 &#@: $#6!"8!$#5"$(%"'$8,%!$'" &%"

able to articulate the expectation in a project statement which is then approved by the sponsoring organization. In 

 ,,#$#6!-"N"%!:68& =%":6&)6& $%"')6!'6&'"$6")&%'%!$",%'#&%,"68$:64%'"')%:#@:"%!68=("$6"=#>%"$(%"'$8,%!$"=8#, !:%"

$6< &,"%I)%:$ $#6!'"?6&"$(%"@! 5")&6,8:$-"<#$(68$")&%'8))6'#!=":6!:58'#6!'" !,"9&6 ,"%!68=("$6" 556<":&% $#>#$7"

and alternate solutions. If the sponsor has not done so, it is the students’ responsibility to work with the sponsor until 

:5 &#@: $#6!"#'"&% :(%," !," ")&6O%:$"'$ $%4%!$"#'" ))&6>%,"97"$(%":6&)6& $%"')6!'6&" !,"$(%":68&'%"#!'$&8:$6&2

2. A(%")&6O%:$":6!:%)$"48'$"'$ $%", $ "&%R8#&%4%!$'"6&":655%:$#6!")&6:%''%'"#?":&#$#: 5"$6"$(%",%'#&%,"68$:64%2"

86+14.)B"P?$%&"<%"( >%" ))&6)&# $%57"&%:&8#$%,"+%!'"i"J"jD"(6<",6"<%"%??%:$#>%57"&%$ #!"$(%4_"d#$("$(%"9 97"

9664%&'"9%=#!!#!="$6"&%$#&%"#!"5 &=%&"R8 !$#$#%'" !,"$(%"%>%&D"8!'$ 95%"%:6!647-"<( $": !"<%",6"$6"&%$ #!"68&"+%!"i"

J"j"%4)567%%'_""d( $"4 ;%'"$(%4"'$ 7"<#$(" !"6&= !#g $#6!hO69_"P"'8&>%7"$ ;%!"?&64")%6)5%"6?"$(%'%"=%!%& $#6!'-"

<#$(" "?6:8'"6!"%4)567%%'"6?"(% 5$(: &%"6&= !#g $#6!'-"#'" "&%R8#&%4%!$"6?"$(#'")&6O%:$"*P8$(6&-"H%:&8#$4%!$"U%5%:$#6!"

 !,"A& #!#!="U)&#!="/F"M&6O%:$'-".//F1.

86+14.);

 

 1" Q6!,8:$"R8 !$#$ $#>%" !,"R8 5#$ $#>%"&%'% &:("#!$6"$(%"8'%"6?" 5$%&! $#>%"&%:&8#$4%!$"4%$(6,'"97"! $#6! 5"5 <"

@&4'-"<#$(" "?6:8'"6!"#!$%&!%$"D"9 '%,"&%:&8#$4%!$"4%$(6,'-"#!:58,#!=-"98$"!6$"5#4#$%,"$6-"$(%"8'%"6?"'6:# 5"4%,# "

tools.

91" Q6!,8:$"#!$%&>#%<"6&"'8&>%7"9 '%,"&%'% &:("<#$("m <"':(665": &%%&"'%&>#:%"6?@:%'"#!$6"$(%"&%:&8#$4%!$"4%$(-

6,'"69'%&>%," !,h6&")&%?%&&%,"97"$(6'%"6?@:%'2

:1" Q6!,8:$"#!$%&>#%<"6&"'8&>%7"9 '%,"&%'% &:("<#$(":8&&%!$"5 <"'$8,%!$'" !,":8&&%!$"Xst year attorneys to deter-

4#!%" $(%" O69" '% &:("4%$(6,'"8'%,"  !,h6&")&%?%&&%," ?6&" %!$&7" 5%>%5"  $$6&!%7")6'#$#6!'" *P8$(6&-"H%:&8#$4%!$"

U%5%:$#6!" !,"A& #!#!="U)&#!="/F"M&6O%:$'-".//F12

A(%",%'#&%"?6&"')%:#@:"R8 !$#$ $#>%")&6:%''%'"#'"(%5)?85",#&%:$#6!"$6"$(6'%"'$8,%!$'"<(6"( >%"!6$"9%%!"%I)6'%,"$6"

4 &;%$"&%'% &:("$%:(!#R8%'"#!"6$(%&"98'#!%''":68&'%'2"Y6"'$8,%!$"%!&655%,"#!"47"aHG":68&'%'"( '"7%$"$6":64)5%$%"

a traditional research methods course, reserved for the social science majors in academic departments such as 

)'7:(656=7" !,"'6:#656=7" !,"!6$"6??%&%,"#!"$(%"lUlP")&6=& 42"A(#'", $ ":655%:$#6!"&%R8#&%4%!$"!%:%''#$ $%,"$(%"

 ,,#$#6!"6?" &8,#4%!$ &7" &%'% &:("4%$(6,'" $6" $(%"(84 !" &%'68&:%":68&'%":8&&#:85 2"A(#'" #!'$&8:$#6!" 5'6"9%!%@$'"

those students who had not held professional part-time or summer positions, where they would be more inclined to 

use survey tools or participate in data collection or compilation.

Over the course of 7academic semesters in 10 courses, the development of project statements has evolved 

'#=!#@: !$57-" )&#4 &#57" $(&68=(" $&# 5"  !," %&&6&-" %49 && ''#!=" 464%!$'"  $" )&%'%!$ $#6!'"  !," ?&%'(" $(#!;#!=" 6?"

:655%=%"8!,%&=& ,'2"P":64) &#'6!"6?"$(%"@&'$")&6O%:$'"<#$("$(%"'%:6!,"'%$"6?")&6O%:$'-"8!,%&$ ;%!",8&#!="$(%"')&#!="

semester of 2008, and those of spring semester 2009, as presented in Appendix 1 indicates a growing focus on clarity, 

expectations, outcomes, data, analysis and conclusions. 

 

2010, Vol. 1, No. 1, 152-167

Richardson



157

Advances in Business Research

5()4&B7-;&2)3).-4&0*-?)9(&B)+1/&>+/)#&-$&<-14."1)$(+*C&5D"../&+$#&E-*D&5(C.)/

T8&#!="$(%"@&'$"'%4%'$%&"6?")&6O%:$" ''#=!4%!$'-"#!"$(%"? 55"6?".//e-"N":655 96& $%,"<#$("$(%"'$8,%!$'"$6" ''#=!"

projects so that students had a say in what they were doing. I decided, rightly, as I learned, that when they were 

doing something that they chose they were more likely to excel. A simple concept, yes; but when instructors are 

accustomed to assigning work to avoid competition for plum topics, research teams made up of best friends, and 

baseball teammates who don’t necessarily work well together, dictating assignments seems far more preferably than 

asking the students for preferences. However, this test class had formed, stormed, normed and performed over the 

:68&'%"6?" "?%<"<%%;'"6?",#?@:85$-" :$#6!D9 '%," ''#=!4%!$'" !,":5% &57";!%<"<(6"<6&;%,"<%55"$6=%$(%&" !,"<( $"

$(%7"< !$%,"$6",62"*l#6!-"XFb012"

I made the mistake, after a successful experience with the test class choosing their own subjects and partners, 

of directing the next class to do the same. Roommates chose roommates and pitchers chose their catchers. Bedlam 

ensued. Relationships were harmed and roommates moved out after students with superior work ethics saw friends 

)&6:& '$#! $%-" :$"#&&%')6!'#957"6&"#=!6&%")&6O%:$"&%R8#&%4%!$'-"4 ;#!="$(%#&"$% 4"566;"9 ," !,"&%:%#>%"56<"=& ,%'2"

Q $:(%&'"&%?8'%,"$6")5 7"<#$(":%&$ #!")#$:(%&'2"A(%"> &'#$7"9 '%9 55":6 :("#!R8#&%," 968$"$(%":68&'%['"#4) :$"6!"(#'"

team. I became a counselor, having many frank discussions about work ethic and behavior with students who had 

!%>%&"9%%!"( !,%," '"48:("&%')6!'#9#5#$7" '"$(%"%I)%&#%!$# 5")&6O%:$'"&%R8#&%,2"

In future courses, when the projects are the semester’s curriculum and there is less time for the group to coalesce, 

I now intervene more often to insure balanced assignments, complimenting skills and even division of work. This 

is made easier by the small student population at U #!$"S6'%)(['"Q655%=%"6?"G #!%, allowing personal insight into 

individual skill level and motivation. 

5()4&BF*));&2)G$)&+&<.)+*&0*-?)9(&B"1)."$)

A(%"!%I$"R8%'$#6!")6'%," ?$%&"Vd(6": !"N"<6&;"<#$(_W" #'" 5< 7'"Vd(%!" #'" $(#'",8%_W"3 &57" #!" $(%"'%4%'$%&-"

I set presentation dates with each of the corporate sponsors, allowing me to work backwards in developing the 

class schedule as I invite guest speakers to share their insights into human resource strategy. This also allows busy 

executives to schedule the presentation on their calendars and secure access to corporate board or conference rooms. 

The presentation dates are typically the week before the end of the semester, allowing additional class time following 

$(%"@! 5")&%'%!$ $#6!'"?6&")6$%!$# 5"&%':(%,85#!=-",%9&#%@!=" !,"%> 58 $#6!'2"

T8%", $%'-"(6<%>%&-"!%%,"$6" ))57"$6"46&%"$( !"O8'$"$(%"@! 5")&%'%!$ $#6!'2"A#4%"4 ! =%4%!$"#'"!6$"8!#?6&457"

mastered at the college undergraduate level and those practices play a distinct role in educational achievement, 

( >#!=")&6>%!" $6" #4) :$" $(%"R8 5#$7"6?" $(%"M&6O%:$" 68$:64%" *l&#$$6!"J"A%''%&-" XFFX12"U$8,%!$'[" $#4%" #'" )&6!%" $6"

interruption. Athletics schedules, campus weekend celebrations, relationships, jobs and late night dorm parties tend 

to erode the best intentions. Indeed, those students who do not select, prioritize, and monitor their goals, sub-goals, 

and tasks, and who therefore seem disorganized, regardless of ability and intention, accomplish relatively little 

*l&#$$6!"J"A%''%&-"XFFX-")2"L/b12"

m%?$"$6" !"6)%!D%!,%,")&6O%:$":64)5%$#6!"':(%,85%" !,")&6>#,#!="6!57" "@&4")&%'%!$ $#6!",8%", $%-"$(%"#!#$# 5"

:5 ''"4%49%&'"<%&%"!6$"8!#?6&4"#!" $(%#&"4 ! =%4%!$"6?" $(%")&6O%:$"'$%)'2"Q6!'%R8%!$57-" " N" ,,%," $6" $(%")&6O%:$"

:8&&#:8584"#!$%&#4",8%", $%'"?6&"> &#68'",%5#>%& 95%'" !,"=6 5'B":5 ''"4%%$#!='"$6":(%:;D#!"6!"&%'% &:(")&6=&%''C"

dates for research completion; drafts of sections of the research paper; student discussions with the entire class on 

challenges, road blocks and confusion; multiple run-throughs of presentations, with alternate foci on presentation 

'$75%" !," '5#,%":64)6'#$#6!C",& ?$'"6?"@! 5") )%&'" !,")%%&"%> 58 $#6!"6?")&%'%!$ $#6!'" $(%", 7")&#6&" $6" $(%"@! 5"

presentation. Because students must present their updates orally to the entire class, the dynamics of the session are 

9%!%@:# 5" #!" $(%#&"6<!" &#=($2"P'"6$(%&'"( >%"%I)%&#%!:%,-" V9%!%@$'" #!:58,%" '( &#!=" &%?%&%!:%'" !,", $ " '68&:%'-"

&%:%#>#!="')%:#@:":644%!$'"6!"#4)&6>#!=",& ?$":64)6!%!$'-" !," :$#>%":5 ''&664",#':8''#6!'" 968$"'658$#6!'"$6"

) &$#:85 &")&695%4'W"*G:35&67-"XFFe-")2"\L12""

T%')#$%" ":5% &"$#4%5#!%-"N"?68!,"'$8,%!$'"? #5#!="$6",%5#>%&"$(%" ''#=!4%!$'"&%R8#&%,"'%%4"!6$"#&&%')6!'#95%"98$"

confused and scared. Kolb notes that successful experiential learners must “be able to involve themselves fully, 

6)%!57-" !,"<#$(68$"9# '"#!"!%<"%I)%&#%!:%'"*c659-"XF0L-")2"\/12"A(%")&6O%:$'" '",%':&#9%," 96>%"&%)&%'%!$",& '$#: 557"

!%<"%I)%&#%!:%'"?6&"% :("'$8,%!$2"N!'$#$8$#6! 5",%46=& )(#:'"#!,#: $%"$( $"!% &57"b/n"6?"U #!$"S6'%)(['"Q655%=%['"

'$8,%!$'" &%"@&'$"=%!%& $#6!":655%=%"=6%&'"*a =%&4 !-"./X/12"G7"98'#!%''"'$8,%!$'"( >%"5#$$5%"%I)6'8&%"$6"?6&4 5"

organizational settings and no exposure, typically, to HRM strategies, issues or concepts outside of classroom 

#!'$&8:$#6!2"Q6!'%R8%!$57-"$(%"$& !'#$#6!"?&64"$& ,#$#6! 5":5 ''&664"5%:$8&%'" !,": '%D9 '%,")&6O%:$'-"$6"'%5?"46!#$6&%,"

)&6O%:$'"9 '%,"6!" !"%I)%:$ $#6!"6?":6!$ :$"<#$("68$'#,%")&6?%''#6! 5'"5% >%'"'$8,%!$'"^8446I%,2"M & 57'#'": 8'%,"

by fear of the unknown and resulting self doubt leads to procrastination. I have found that the pedagogical cure for 

2010, Vol. 1, No. 1, 152-167

Richardson



158

Advances in Business Research

this initial state has been weekly verbal and written “check-ins” to the entire class, including a mandatory explanation 

6?":( 55%!=%'"6&-" '") '$"'$8,%!$'"( >%":6#!%,"$(%4-"V!6D:58%'W2"P"V:(%:;D#!W"&%R8#&%'" ,,&%''#!="$(%"?6556<#!="$6)#:'B

 

 1" l&#%?"#!$&6,8:$#6!"6?")&6O%:$-"&%R8#&%,"% :("'%''#6!"$6"6&#%!$"$(%")&%'%!$ $#6!-" '"<%55" '")&6>#,%" ":6!$%I$"?6&"

69'%&> $#6!" !,"&%^%:$#6!2

91" Work accomplished since previous check-in.
 

:1" M&6=&%''"4 ,%"6!")&6)6'%,")&6O%:$"68$:64%" '" "&%'85$"6?"<6&;" ::64)5#'(%,2"U$8,%!$'"<#55"@!,"$(%4'%5>%'"

sometimes reporting on work that sounds impressive and important but has little impact of progress toward the 

@! 5"<6&;")&6,8:$2"

,1" Q( 55%!=%'-":6!:%&!'-"5 :;"6?";!6<5%,=%"6&"5 :;"6?",#&%:$#6!2"

5()4&H-!*;&0*-3"#)&<.)+*&<-14-/"("-$&+$#&0*)/)$(+("-$& !"#)."$)/

Admittedly, I had little idea how much assistance students would need in developing the heart of the project 

assignment - what to do and when to do it. I anticipated - wrongly, it turns out - that the presentation would be the 

46'$",#?@:85$" ')%:$"6?"$(%" ''#=!4%!$-" '"'$8,%!$'"6?$%!"'( ;%" $"$(%":6!:%)$"6?")&%'%!$#!="#!"?&6!$"6?"6$(%&'2"A&8%-"

they are nervous when we enter corporate board rooms - no more so than me, it turns out - but where they truly 

^68!,%&"#'"#!":(6&%6=& )(#!="$(%#&"&%'% &:("4%$(6,656=7" !,",%>%56)#!="$(%#&"@! 5"<&#$$%!")&6,8:$2"

I)/)+*9F&+$#&<-14-/"("-$& !"#)."$)/

A(%"?6&4 $'"6?"$(%"&%'% &:(") )%&" !,")&6O%:$")&%'%!$ $#6!" &%"$#%,"$6"$(%"&%'% &:("=8#,%5#!%'-"<(#:("&%^%:$"$(%"

)&6O%:$"'$ $%4%!$2"T#&%:$#6!'"?6&"&%'% &:("$%:(!#R8%'"( >%":6!'#'$%!$57")&6>%,"!%:%'' &7",8%"$6"$(%"&%:%!$"%5#4#! $#6!"

6?" $(%" &%'% &:(" ) )%&" ?&64" $(%" :655%=%['" E&%'(4 !"Q655%=%"d&#$#!=" :8&&#:85842"A(#'" :( !=%" #!" $(%" #!$&6,8:$6&7"

writing class has left upperclassmen without detailed instruction on research and composition often until their senior 

year business seminars. 

Research based solely on internet searches is to be commonly a point of confusion and contention as well. “Just 

Google it” seems to be students’ answer to anything unknown. The familiarity and ease with which students’ access 

and use the internet seems to have created a void in the student’s information literacy, leading to a tendency to not 

>%&#?7", $ "6&" !%:,6$ 5"#!?6&4 $#6!"97":(%:;#!="485$#)5%"&%'68&:%'"*d 5;%&"J"3!=%5-".//\12""A(%"aHG")&6O%:$'"

depend on formal, peer reviewed research documentation but often rely on, as well, anecdotal research and data 

produced from survey and interview sources. A research guide provides students with a uniform starting point for 

)&6O%:$",%>%56)4%!$" !,"'%$'"&%R8#&%4%!$'"?6&"$(%"?68!, $#6!"6?"&%'% &:(" !," ! 57'#'2"*P))%!,#I".1"N!" ,,#$#6!-" "

>#'#$"% &57"#!"$(%"'%4%'$%&"?&64"$(%"Q655%=%['"&%'% &:("5#9& &# !"!6$"6!57",%47'$#@%'"$(%")%%&"&%>#%<" : ,%4#:"O68&! 5-"

98$",#>85=%'"$(%"#!$%&!%$" ::%''#9#5#$7"6?"$(%"5#9& &7['"&%'% &:(", $ 9 '%'"*d%55%( !"m#9& &712

Q64)6'#$#6!"=8#,%5#!%'"$ ;%"#!$6":6!'#,%& $#6!"$(%"')%:$&84"6?"$(%")6$%!$# 5"&% ,%&'-"& !=#!="?&64"$(%":64) !7['"

human resource and senior executives to entry level human resource staff tasked with continuing research. The 

'8==%'$%,"?6&4 $")&%'%!$'"#!?6&4 $#6!"#!" "56=#: 5" !,"$(6&68=("4 !!%&" !,"'$ !, &,#g%'"$(%"8'%"6?B"'%:$#6!'" !,"

subsections to help make the paper easier to follow or understand; font by using only 12 point Times Roman, and 

:#$ $#6!"=8#,%5#!%'"97"8!#?6&457"?6556<#!="PMP"=8#,%5#!%'2""A(%"&%'% &:(") )%&"?6&4 $"#'" '"?6556<'B

The inclusion of an executive summary acknowledges the limited time available from senior executives to dedicate 

to review of the material. I use class time to introduce the concept of an executive summary and review samples from 

previous research papers. The objective is a restatement of the project statement and acts as an introduction to the 

)8&)6'%" !,":6!$%!$"6?" $(%") )%&2"P"'%:$#6!"6!"4%$(6,656=7" #'" &%R8#&%,"'6" $(%"'$8,%!$'"4 7"%I)5 #!" $(%")&6:%''"

upon which they relied to gather data and information; this assists the corporate sponsor to continue the work, if it 

wishes, using the same or a purposefully different methodology. Students also include appendices made up of raw 

1. Title Page 

.2" A 95%"6?"Q6!$%!$'

3. Executive Summary

4. Objective 

5. Methodology

6. Findings and Analysis   

" e2" Q6!:58'#6!'

8. Appendices

9. References

10. Author biography

2010, Vol. 1, No. 1, 152-167

Richardson



159

Advances in Business Research

, $ -"%I 4)5%'"6?"9%'$")& :$#:%'-"6&":&#$#: 5"&%'68&:%'2"Q5 ''"$#4%"#'"8'%,"$6"#!$&6,8:%"$(%"&65%"6?"P))%!,#:%'" !,"

differentiate between the use of a resource citation and that of an appendix. 

A(%"@! 5") )%&"&%R8#&%4%!$"#'" "9&#%?" 8$(6&"9#6=& )(72"U$8,%!$'"%!&655#!="#!"$(%":68&'%'"?6&"<(#:(")&6O%:$'" &%"

&%R8#&%," &%"6?$%!"#!$%&%'$%,"#!"%4)5674%!$"<#$("$(%":6&)6& $%"')6!'6&'2"A(%"9#6=& )(7"=#>%'"$(%4" !"6))6&$8!#$7"$6"

put their work in context of their academic major, work experience and honors. The biography must be professional, 

9&#%?" !,":6!$ #!":%&$ #!"9 '#:"#!?6&4 $#6!C" ) &$"?&64"$(%'%"&%R8#&%4%!$'-"N",6"!6$"%,#$"6&"&%:644%!,":( !=%'"$6"

the biography.

0*)/)$(+("-$& !"#)."$)/

Presentation guidelines are less format driven, relying instead on encouragement of creativity and development 

of texture. Each student is, or has previously been enrolled in a Business Seminar, the capstone course for the entire 

lUlP")&6=& 4-"<(%&%")&%'%!$ $#6!"$%:(!#R8%'-"#!:58,#!="$(%"?6&4 $$#!="6?"M6<%&M6#!$"'5#,%'-" &%"6!%"?6:8'"6?"$(%"

:8&&#:85842"A(%"aHG")&6O%:$'" &%")&%'%!$%," ::6&,#!="$6"$(%'%"' 4%"&%R8#&%4%!$'-"!6$%,"9%56<2"H%(% &' 5'"6?"$(%"

)&%'%!$ $#6!" &%"':(%,85%,"?6&"$(%"$<6":5 ''"'%''#6!'")&#6&"$6"$(%"?6&4 5")&%'%!$ $#6!C"$(%"@&'$"&%(% &' 5"#'" !"#!?6&4 5"

&%(% &' 5"<(%&%"'$8,%!$'" &%" 556<%,"$6" ';"R8%'$#6!'"6?"4%" !,"$(%#&":5 ''4 $%'-",#':8''#6!")6$%!$# 5" ))&6 :(%'"

,8&#!="$(%")&%'%!$ $#6!" !,"%,#$"'5#,%'2"Q5 ''4 $%'" &%"%!:68& =%,"$6")&6>#,%"?%%,9 :;-"'8==%'$#6!'" !," ''#'$ !:%"$6"

help make the presentation the best it can be. The second rehearsal is a formal dress rehearsal, in professional dress, 

where classmates in the audience take notes and offer feedback after the presentation is completed. The collaborative 

nature of the rehearsals has been one of the most gratifying aspects of this process, as I have seen all students 

8!,%&'$ !,"$( $"$(%"9%$$%&"$(%#&"?&#%!,'")&%'%!$"$6" ")6$%!$# 5"%4)567%&-"$(%"9%$$%&"$(%"Q655%=%"#'")%&:%#>%," !,"$(%"

more valuable their degree becomes. 

0-7)*0-"$(&0*)/)$(+("-$& !"#)."$)/

1. Q6!'%&> $#>%"7%$" ))% 5#!="$%4)5 $%

2. Include the company symbols, logo, etc. to tailor it to the company

3. Presentation should follow format of written report

4. Use bullets with phrases for ideas, not extensive verbiage

5. Slides should contain charts, appropriate pictures, diagrams, etc to illustrate the work

6. Feel free to include audio, video, other examples to peak interest and bring texture to your presentation.

7. Be prepared to discuss the meaning and context of charts, graphs, etc on slides

8. NO READING FROM SLIDES – use slides to prompt a discussion of more detailed info

9. Use note cards if necessary

5()4&H"3);&J$#)*/(+$#&K-!*&I-.)&+/&L$/(*!9(-*

As the academic sponsor, I, as the course instructor, carry full responsibility for oversight of the Project, providing 

6!=6#!="=8#, !:%" $6" #!'8&%" $( $" $(%"@! 5"&%'85$" ,,&%''%'" $(%" #!#$# 5")&6O%:$",%':&#)$#6!" !,"?6556<'" $(%",#&%:$#6!"

provided by the organizational sponsor. I have found that the role of teacher in a course containing an experiential 

5% &!#!=D9 '%,")&6O%:$"48'$"9%"%!$#&%57"5% &!%&D:%!$%&%," !,":6!'#'$"6?"? :#5#$ $6&-"R8%'$#6!%&-"'8))6&$%&-" ,>6: $%"

 !,",%>#5['" ,>6: $%-"& $(%&"$( !" '" ",#''%4#! $6&"6&"#4) &$%&"6?";!6<5%,=%"*H69%&$'6!-".//]12"

The paradox inherent in the role of teacher of an upper level curriculum containing organizationally-sponsored 

)&6O%:$'"#'":&#$#: 5"$6" :;!6<5%,=%"*H69%&$'6!-".//]12"P'" "?6&4%&"a84 !"H%'68&:%"%I%:8$#>%-"N": 55%,"6!"?6&4%&"

:655% =8%'" !,")&6?%''#6! 5" :R8 #!$ !:%'"$6"')6!'6&"'$8,%!$")&6O%:$'-" 59%#$"$6"9%":64)5%$%,"8!,%&"47"'8)%&>#'#6!o

but not by me. My concern was admittedly egocentric. I initially wanted my students to present a work product that 

could have been completed by me, evidenced by a facile grasp of industry jargon, and sporting complex critical 

 ! 57'%'" !,"^ <5%''"=& 44 &-"%>%!"#?"47"<6&;"!%>%&" :$8 557" :(#%>%,"$( $"5%>%5"6?"R8 5#$72"

The clear paradox is that even though companies, by partnering in these projects, are able to have work completed 

that otherwise may not have been, that work is assigned to a college undergrad with little or no experience in a 

corporate setting, and rarely exposure to a human resources department. The work is costing the company nothing 

in actual money spent and little in terms of time allocation. My expectation was that the work should be professional; 

N" ,4#$$%,57"?68!,"47'%5?"$(%"!#=($"9%?6&%"@! 5")&%'%!$ $#6!'-"(% >#57"%,#$#!="$(%"'$8,%!$'[",& ?$'-":( !=#!="'#4)5%"

phrasing to that of a seasoned practitioner. 

Following Robertson’s advice, I acknowledged the paradox, not only to myself but to the corporate sponsors 

2010, Vol. 1, No. 1, 152-167

Richardson



160

Advances in Business Research

and the students. I could not correct everything. Learning would only occur with risks taken, mistakes made and 

spectacular blunders such as a company name misspelled on every one of 25 PowerPoint slides. I now teach the tools 

$6")&%>%!$"$(%"958!,%&'"?&64"6::8&&#!=2"Q5 ''"$#4%"#'"')%!$"&%>#%<#!="=& 44 &":(%:;" !,":( !=%"$& :;#!="$665'"#!"

G#:&6'6?$"d6&,-"$7)#: 557",%46!'$& $%,"97"'$8,%!$'2"N"&%R8%'$":6&)6& $%"')6!'6&'"$6"6??%&")&6O%:$'" ))&6)&# $%"?6&"

entry level human resource employees and alert them that mistakes most likely will occur. “To teach is to learn twice” 

*H69%&$'6!-".//]-")2"X0F12

5()4&5"6;&0*-3"#)&:44-*(!$"(C&M-*&<.)+*N&<-14*)F)$/"3)&+$#&B"1).C&83+.!+("-$&+$#&H))#>+9D

Several semesters of HRM projects has shown me that students work better and receive more value from this 

course when expectations are clearly set. This is true as much for presentation guidelines as it is for evaluation and 

=& ,#!="&89&#:'2"Q6!'%R8%!$57-"N"&%>#%<"$(%"%> 58 $#6!"?6&4'"*P))%!,#I"\1" !,"=& ,#!="&89&#:"*P))%!,#I"L1"<#$("$(%"

'$8,%!$'",8&#!="$(%"@&'$"46!$("6?":5 ''-" '"$(%")&6O%:$'"=%$"8!,%&< 72"A(%7"8'%"$(#'"#!?6&4 $#6!"$6"#,%!$#?7"<( $"$(%7"

expect from themselves as well as their expectations of their teammates.

Students view evaluations as the most important aspect of the projects. The feedback from the organizational 

')6!'6&'"#'":6!'$&8:$#>%-"')%:#@:" !,"R8 !$#@ 95%-" !,"8'%?85" '"48:("$6"$(%"#!'$&8:$6&" '"$6"$(%"'$8,%!$'2"E%%,9 :;"

from the instructor is also valuable to the student, as it integrates the instructor’s professional perspective on the 

6&= !#g $#6! 5"?%%,9 :;"<#$("$(%":68&'%"&%R8#&%4%!$'" !,")%&'6! 5";!6<5%,=%"6?"$(%"'$8,%!$['"';#55'" !," 9#5#$#%'2"

P'"N"!6$%,"% &5#%&-"6!%"6?"$(%"&%R8#&%4%!$'"$6" :$" '" !"6&= !#g $#6! 5"')6!'6&"6?" !"aHG")&6O%:$"#'"$(%":64)5%$#6!"

6?"%> 58 $#6!'"97"%4)567%%'" $$%!,#!="$(%"@! 5")&6O%:$")&%'%!$ $#6!2"A(%"?6&4 5"')6!'6&"%> 58 $#6!"?6&4",6%'"!6$"

relate to the research paper but focuses only the presentation and provides feedback on ten aspects of presentation 

skills and ten characteristics on the material content. Students examine the evaluation form each semester it is used 

 !,":&#$#R8%"$(%"?6&4 $"'6"$6"#55#:#$"$(%"46'$":6!'$&8:$#>%"#!?6&4 $#6!")6''#95%2"

Students are keenly interested in my feedback on their work, from content knowledge to dress to presentation 

skills. My feedback is guided by an evaluation form which is anecdotal and addresses the students’ efforts throughout 

the entire semester, as well as by a grading rubric which is points-based. I incorporate the paper and presentation 

guidelines into the entire evaluation, as well as the students’ ability to follow direction from the instructor and 

peers given during presentation rehearsals. I review the instructor evaluation form and grading with each student 

during a private feedback meeting. These meetings allow conversation about successes, challenges and frustrations, 

performance, team dynamics, but no negotiation on grades.  A completed instructor evaluation form is attached as 

Appendix 5. 

<:O<'J5L:O

In the fall semester of 2010, I found myself in front of a class of 20 students, all enrolled in the capstone HRM 

:68&'%"#!$&6,8:#!="$(%"@>%"%I)%&#%!$# 5")&6O%:$'"?6&"$(%":8&&%!$"'%4%'$%&2"N"( ,"$6"$8&!" < 7"'$8,%!$'"#!"$(%#&"O8!#6&"

7% &-" $6";%%)"$(%":5 ''"4 ! =% 95%-" !,"$8&!",6<!"'%>%& 5"&%R8%'$'"?&64" &% "98'#!%''%'"?6&")&6O%:$'-":6!>#!:#!="

them to hold off until the spring 2011 semester. The Six Steps once again provided guidance, as 15 of the 20  students 

were close friends through varsity athletics and all 15 wanted to work together…and shouldn’t. A review of the project 

&%R8#&%4%!$'-"%> 58 $#6!"?6&4'" !,"=& ,#!="&89&#:'"( ,"'64%"6?"$(%'%"'$8,%!$'"&%$(#!;#!="$(%#&":(6#:%"6?") &$!%&"

 !,"$(%"&#=6&"6?"$(%'%"'$ !, &,'": 8'%,"$<6"'$8,%!$'"$6",&6)"$(%":68&'%2""A(%"@&'$":(%:;D#!"< '"& 4) !$"<#$("V!6D

clues”, but I sensed that the projects would be providing sheltered students with opportunities to experience actual, 

professional work assignments.  

The community interest in the programs has led to newspaper coverage and college alumni magazine highlights. 

U8:("<%55";!6<!"98'#!%''%'" '"m2m2l% !-"`!84-"E #&:(#5,"U%4#:6!,8:$6&" !,"d66, &,"J"Q8&& !"( >%"! 4%'"$( $"

: $:("'$8,%!$'[" $$%!$#6!" !," ,,"'89'$ !:%"$6"$(%#&"&%'84%'2""P,4#$$%,57"47"%I)%&#%!$# 5":68&'%'"( >%"9%!%@$$%,"

?&64"$(%":8&&%!$"%:6!64#:"!%%,"?6&"6)%& $#6! 5"'$ ?@!="5%>%& =%"<#$(#!" ,4#!#'$& $#>%",%) &$4%!$'"'8:(" '"(84 !"

resources. The program has also been served by support of local Society for Human Resource Management chapter 

which made meetings open to students at no charge, encouraged corporate members to become project sponsors and 

sponsored a project as a meeting presentation on Social Networking Best Practices for Human Resources.  Projects 

are currently scheduled through the spring semester of 2011 for each 300 and 400 level human resource management 

course. The projects have provided local companies with not only “free” research, but a clear perspective of  

Generation Y.

A(%" 56!=" $%&4" #4) :$" 6?" $(%" )&6O%:$" ) &$!%&'(#)'" #'" !6<" %>#,%!$B" ?855" $#4%" )6'#$#6!'" ( >%" 9%%!" 6??%&%," $6" e"

students participating in the projects by their project sponsors; new annual giving relationships have been established 

with 4 of the corporate sponsors, and a “permanent” partnership has been established with a local hospital, resulting 

2010, Vol. 1, No. 1, 152-167

Richardson



161

Advances in Business Research

in an internship per semester and one each summer for human resource majors and two projects per semester for the 

upper level human resource courses. 

P5$(68=(" $(%" )&6O%:$" )&6:%''%'-"  '" &%^%:$%," #!" $(%" U#I" U$%)'-"  &%" :6!$#!8 557" %>65>#!=-" $(%" 9%!%@$'" 6?" $(%"

:8&&#:8584"( >%"#4) :$%,"$(%"%!$#&%":655%=%2"P'"G &;"Q66;-"T#&%:$6&"6?"34)567%%"l%!%@$'"?6&"m2m2l% !"!6$%,"<(%!"

discussing his company’s role as an organizational sponsor of a 2010 project, ““It’s work I didn’t have to do and spend 

$#4%"6!-" !,"#$"< '">%&7"(%5)?85"$6"4%2"o"*$(#'")&6=& 4"#'1" $"$(%"?6&%?&6!$"6?":6!!%:$#!=" : ,%4#:'"$6"$(%"$& !'#$#6!"

#!$6"$(%"<6&;"<6&5,W"*a &,#4 !-"./X/12""P!,&%<"M 5 ,#!6-" "'$8,%!$"%!&655%,"#!"6!%"6?"$(%".//F"aHG"%I)%&#%!$# 5"

courses, described much more simply and succinctly the impact of the course on him. “It prepared me for life after 

:655%=%W"*a &,#4 !-"./X/12

I8H8I8O<85

=>-!(&<--4)*+("3)&8#!9+("-$;&O<<82"*!2,212"H%$&#%>%,"S857".F-".//F-"?&64"Y $#6! 5"Q644#''#6!"6?"Q66)%& $#>%"

3,8: $#6!"d%9"'#$%B"($$)Bhh<<<2:6D6)2%,8

P8$(6&2" *.//e-" k:$69%&12" H+"*9F".#& /)1"9-$#!9(-*& 4*)/)$(+("-$& 4*-?)9(/& PI& QRS& H+..& RSST. HR 320 HR & 

k&= !#g $#6! 5"U$& $%=7"Q8&&#:8584-"U #!$"S6'%)('"Q655%=%"6?"G #!%2

P8$(6&2"*.//F-"S !8 &712"I)9*!"(1)$(&/).)9("-$&+$#&(*+"$"$%&/4*"$%&SU&4*-?)9(/. Recruitment Selection and Training 

Q8&&#:8584-"U #!$"S6'%)('"Q655%=%"6?"G #!%2

Bion, W. 1968. 864)*")$9)/&"$&%*-!4/;&=$#&-(F)*&4+4)*/2"E56&%!:%-"cjB"H68$5%,=%2

Britton, B., & Tesser, A. 1991. Effects of time management practices on college grades. V-!*$+.&-M&8#!9+("-$+.&

Psychology-"0\B"L/]DLX/2

Q( )4 !-"G2"G &:(".\-".//F2":$)&>)$)G(&-M&9-@-4&)#!9+("-$;&'"D)."F--#&-M&+&?->. New York Times.

Fletcher, B. April 16 , 2009. The importance of internships in a declining economy2" H%$&#%>%," ?&64" B" 

($$)Bhh"  &O69'2:642

+ &,!%&-"M2"Q2"*.//012"I)+#C&M-*&4*"1)&("1)W&P-7&"$()*$/F"4/&+$#&9-@-4/&+MM)9(&#)9"/"-$/&-$&M!..@("1)&?->&-MM)*/&

X7F"()&4+4)*Y2"H%$&#%>%,"S857"./-".//F-"?&64"G6!'$%&A& ;"B"($$)Bhh4%,# 246!'$%&2:642

Gore, G. 1968. The management internship. Academy of Management Journal-"XXB"Xb\DXe02

Gutner, T. March 30, 2009.  *+#!+("$%&7"(F&+&1+?-*&"$&%-@%)(("$%. Wall Street Journal, p. D6.

Hagerman, R. August 20, 2010. Vice president of enrollment management, Saint Josephs College. (P. B. Richardson, 

N!$%&>#%<%&12

Hardiman, S. June 16, 2010. 5(Z& V-/)4F[/& "$()*$/F"4/&%"3)& 9-..)%"+$/&+& ?!14& "$&PI. Portland Press Herald, p. 

Business Section 1.

a68=($6!-"S2".//e2"U#4M&6O%:$B"P")&6O%:$"4 ! =%4%!$"'#485 $#6!"?6&":5 ''&664"#!'$&8:$#6!2"Academy of Management 

')+*$"$%&\&8#!9+("-$-"bB"]ebD]e02

Johnson, P. December 15, 2008, 2"*)9(-*&-M&/(+MG$%&#)3).-41)$(N&H+"*9F".#&5)1"9-$#!9(-*2"*P8$(6&-"N!$%&>#%<%&12

S6'O#-" G2-" T >#'-" 32-" c $(&8# -" H2-" J" d%#,!%&-" Q2" .//\2" m% &!#!="  !," $% :(#!=" '$& $%=#:" 4 ! =%4%!$" $(&68=("

experiential methods. Academy of Management Proceedings-"*))2"TXD"Tb12

Kolb, D. 1984. 864)*")$("+.& .)+*$"$%;&864)*")$9)& +/& (F)& /-!*9)& -M& .)+*$"$%& +$#& #)3).-41)$(. Upper Saddle 

H#>%&B"YS-B"M&%!$#:%Da 552

G:35&67-"S2"XFFe2"A(%"4%!$6&",%46!'$& $#6!"46,%5B"d&#$#!="<#$("'$8,%!$'"#!"$(%"'%!#6&"%:6!64#:'"'%4#! &2"Journal 

-M&89-$-1"9&8#!9+("-$-".0B"\XD\]2

2010, Vol. 1, No. 1, 152-167

Richardson



162

Advances in Business Research

M?%??%&-"S2-"J"E6!=-"Q2".//.2"A(%"%!,"6?"98'#!%''"':(665'_"m%''"'8::%''"$( !"4%%$'"$(%"%7%2"Academy of Management 

')+*$"$%&+$#&8#!9+("-$-"XB"e0DF]2

Quimby, B. November 16, 2008. <-..)%)&/)$"-*/&/))&("%F(&?->&1+*D)(. Portland Press Herald.
 

H%7!65,'-" G2-" J" K#!:%-" H2" .//L2" Q&#$#: 5" 4 ! =%4%!$" %,8: $#6!"  !,"  :$#6!D9 '%," 5% &!#!=B" U7!%&=#%'"  !,"

contradictions. =9+#)1C&-M&,+$+%F)1)$(&')+*$"$%&+$#&8#!9+("-$-"\B"LL.DL]b2

Robertson, D. 2005. Generative paradox in learner-centered college teaching. L$$-3+("3)&P"%F)*&8#!9+("-$-" .FB"

181-194.

U$8,%!$'"U$#55"Q(66'%"l8'#!%''2"*XFb0-"E%9&8 &7"XF12"JZ5Z&O)7/&\&E-*.#&I)4-*(, p. 99.

d 5;%&-" a2-" J" 3!=%5-" c2" .//\2" H%'% &:(" %I%&:#'%'B" P" '%R8%!:%,"  ))&6 :(" $6" O8'$D#!D$#4%" #!?6&4 $#6!" 5#$%& :7"

instruction. Research Strategies-"XFB"X\]DXLe2

d%55%( !"m#9& &72"*!2,212"'">*+*C&2-9!1)$(/;&5+"$(&V-/)4F/&<-..)%)&-M&,+"$)2"H%$&#%>%,"?&64"B"<<<2'O:4%2%,8h"

5#9 &7h,6:84%!$'h#,%!$#?7#!=':(65 &57O68&! 5'2),?2

Beth Richardson" #'"  ''#'$ !$")&6?%''6&"6?"98'#!%''" ,4#!#'$& $#6!" $"U #!$" S6'%)(['"Q655%=%"6?"G #!%"<(%&%" '(%"

oversees the human resource management major and has introduced an experiential component to all HRM courses. 

U(%"&%:%#>%,"(%&"ST-":84"5 8,%-"?&64"P4%&#: !"`!#>%&'#$7['"d '(#!=$6!"Q655%=%"6?"m <2"M&#6&"$6"(%&")6'#$#6!" $"U$2"

S6'%)(['"Q655%=%-"'(%"(%5,"> &#68'"(84 !"&%'68&:%'"%I%:8$#>%")6'#$#6!'-"#!:58,#!="'%&>#!=" '"%I%:8$#>%">#:%")&%'#,%!$"

of global human resources and administration at Enterasys Networks in Portsmouth, New Hampshire. In 2006, 

)&6?%''6&"H#:( &,'6!"< '" "E859&#=($"U:(65 &" $"$(%"̀ !#>%&'#$#%'"6?"U #!$'"Q7&#5" !,"G%$(6,#8'"#!"U;6)O%-"G :%,6!# 2"

2010, Vol. 1, No. 1, 152-167

Richardson



163

Advances in Business Research

=44)$#"6&];&&0*-?)9(&5(+()1)$(&<-14+*"/-$

H+..&RSST;&0*)/)$(+("-$&0*-?)9(/

 
1. a84 !"H%'68&:%"G%$&#:'"B"l%'$")& :$#:%'"6!"8'%"6?"G%$&#:'"#!"aH",%) &$4%!$'

2. Q655%=%"U%4#:6!,8:$6&"M&6=& 4'B"':(665'"<#$("'%4#:6!,8:$6&"&%5 $%,":8&&#:8584'" !,"$(%"!849%&" !,"$7)%"6?"?6&%#=!"! $#6! 5'" $"$(%'%"

schools

3. `), $%'"$6"aXl"K#' "M&6=& 4"H%R8#&%4%!$'B")6$%!$# 5"'$& $%=#%'h'658$#6!'"$6",% 5"<#$("68&"=6>%&!4%!$'"aDXl">#' ": )'

4. T%%4%,"3I)6&$"H%=85 $#6!'B")6$%!$# 5"'$& $%=#%'h'658$#6!'"<#$("(#=("$%:(":64) !#%'"$6"9%"#!":64)5# !:%"<#$(",%%4%,"%I)6&$'"$6":68!$&#%'"

of concern

5. 3I%:8$#>%"Q64)%!' $#6!"Q64) &#'6!'B"a#'$6&#: 5"H%'% &:("6?"Q3k" !,"A6)"]"3I%:8$#>%"M 7"*l '%,-"l6!8'-"3R8#$71" = #!'$" "'%5%:$")%%&"

=&68)"8'#!=")895#:"X/Dc" !,")&6I7"@5#!='

54*"$%&S^&0*-?)9(/

]Z& :*")$(+("-$&0*-%*+1 - evaluate BANK’s current program and advise whether it is effective. If you determine it is not, develop ideas and 

a structure that would work better for new employees. BANK will provide the resources for students to use to conduct research with other 

community banks and survey BANK newly hired employees. Students will attend a BANK orientation program to give them an idea on 

what BANK includes and the paperwork that is involved.

RZ& Recruiting venuesB"<( $" >%!8%'-"$665'-"4%,# -"%$:"$6"8'%"$6"&%:&8#$"'8::%''?8557"?6&"9 !;'2"d(%&%",#,"$(%"'8::%''?85"%4)567%%'":64%"

?&64_"Y%<"#,% '"?6&"&%:&8#$4%!$2"P! 57'#'"6?")&%'%!$"$%:(!#R8%'2

QZ& B)/("$%&-M&_=O`&)14.-C1)$(&9+$#"#+()/B"#'"lPYc"$%'$#!=" ,%R8 $%"?6&"(#&#!="$(%"&#=($")%6)5%_"P! 57'#'"6?"<( $"#'"9%#!="8'%,"!6<"

>%&'8'" &%$%!$#6!" !,"'8::%''"6!" $(%" O69C"<( $",6"6$(%&"9 !;'" !,"@! !:# 5"'%&>#:%'"8'%" ?6&" $%'$#!=C" &%:644%!, $#6!'"?6&" &%>#'#6!'" $6"

:8&&%!$" $%'$#!=" )&6$6:652"Q64) & $#>%" '$8,7"6?" $%'$#!=" &%'85$'-" %,8: $#6!"  !," %I)%&#%!:%"<#$(" &%$%!$#6!"  !," $%!8&%" 6!" O692"T%$%&4#!%"

) $$%&!'C"&%)6&$"6!"@!,#!='-" !,"4 ;%"'8==%'$#6!'"9 '%,"6!"@!,#!='2

aZ& Interview protocolB"d( $"R8%'$#6!'" !,"$%:(!#R8%'",8&#!="#!$%&>#%<'"<#55"9%'$" 556<"lPYc"$6",%$%&4#!%"<(%$(%&" ": !,#, $%"#'"R8 5#@%,"

 !,"<#55"'$ 7"#!"$(%"O69_"H%'% &:("'$ $%D6?D$(%D &$"#!$%&>#%<"$%:(!#R8%'-" ! 57g%"lPYc['":8&&%!$"#!$%&>#%<#!=-" !,"&%:644%!,":( !=%'2

54*"$%&RSSU&0*-?)9(/

P-/4"(+.&0*-?)9(;&I)9*!"(1)$(&+$#&*)()$("-$&-M& )$&b&+$#&K

 1" What are some /4)9"G9"< 7'"#!"<(#:("$6"&%:&8#$"+%!%& $#6!'"i"J"j"$6"a6')#$ 5_"d( $"#'"$(%")&%?%&&%,"'68&:%"6?":6448!#: $#6!D"(6<"

: !"<%"9%'$"&% :("$(#'"$ &=%$"=&68)_"d( $"9%!%@$'" &%"#4)6&$ !$"$6"$(#'"=%!%& $#6!_"d( $",6"$(%7"< !$"$6"'%%"#!" !" ,>%&$#'%4%!$" !,"

<(%&%"'(685,"<%" ,>%&$#'%"#!"6&,%&"$6"=%$"$(%#&" $$%!$#6!_"d( $" &%"6$(%&":64) !#%'"p"(% 5$(: &%" !,"!6!D(% 5$(: &%"D",6#!="$6"$ &=%$"$(%'%"

=%!%& $#6!'_""P"'8&>%7"$ ;%!"?&64")%6)5%"6?"$(%'%"=%!%& $#6!'"#'" "&%R8#&%4%!$"6?"$(#'")&6O%:$2

91" P?$%&"<%"( >%" ))&6)&# $%57"&%:&8#$%,"+%!'"i"J"jD"(6<",6"<%"%??%:$#>%57"&%$ #!"$(%4_"d#$("$(%"9 97"9664%&'"9%=#!!#!="$6"&%$#&%"#!"

5 &=%&"R8 !$#$#%'" !,"$(%"%>%&D"8!'$ 95%"%:6!647-"<( $": !"<%",6"$6"&%$ #!"68&"+%!"i"J"j"%4)567%%'_""d( $"4 ;%'"$(%4"'$ 7"<#$(" !"

6&= !#g $#6!hO69_

'+7&H"*1&0*-?)9(;&=.()*$+("3)&1)(F-#/&M-*&(F)&*)9*!"(1)$(&-M&.+7&/(!#)$(/&M-*&/!11)*&+//-9"+()&+$#&]st&C)+*&+//-9"+()&4-/"("-$/Z

 

 1" Q6!,8:$"R8 !$#$ $#>%" !,"R8 5#$ $#>%"&%'% &:("#!$6"$(%"8'%"6?" 5$%&! $#>%"&%:&8#$4%!$"4%$(6,'"97"! $#6! 5"5 <"@&4'-"<#$(" "?6:8'"6!"#!$%&!%$"

–based recruitment methods, including, but not limited to, the use of social media tools. 

91" Q6!,8:$"#!$%&>#%<"6&"'8&>%7"9 '%,"&%'% &:("<#$("m <"':(665": &%%&"'%&>#:%"6?@:%'"#!$6"$(%"&%:&8#$4%!$"4%$(6,'"69'%&>%," !,h6&")&%?%&&%,"

97"$(6'%"6?@:%'2

:1" Q6!,8:$"#!$%&>#%<"6&"'8&>%7"9 '%,"&%'% &:("<#$(":8&&%!$"5 <"'$8,%!$'" !,":8&&%!$"Xst year attorneys to determine the job search methods 

8'%," !,h6&")&%?%&&%,"?6&"%!$&7"5%>%5" $$6&!%7")6'#$#6!'2

,1" T%>%56)" !" 5$%&! $#>%"&%:&8#$4%!$"4%$(6,'")5 !"?6&"m <"E#&4-"<#$("$(%"!%:%'' &7",%$ #5" !,"=8#,%5#!%'"$6"%! 95%"$(%"@&4"$6"#4)%55%!$"$(%"

) !"?6&"#$'".//Fh./X/"&%:&8#$4%!$"7% &"9%=#!!#!="#!"P8=8'$".//F

%1" N4)5%4%!$"$(%")5 !"?6&"#$'".//Fh./X/"&%:&8#$4%!$"7% &"9%=#!!#!="#!"P8=8'$".//F2

2010, Vol. 1, No. 1, 152-167

Richardson



164

Advances in Business Research

=44)$#"6&R;&P!1+$&I)/-!*9)&0*-?)9(/&I)/)+*9F& !"#)

83)*C&4*-?)9(&1!/(&"$3-.3)&(F)/)&*)/-!*9)/&+$#&*)/)+*9F&+9("3"(")/N&"M&+44*-4*"+();

Recent academic researchB"566;"?6&", $ -":6!:58'#6!'-"%$:2"M%%&"&%>#%<%,"O68&! 5'" &%"!%:%'' &7-" !,"$(%"9%$$%&";!6<!-"$(%"9%$$%&"768&" 8,#%!:%"

will receive the information. Harvard Business Review and other business periodicals by the better known Universities are the place to start. 

Then, branch out widely. The Research Librarian is always a resource for your work and is aware of these project assignments. 

Current trends – anecdotal rather than research based. Use SHRM, on-line and hard copy business periodicals, etc. Periodicals that can help 

you get started include The Wall Street Journal, Fortune, Forbes, Business Week, The Economist, as examples. Also consult industry trade 

=&68)'"*P4%&#: !"l !;#!="P''6:# $#6!-"%$:1" !," !7")%&#6,#: 5"$( $"#'"&%5%> !$"$6"$(%"#!,8'$&7"768" &%"<6&;#!="<#$(#!"*U8)%&4 &;%$"Y%<'-"%$:12"

 )$)*+()#&#+(+B"j68&"6<!"&%'% &:("#!$6"6$(%&":64) !#%'[" :$#>#$#%'2"E#=8&%"68$"<( $":64) !#%'"$6" ))&6 :(-" !,",6"'6" '"'66!" '")6''#95%2"

Let people know that you are working on a research project and if they  need to hear from me, I am glad to get in touch and verify what you are 

,6#!=2"TkY[A"H3mj"kY"3GPNm2"j68"4 7"( >%"$6"4 ;%"95#!,": 55'"$6":64) !#%'"6&"@!," ":6!$ :$"$6"=%$"#!?62"E%%5"?&%%"$6"8'%"47"6?@:%")(6!%"

$6"4 ;%"56!=",#'$ !:%": 55'" !,"$(%"? I"#!"$(%"E :85$7"U%:&%$ &7['"6?@:%"#'" > #5 95%"$6"768-" '"<%55"p"O8'$"$%55"4%" !,"N"<#55"'%$"#$" 55"8)"?6&"7682

')%+.&9-$/"#)*+("-$/B"G ;%"'8&%"$6"&%'% &:("&%:%!$"5 <'8#$'-":( 55%!=%'-"!%<"5%=#'5 $#6!-")&6)6'%,"5%=#'5 $#6!-"%$:2"&%= &,5%''"6?"768&")&6O%:$"

topic. You might even want to interview an employment lawyer or two – see me for suggestions.

86+14.)/B"l%"&% ,7"$6"( >%"%I 4)5%'"6?"<( $"768" &%"&%:644%!,#!=-"<(%$(%&"#!"( &,":6)7-"6!5#!%",%46!'$& $#6!'-">#,%6'-"%$:2"A(#!;" 968$"

this now so you get copies of what you need.  Be creative. 

2010, Vol. 1, No. 1, 152-167

Richardson



165

Advances in Business Research

Appendix 3: Presentation evaluation form 

 
Project Sponsor and Title:                  Student name(s):                        Presentation date: 

 

PRESENTATION SKILLS          Ratings:  1 (low)  2  3  4  5 (high) 

 

1. Topic Knowledge                              

2. Ability to stay focused on the topic                                   

3. Ability to hold your interest                                    

4. Pace of presentation                                 

5. Effective responses to questions                                   

6. Use of relevant examples                                     

7. Clarity of spoken words                                       

8. Evidence of preparation                                         

9. Use of eye contact, gestures, voice                                     

10. Overall presentation performance                                     

 

OVERALL MATERIAL CONTENT  Ratings:      1 (low)  2    3       4       5 (high) 

 

1. Organization of materials                                    

2. Usefulness of information presented                                      

3. Ability to hold your interest                                           

4. Clarity of information                                            

5. Content of responses to questions                                        

6. Use of time                                               

7. Formatting and relevancy of slides                                         

8. Creativity and originality                                          

9. Accuracy of information                                          

10. Overall material content                                          

 

Comments on overall material content: What parts of this presentation were most helpful? What parts of this presentation were least helpful? 

Suggestions for the presenters: ADDITIONAL FEEDBACK: This presentation is representative of the focus of an experiential upper-level 

course in the Human Resource major within the Business Dept. at St. Joseph’s College. Students are, for often the 1
st time, exposed to actual 

issues challenging human resource departments and to the daily workings of businesses. Any feedback you have for the students or the instructor, 

particularly suggestions for improvement, are very much appreciated. 

 

2010, Vol. 1, No. 1, 152-167

Richardson



166

Advances in Business Research

=44)$#"6&a;& *+#"$%&I!>*"9&M-*&PI,&864)*")$("+.&0*-?)9(/

]Z& Individual 8MM-*(B" 3>%&76!%" =%$'" =& ,%," #!,#>#,8 557" 6!" $(%" %??6&$" (%h'(%" )8$'" #!$6" $(%" )&6O%:$B" U%&#68'!%''-"  $$#$8,%-" '%!'%" 6?"

8&=%!:7-"4%%$#!=",% ,5#!%'-"&%')6!,#!="$6"<( $"#'"&%R8#&%," !,"'8==%'$%,-"%??%:$#>%"$% 4"4%49%&2".]")6#!$'

RZ& PowerPointB"U( &%,"=& ,%B"A(%"M6<%&M6#!$")&%'%!$ $#6!"=8#,%5#!%'"48'$"9%"?6556<%,2"N!" ,,#$#6!-",%46!'$& $%")&6?%''#6! 5#'4-":&% $#>#$7-"

$%:(!#R8%'"$6";%%)")%6)5%['" $$%!$#6!2".]")6#!$'"

QZ& PaperB"U( &%,"=& ,%B"j68"48'$"?6556<"$(%") )%&"?6&4 $"&%R8#&%4%!$'2"3 :("=& 44 $#: 5"%&&6&"*#!:58,#!="')%55#!=1"#!"$(%"@! 5") )%&"<#55"

result in a one point reduction in the paper grade.  25 points

aZ& PresentationB" #!,#>#,8 5" =& ,%B" 566;#!=" ?6&" :6!@,%!:%-" %I)%&$#'%" 6!" $(%"4 $%&# 5-" %>#,%!:%" $( $" $(%" &65%" #!" $(%" )&%'%!$ $#6!"( '" 9%%!"

)& :$#:%,C":5% &" !," &$#:85 $%")&%'%!$ $#6!C"=66,"8'%"6?" '5#,%'C"6&= !#g $#6!C" 9#5#$7" $6" !'<%&"R8%'$#6!'" &%^%:$#!=";!6<5%,=%"6?"768&"

material. 25 points  

BF)&G$+.&4*-?)9(&%*+#)&"/&+$&+3)*+%)&-M&(F)/)&aZ 

2010, Vol. 1, No. 1, 152-167

Richardson



167

Advances in Business Research

=44)$#"6&c;&L$/(*!9(-*&83+.!+("-$

M&6O%:$"%> 58 $#6!" !,"=& ,%" "" " U$8,%!$B"S6(!"T6%"" " " " M&6O%:$B"E)..$)//&I:L&d&

<:,0=OK

L$#"3"#!+.&8MM-*(B"S6(!"T6%-"N" ))&%:# $%,"768&"%!$(8'# '4" !,"#!$%&%'$2"j68",6"!%%,"$6";!6<-"$(68=(-" $( $"6?" 55"6?" $(%"%> 58 $#6!'"$( $"

mentioned a part of the presentation that was least helpful,  all but one noted that it was your food section. The audience did not see a clear 

connection between the nutritional section and the ROI research to support <:,0=OK’s wellness program. I do believe this happened because 

there was nothing about <:,0=OK"$( $"768"')%:#@: 557"4%!$#6!%,"( >#!="$6",6"<#$("!8$&#$#6!2"N"( ,"'8==%'$%,"$6"768" "!849%&"6?"$#4%'"$( $"768"

talk about nutrition-related actions the company could take, like addressing the content of their vending machines, but you never introduced that 

focus on the company. In addition, you were very slow to do the research on ROI and how it related to nutrition, to the point that I virtually ended up 

,6#!="#$"?6&"768o<(#:("NU"YkA"47"&65%2"N",#," "'#4)5%"+66=5%"'% &:("p"#$"< '![$"%>%!" !"3lUQk"'% &:("$(&68=("$(%"5#9& &7", $ 9 '%"D" !,"N"?68!,"

two very current presentations that contained some of the information you needed…which, unfortunately, you did not use to its fullest potential in 

your section. Additional constructive feedback I have is that you should have, as a team, paid more attention to Guest Speaker’s presentation and 

what he planned to do. Guest Speaker was mentioned in one evaluation as the part of the presentation that was least helpful. All others mentioned 

the food section.  *+#);&^S

PowerPoint The PowerPoint point was generally creative, used a good mix of text, charts, data and video and related well to the points you 

<%&%"4 ;#!="$6"$(%" 8,#%!:%2"N$"^6<%,"<%55-"< '"6&= !#g%,"56=#: 557" !,"< '" !"#!$%&%'$#!=") &$"6?"$(%"%!$#&%")&%'%!$ $#6!2""S6(!"T6%-"768&"'5#,%'"

could have used more variety and creativity – talking about foods and nutrition, you had a good opportunity for pictures, videos, etc.  *+#);&US

0+4)*;"A(%") )%&"$66;"4 !7",& ?$'"$6"=%$"$6"$(%"@! 5")&6,8:$-"98$"$( $")&6,8:$"< '"%I:%55%!$2"A(%") )%&"?6556<%,"<%55-"< '"<%55"&%'% &:(%,-"

after some considerable prodding by me, and was formatted in a way that made it easy to read and understand. The one part of the paper that was 

4#''#!="#'" ",#':8''#6!"6?"$(%")5 !"$( $"QkGMPYj"< '"#4)5%4%!$#!="#!"S !8 &72"N,% 557-"768"'(685,"( >%":6!$ :$%,"$(%":64) !7" !,"#!$%=& $%,"

that information into your paper and therefore your presentation.  The issue that I have with the process of creating the paper was the need for 

TEAMMATE 1 to rewrite the short term ROI section and the lack of research and writing that was done by TEAMMATE 2.  The section written 

by TEAMMATE 2 was confusing, poorly organized and used wording that was awkward. From what I can tell, instead of bringing the paper to the 

writing center and redoing it, nothing was done until TEAMMATE 1 simply re-did the entire section. This is unacceptable as far as the responsibility 

6?"$(%"$% 4"?6&"$(%")&6,8:$#6!"6?"$(%"@! 5") )%&2""N" 4"=6#!="$6":6!'#,%&"$(#'-"#!") &$-"#!"$(%"=& ,%"?6&"$(%") )%&" '"<%55" '"#!"$(%"=& ,%"6?"#!,#>#,8 5"

effort for various team members.  *+#);&&US

0*)/)$(+("-$; John Doe, your presentation was good and you demonstrated some solid expertise in your subject matter. You knew your 

material well, but relied on your note cards too much, sometimes losing track of your place in slides. The evaluations note this tendency a number 

6?"$#4%'2"A(%"%> 58 $#6!'" 5'6"!6$%"$( $"768"<%!$"#!$6"$66"48:(",%$ #5"<#$("$(%"?66,"*&%:#)%'1" !,"!6$"%!68=(",%$ #5"6!"<( $"$(%7"<%&%"#!$%&%'$%,"#!"

*HkN12" *+#);&^c& & & 0*-?)9(&%*+#);&^e

2010, Vol. 1, No. 1, 152-167

Richardson


