HOW TO USE MICROCOMPUTERS IN HUMAN RESOURCE MANAGEMENT COURSES Developments in Business Simulation & Experiential Exercises, Volume 13, 1986 1 HOW TO USE MICROCOMPUTERS IN HUMAN RESOURCE MANAGEMENT COURSES John N. Taylor, University of Alaska-Fairbanks ABSTRACT Microcomputers require business people to have new skills. Business education must consequently adapt if it is to remain appropriate. There are few examples of how to adapt education in human resource management to microcomputers. This paper suggests criteria for selecting topics for microcomputer exercises in HRM, lists topics found suitable during an initial survey of ten texts and provides one example of a HRM microcomputer exercise. INTRODUCTION Relevancy Problem Changing technology demands new competencies. At a recent national conference one discussion centered around an issue of how to make business courses more relevant to the microcomputer business environment. As the discussion turned to how to do this, two problems emerged. First, there was a lack of information about which course topics lend themselves to microcomputer applications. Second, there were few examples of business oriented microcomputer exercises in text books and journals. Purpose and Outcomes of Paper This paper presents the results of an analysis of human resource management topics for opportunities to develop relevant microcomputer exercises for classroom use and proposes a list of exercises. The paper also provides one example of a classroom tested microcomputer exercise which is readily adaptable from this paper to the classroom. DISCUSSION Criteria For Effective Microcomputer Exercises What conditions must be met for an exercise to be an effective microcomputer exercise? I would like to suggest several. In selecting criteria, I had two major concerns. The first was, “Would the exercise be relevant to the types of microcomputer skills and knowledge businesses are expecting of graduates?” and the second, “Would the exercise assist me in teaching the content being addressed?”. Figure 1. lists those criteria. The “R” connotes a relevancy concern while the “C” depicts a content concern. The list is in the order of priority. For this initial selection, a topic did not have to meet all of the criteria to be selected but did have to meet at least one relevancy and one content criterion. Discussion of Criteria Contained in the relevancy criteria are the advantages of the microcomputer for managers. With appropriate software, the microcomputer can quickly perform major tasks of management such as periodic reports. One time reports often are not efficiently done on microcomputers because of high start up costs of data base and spreadsheet preparation. Repetitive reports are an important use of microcomputers. The microcomputer also excels at quick, accurate and powerful computations. Wide ranges of visual displays are available for comparative analysis. Data base management skills have become important to businesses because complex problems are most often shrouded in raw data not relevant information. Learning to problem solve in ambiguity and to efficiently use and manage data bases is a key microcomputer business skill. Each exercise should be examined to see if it is capable of being integrated into another exercise. Microcomputer systems are very adept at developing small subsystems that interact with each other. For example, the outcomes of a series of individual problem analyses can be automatically made to provide a summary report for a Quarter. Quarterly Developments in Business Simulation & Experiential Exercises, Volume 13, 1986 2 reports can be tied automatically together for Annual reports. Does the exercise help demonstrate important relationships in the teaching material? Can a microcomputer exercise be a better teacher or a stronger reinforcer at this point? For example, I found that lecturing on Material Requirements Planning required the utmost of my showmanship skills just to keep things moving. After several semesters of not winning an Oscar for these lectures, I developed a short classroom demonstration on the microcomputer. I had the students first try to guess and or quickly calculate requirements, then I showed how my program could compute requirements as fast as they could shout out new data. Then I would assign a requirements problem that was far too complex for solution by hand and wait for them to discover for themselves the logic of the material requirements matrix as they build it on the microcomputer. This approach is now a success from both the students’ and the teacher’s perspective. With these criteria in mind, I analyzed the subject areas covered in current human resource management textbooks. I used 10 textbooks and any accompanying workbooks, study guides and teacher’s manuals for this preliminary analysis. (See Appendix A for list) Each text was covered chapter by chapter, examining all of the subjects, the problems, the work book exercises and cases, looking for topics which met the criteria. FINDINGS The findings follow a sequence of topics found in many texts. This sequence also provides a meaningful order for developing exercise interactions. The items with single asterisks denote a selection of exercises that tie text material together with practical exercises that develops a small subsystem. The double asterisks denote exercises that could be assigned as term projects. Topics missing from the list indicate that initially, no suitable exercises were found. Employment Planning * forecast manpower requirements * construct skill inventory data base * construct EEO applicant data base Recruiting * design and use weighted application blank Selection test for criterion validity and test reliability * analyze interview rating scales Training cost benefit analysis * training impact analysis * analyze weighted job inventories for training requirements Job Analysis * point method job evaluation Compensation salary survey determine wage curves * incentive plan cost computations salary computations Benefits * cost analysis of program alternatives Performance Appraisal paired comparisons analysis * computations of weighted rating scales statistical analysis for appraisal bias Career Development * replacement charting Safety and Health * accident and incident rate computation accident and illness data analysis OSHA 200 report Equal Employment opportunity work force analysis complete compliance survey of data base * EEO-l reporting to include Forms P, Q, R& S Labor Relations * cost analysis of proposed wage settlements Personnel Research turnover analysis * absenteeism analysis * productivity analysis test validation ** develop small information systems ** attitude questionnaire analysis personnel records research EXAMPLE MICROCOMPUTER EXERCISE Exercise Description This exercise is an analysis of the selection processes of the ALASKA ABC’S COMPANY for adverse impact. This is the first microcomputer exercise used in class. Students are required to analyze a small data base containing the EEO data collected from qualified applicants for a labor’s job, Job L007. The criterion used for this analysis is the 4/5ths rule for disparate rejection rates. Class Organization This exercise is one of several currently being used in an undergraduate personnel class of 53 students in one section. The exercise is assigned after the topic has been covered in class. Requirements of the exercise are discussed at the end of the lecture. The approach is to stress practical outcomes of the exercise. Students are told that they must also write a covering memo directing my attention to any problems that they have discovered, along with practical recommendations for the resolution of the problem. Currently, there is a mix of computer skills in this 300 level class as we integrate the microcomputer into our courses. The Developments in Business Simulation & Experiential Exercises, Volume 13, 1986 3 software used for this exercise is LOTUS 1-2-3. Students are told that a disk is available in the computer lab with the data base under the file name DBADVERSE. The data base used in the most recent exercise is shown in Figure 2. Before placing copies of this data base in the computer lab, I protect the data so that less experienced users will not inadvertently destroy the data as they learn. Guides to Preparation This exercise takes experienced users four hours of lab time to complete if they have not planned their work before hand. Very experienced users have satisfactorily completed the exercise in about one hour; however, many of them spend more time “souping up” the spreadsheets and graphics. Less experienced users are warned that they might need as much as eight hours of lab time on this their first Lotus exercise. The Lotus Tutorial works well in providing new users with an efficient introduction to the techniques and normally takes about four hours to complete. Preparation times rapidly diminish on following exercises. Reference books are essential for effective learning of Lotus 1-2-3. Two books that I recommend are, Using 1-2-3, by David Ewing, a Que publication and ABC’s of Lotus 1-2- 3, by Bill Kling, from Scott, Foresman and Company. One additional requirement that students are given is to hand in the print out of the cell contents of all of their work. This is accomplished by using the cell formulas option in the Lotus print program. This document is used to assist grading and critiquing student’s work. The cell printout allows you to see all the imbedded formulas, how sophisticated and flexible the formulas are, if there are mistakes, what formats have been used in cells and in general see behind the spreadsheet. This exercise takes me an average of four minutes per student to grade. Feedback to Student The students are given a handout to attach to the back of their exercise when they turn it in. This handout has the grading criteria. These criteria have been discussed in class. I use the handout attached to the back of each student exercise to record my grading comments on their exercise and then return it with their paper. For this exercise, the following criteria are used: A. Readability--30% of grade Formats used Do titles stand out Visually appealing Important information easily identifiable Graphs Best type of graph for data Fully described in legends Correct data displayed Memo Concise Problem clearly identified Action recommended B. Useability--70% of grade Report Spreadsheet concept Reusable for another report Use of macros for speed and ease of use Efficiency of formulas Protection of data base Problem solution Accurate Conclusions supported Recommendations appropriate Grading System Currently there are six graded exercises in the course. Each exercise is weighted according to it’s complexity and difficulty. This exercise has a weight of 5 points while more advanced problems carry 10 points. All six exercises carry a 40% weighting in the course, replacing the term project. The other 60% of the course grade is allocated to the mid term and final exam. Experience With The Exercise This is the fourth consecutive semester that I have used microcomputer exercises in my personnel classes. This particular exercise I have used twice in its current form. I intend to expand the size of the data base to thirty applicants, introduce additional jobs and carry this data base into the personnel data base for the ALASKA ABC’S COMPANY as I am doing with other exercises. I will create other inputs for the same data base so that there will be different solutions, different problems. My intention is to be able to provide numerous jobs and data bases for analysis in each exercise. Description of Exercise Materials Figure 2. is the data base which is furnished to the students. This information is typical of the EEO data that is collected from prospective employees. This data can be easily changed to reflect any different situation the instructor wishes as well as providing numerous different cases for each class. Figure 3. depicts a student solution which can be used by the instructor to debrief the exercise in the classroom. I have this exercise on a disk and bring it into the classroom and use a computer and a wide screen projector to show the students what one possible approach to the problem might look like. I do this on the day that the students turn in their exercise. Developments in Business Simulation & Experiential Exercises, Volume 13, 1986 4 SUMMARY For human resource management classes, there are numerous opportunities to effectively use the microcomputer in a way that closely duplicates the tasks, skills and knowledge required in business today. At the moment, there is little support in text books and journals for assisting the instructor to accomplish this task. My experience has shown me that the effort to create microcomputer exercises is time consuming but pays substantial dividends in the classroom. APPENDIX A 1. Beach, Personnel 2. Beatly & Schneier, Personnel Administration 3. Carrel & Kuzmits, Personnel 4. Flippo, Personnel Management 5. Heneman & et al., Personnel/Human Resource Management 6. Mathis & Jackson, Personnel Human Resource Management 7. Megginson, Personnel-A Human Resource Approach 8. Miner & Miner, Personnel and Industrial Relations 9. Werther & Davis, Personnel Management Human Resources 10. Whatley & Kelley, Personnel Management In Action Table of Contents Volume 13, 1986 How to Use Microcomputers in Human Resource Management Courses What's My Line? An Exercise in Job Analysis, Description and Classification Relationships Between Team Cohesion Dimensions and Business Game Performance Four Factors Affecting Group Performance in Business Policy Simulations Enhancing Strategic Management Goal-Setting Skills in the Business Policy Course Using a Business Simulation in the Principles of Management Course - Learning Outcomes and Perceptions Personal Computers: Drexel's Experience Using Psychological Type to Enhance Negotiation Skills The Effects of Conflict Handling Styles on Negotiation Behavior: An Analysis of an Experiential Exercise An Experiential Test of Bargaining Decisions and Representation Self-Grading of Examination by Students, A Viable Alternative to Traditional Procedures Perceived Instructor Enthusiasm and Student Achievement An Experiential Approach to Teaching Subordinate-Oriented Communication Assessing the Effects of a Computerized Study Guide in Macroeconomic Principles: A Statistical Analysis A Sales Management Simulation for the PC an Integrative Tool for the Sales Management Course Teaching Re-evaluation of Salespersons Through the Use of a Simulation Game A Test of Student Performance and Attitudes and Performance Under Varying Game Conditions Developing and Testing Airways: A Marketing Simulation Experiential Learning Revisited: Some Thoughts on Designing More Adaptive Management Education Programs Developing the Competencies of Creativity and Accurate Self-Assessment Self-View and Norms: Some Longitudinal Laboratory Results Strategic Planning with an Experiential Case The ABSEL Research Consortium: Preliminary Steps and Position Papers An Analysis of ABSEL Conference papers (1974-1985) The Creation and Operation of a Data-base System for ABSEL Research Funding for a Research Consortium on Simulation and Experiential Learning Simulation - Indoctrination or Learning The Dilemma In Evaluating Classroom Innovations Personality Variables on Group Cohesion, Team Participation and Total Learning Justifications for and Problems in Developing and Using Computerized Experiential Activities Management Competency Models and the Life-Long Learning Project: What Role for ABSEL External Validity of Business Games Restructuring the University - An Experiential Exercise The Surrogate Class Exercise Images of Effectiveness: A Classroom Exercise The Algebran Industry: A Tutorial Framework Another Chance: A Multi-Leveled, Macro Business Game for Micro-Computers A Water Quality Management Simulation Game Acquisitions? Divestitures? Progress Report on a Conglomerate Game Enterprise: A Multi-Purpose Management Development Simulation Marketer: A Microcomputer Simulation in a High Tech Industry A Pedagogical Analysis of Alternative Tax Elections for Exploration Costs in the Mining Industry Using of Multiple Microcomputers Application Programs to Teach Fundamental Business Concepts and Practices Demonstrating the Role of Simulation in Strategic Operations Planning: A Case Study in Bank Check Processing Location Analysis The Subjective Side of the Decision Support System: A Pitfall for the Panacea A Group-Based Procedure for Revealing Judgmental Heuristics and Biases An Experiential Exercise in Bayesian Decision-Making Values for Selected Parameters in Physical Distribution Simulation and Games Computerized Business Management Simulations for Tyros The Management Decision Laboratory at New York University An Example: The Use of Management Games on Microcomputers by Computer Novices Enhancing Mainframe Simulation Via Microcomputers: Designing Decision Support Systems Integrating Personal Computers Into a Course as a Decision Support Tool A Decision Support System for Capital Funds Forecasting Performance and Attitudinal Affects of a Decision Support Package in a Business Game Using the Real World: Interviews with Woman Mangers The Cooperatively-Authored Student Handbook International Buying: An Experiential Exercise The Research/Teaching Interface: Turning a Pretest into an Experiential Exercise Building Microcomputer Business Simulations Simulation with Discrete and Continuous Mathematical Modeling An Interpolation Approach to Developing mathematical Functions for Business Simulations The Design of Simulation Models Using Thought Organizers The Assessment Center as a Teaching/Learning Device An Approach to Meeting the AACSB Guidelines for Introducing Skills and Personal Characteristics (SACs) Using an Interclass Simulating and Role-Playing Pedagogy Experiential Learning about the World of Work: A Program for Primary and Secondary School Educators Assessment of Relevant Personal Characteristics of Potential Entrepreneurs