John Jay College of Criminal Justice PAD 703 (Section 1)* Human Resources Management and Administrative Effectiveness: Discrimination, Harassment, and Retaliation Fall 2006: Mondays: 6:20 pm – 8:20 pm *Prerequisite: PAD 702, Introduction to Human Resources Management Professor: Roddrick Colvin, Ph. D. Office Hours: By appointment and M/W from 2:00 p.m. to 4:00 p.m. Office: 3515 North Hall Phone: 212-237-8850 (for a more timely response, please communicate via e-mail) Email: email@example.com Web: Blackboard materials online Description This course seeks to provide students with the knowledge, skills and ability to investigate and resolve employee complaints of discrimination, harassment, and retaliation. Although these claims are often end up in the legal division of public agencies, managers and supervisors must often act as “first responders” to allegations of wrongdoing. With the appropriate understanding and knowledge of the discrimination, harassment and retaliation, public administrators can address allegations in an efficient, effective and equitable manner. Course Objectives Provide an overview of relevant federal, state and local laws which prohibit discrimination, harassment, and retaliation Develop familiarity with common tools and techniques used to identify and measure discrimination, harassment, and retaliation Provide an understanding of how to gather information about complaints To write and format an initial investigator’s report Students Will Learn About EEO laws and complaints processes Reasonable accommodation requirements Sexual harassment liability Various forms of discrimination, harassment and retaliation Communication skills Interview skills Writing skills Course Materials Salisbury, J. & Bobbi Dominick. 2004. Investigating Harassment and Discrimination Complaints: A Practical Guide. Wiley & Sons: San Francisco, CA. ISBN: 0-7879-6974-9 Riccucci, N. 2002. Managing Diversity in the Public Sector Workforce. Westview Press. Cambridge, MA. ISBN: 0-8133-9838-X Additional articles and cases are available on Blackboard and the library’s electronic reserve system. Instructional Methods and Learning Since people learn differently, several learning techniques are employed in this course. The course will include some traditional lecture, discussions, small group interactions, presentations, guest speakers, and casework. I’ll assume that each student has read the required material for each session. It is imperative that students come to class prepared to participate and ready to engage the material and each other. Course Requirements Article Review (15 points each) Students will pick one article on employment discrimination and one article on sexual harassment for review. Each student will highlight the relevant and important issues raised in each article (see “how to write a review” on Blackboard). The article must come from the following scholarly journals and should be less than five years old (please check with me if you have a particular journal in mind that is not on the list). Public Administration Review Political Communication American Review of Public Administration Public Administration Quarterly Journal of Public Admin. Review and Theory American Politics Quarterly Review of Public Personnel Administration Social Policy Journal of Policy Analysis and Management Western Political Quarterly American Journal of Political Science Journal of Social Issues Policy Studies Social Science Quarterly State Policy and Politics Quarterly State and Local Government Review Public Personnel Management Politics and Policy Public Productivity and Management Review Sex Harassment Interview (20 points) Based on a sexual harassment case study, each student will develop an interview protocol. The paper should articulate your approach for interviewing each of the following people: the accused, the accuser, and a witness. Group Case Presentation (20 points) Students will be given a case study on employment discrimination, harassment or retaliation. The case will require each group will develop an investigation plan. The plan should include identifying the relevant laws and policies, confidentiality, and retaliation, facts of the case, primary and secondary actors, and an initial determination based on the facts. The plan should also identify any information not in the case, but needed to conduct a fuller investigation. Midterm and Final (20 points each) One midterm and one final examination will be given in this course. Participation (10 points) Participation is critical for success in this course. Other Course Information Blackboard Students can find all materials related to this course on the Blackboard website. On frequent occasions, I will post additional materials and information on the site. I will also use Blackboard as a form of communication in the course; please make sure you have a valid e-mail address in the system. Writing Assignments and Professional Communications Memos are a standard form of communication in many public organizations. Memos are often used to help a decision-maker understand the critical issues requiring his or her attention. In order to foster efficient and effective communication, students will submit memorandums for their writing assignments as well as general communication with the professor. Please see the supplemental materials on Blackboard for how to write a memo. All assignments should be single-spaced, 12 point font, Times New Roman, one inch margins. Students should also use professional standards when communicating with the professor via e-mail. I will only reply to e-mail communications sent from a John Jay College account e-mail address or a work account where the name of the sender and the organization are known to me. As a general rule, it is always best to communicate with me from your school account. Timely Completion of Assignments Assignments are due at the beginning of class. Assignments submitted after 6:30 pm on the due date will be considered late. Unexcused late assignments are penalized one letter grade per business day. That means that an ‘A’ assignment becomes a ‘C’ after just two day, and an ‘F’ after one week. Late assignments become “low priority” for grading. Wireless Communications Students should be sure to place wireless communication devices mute or vibrate. If you need to take a call or answer a message, please leave the classroom with minimal disruption. Positive Learning Experience This course will empower you in many different ways. Most important, you are empowered to make this class exciting, fun, informative, and engaging. If you come to class, take good notes, read all course materials, and participate in class, you will enjoy this class tremendously. Schedule of Classes Background – Legal, Social, Political and Historical Context Week 1 – September 11 Introduction to the Course Week 2 – September 18 AA and EEO – Riccucci – Chapters 1 and 2 Affirmative Action – Congressional Quarterly – Blackboard Optional and Interesting Sites Federal Equal Employment Opportunity (EEO) Laws - www.eeoc.gov New York State Division of Human Rights - http://www.nysdhr.com/ New York City Commission on Human Rights - http://www.nyc.gov/html/cchr/ Week 3 – September 25 Diversity Management – Riccucci – Chapter 3 and 4 Diversity at Work – Congressional Quarterly – Blackboard Week 4 – October 16 Diverse Populations - Riccucci - Chapter 5, 6, and 7 Americans With Disabilities Act - Congressional Quarterly – Blackboard Age Discrimination - Congressional Quarterly – Blackboard * Employment discrimination article review due Week 5 – October 23 Midterm Examination Week 6 – October 30 The Law and Psychology of Harassment – Salisbury and Dominick - Chapters 2, 3 Sexual Harassment: A Legal Perspective for Public Administrators – Strickland – Blackboard Religion in the Workplace - Congressional Quarterly – Blackboard Harassment WEDNESDAY: November 1 – Bonus Session – HRM Expert Panel: Details TBA Week 7 – November 6 Sexual Harassment and Police Discipline – Collins - Blackboard Sexual Harassment in Women’s Jails – Storh et al – Blackboard Sexual Harassment - Congressional Quarterly – Blackboard *Sexual harassment article due Retaliation Week 8 – November 13 Retaliation Claims – Benoit and Nagel – Blackboard Protecting Whistleblowers – Congressional Quarterly – Blackboard The Racialized Workplace: Diminished Opportunities in an Unwelcoming Environment – PA Times - Blackboard Investigations Week 9 – November 20 Beginning an Investigation – Salisbury and Dominick – Chapters 5, 6 Investigators and Discrimination Claims – O’Connell – Blackboard Week 10 – November 27 Conducting the Investigation - Salisbury and Dominick, Chapters 7 – 10 *Sexual harassment interview due Beyond Investigations Week 11 – December 4 Corrective Actions – Salisbury and Dominick, Chapter 11 Remedies, Healing and Follow-up - Salisbury and Dominick, Chapter 12 The Investigator as Witness - Salisbury and Dominick, Chapter 13 Case Presentations Week 12 – December 11 Case Presentations Final Examination (Take Home) Blackboard and Other Resources Bendick, M., Charles W. Jackson & Victor A. Reinoso. 1994. Measuring Employment Discrimination Thought Controlled Experiments. Review of Black Political Economy. (23)1. 24-49. Bendick, M., Charles W. Jackson, Victor A. Reinoso & Laura Hodges. 1991. Discrimination Against Latino Job Applicants: a controlled experiment. Human Resource Management. (30)4. 469-484. Benoit, W,. & James Nagle. 2003. Retaliation Claims. Employee Relations Law Journal. (29)3. 3 - 61. Collins, S. 2003. Sexual Harassment and Police Discipline: who’s policing the police? Policing: An International Journal of Police Strategies & Management. (27)4. 512-538. Congressional Quarterly. December 20, 1996. Implementing the Disability Act: should the scope of the ADA be narrowed? (6)47. 1105-1128. CQ Press: Washington, DC. Congressional Quarterly. December 5, 1997. Whistleblowers: are they heroes or disloyal publicity hounds? (7)45. 1057-1080. CQ Press: Washington, DC. Congressional Quarterly. August 1, 1997. Age Discrimination: does federal law protect older workers’ job rights? (7) 29. 637-696. CQ Press: Washington, DC. Congressional Quarterly. October 10, 1997. Diversity in the Workplace. (7)38. 889-912. CQ Press: Washington, DC. Congressional Quarterly. September 21, 2001. Affirmative Action: should colleges consider race in admissions? (11) 32. 737-760. CQ Press: Washington, DC. Johnson, R. A. 2002.Whistleblowing: When It Works - And Why. L. Rienner Publishers: Boulder, CO. ISBN: 1-58826-139-5 Lee, R., & Paul Greenlaw. 2000. Employer Liability for Employee Sexual Harassment: a judicial policy-making study. Public Administration Review. (60)2. 123-133. Newman, M., Robert Jackson & Douglas Baker. 2003. Sexual Harassment in the Federal Workplace. Public Administration Review. (63)4. 472-483. O’Connell, L. 1991. Investigators at Work: how bureaucratic and legal constraints influence the enforcement of discrimination law. Public Administration Review. (51)2. 123-130. Reese, L. & Karen Lindenberg. 2004. Employee Satisfaction with Sexual Harassment Policies: the training connection. Public Personnel Management. (33)1. 99-119. Riccucci, N. and Charles Gossett. 1996. Employment Discrimination in State and Local Government: the lesbian and gay male experience. American Review of Public Administration. (26)2. 175-200. Stohr, M., G. Larry Mays, Ann Beck & Tammy Kelly. 1998. Sexual Harassment in Women’s Prisons. Journal of Contemporary Criminal Justice. (14)2. 135-155. Strickland, R. 1995. Sexual Harassment: a legal perspective for public administrators. Public Personnel Management. (24)4. 493-513. United States General Accounting Office. 2000. Equal Employment Opportunity: discrimination complaint caseloads and underlying causes require EEOC’s sustained attention. GAO: Washington, DC. GAO/T-GGD-00-104. United States General Accounting Office. 2001. The Federal Workforce: observations on protections from discrimination and reprisal for whistleblowing. GAO: Washington, DC. GAO-01-715T Ware, L., and Stephanie McClellan. May 2005. The Racialized Workplace: Diminished Opportunities in an Unwelcoming Environment. PA Times (28)5. 4-5.
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