BAD 64271-600 (Stark) Spring 2011 DuBois
HUMAN RESOURCES MANAGEMENT
BAD 64271, Spring 2011, Thursday 6:15 – 8:55 pm
INSTRUCTOR
Name: Dr. Cathy DuBois
Office: Business Administration Building, A412
Phone: 330-672-1157 (please send e-mail rather than leave voice mail!)
Fax: 330-672-2953 (use a cover page with my name)
E-mail: cdubois@kent.edu
Office hours: Tuesday, 10:30-1:30; Thursday 10:30-12:30; and by appointment
TEXT (required)
Noe, Hollenbeck, Gerhart & Wright (2010). Human Resource Management (7th Ed.). McGraw-Hill (or take your chances with an earlier version).
COURSE OVERVIEW
This course introduces Strategic Human Resource Management (SHRM) from a whole systems perspective that considers the organization’s ecology. We analyze the role of the Human Resource function in accomplishing organizational goals, and how Human Resource practices both shape and are shaped by organizational goals, culture and strategy. We also consider the drivers of the business context (economic, social, and environment) and the notion of organizational sustainability.
The basic premise of this course is that people are the most valuable resource an organization has. By now you should know this from your own experience. People conceive of organizations, own them, manage them, and dissolve them. People perform the myriad organizational jobs required to produce goods and services, and ultimately it is people who consume these goods and services. Thus the role of people within larger organizational systems merits careful attention.
This course introduces the array of techniques, practices and policies necessary to effectively utilize an organization’s people, or human resources. We address the critical importance of approaching the design of HRM systems from a strategic perspective, to create vertical alignment of HRM strategy with organizational strategy. We also address how horizontal alignment across the array of HRM systems is essential to create synergies that bind employees voluntarily to the organization and facilitate accomplishment of organizational goals.
Because this is a survey course, we will cover to some extent the whole spectrum of content areas associated with HRM: impacts of the business context on the evolution of HRM, as well as the many functional activities of HRM. We cover a mix of prescriptive and descriptive approaches to HRM, in that we will compare the ideal of research-based practices with the range of current practices used by organizations.
Anyone who has worked has experience with HRM policies and procedures. Employees are on the receiving end of these policies and procedures. Line managers deliver a large percentage of HR policies/procedures to employees. HR employees do relatively little delivery, in comparison; they focus on system design, record keeping, and troubleshooting.
The focus of this course will be how you, as managers, can positively influence the effectiveness of your employees through your own actions to improve and implement your organization’s HRM policies/procedures, and contribute to sustainability along the way.
COURSE OBJECTIVES
The overarching objective of this course is to make you a more intelligent designer/administrator and consumer of HRM practices for your organization's benefit as well as your own personal gain. At the end of this course you should be able to:
1. Grasp the concept, components and issues regarding sustainable development.
2. Understand how the business context drives organizational strategy and HRM strategy.
3. Understand how the HRM function impacts accomplishment of organizational strategy.
4. Comprehend the perspective of those who work in the HRM function, which should help you work more effectively with them.
5. Discern "right from wrong" HRM practice, based on 2 separate considerations: government regulation and scientific research. Ignoring the former can result in costly, time-consuming litigation for your organization. Ignoring the latter can lead to decisions about people that are potentially sub-optimal.
6. Develop and more effectively utilize HRM practices to improve your own work performance, as well as the performance of those who report to you.
7. Understand all of the above within the context of systems theory, and analyze influences, outcomes and relationships from a whole systems perspective.
COURSE FORMAT
This class will be largely discussion with some lecture, group exercises, and student presentations. A lively learning environment is available for everyone when we are engaged in a dynamic dialogue. Successful students will come to class having read all assigned material and completed any additional assignments announced in class or via the course website. When everyone is prepared, class is more enjoyable for all (including me!), and everyone learns more effectively. Information processing theory has established that several layers of exposure to new material is necessary to fully grasp, integrate and retain a wealth of new information, such as what you encounter in this course.
GRADING
Final grades will be comprised of the following:
Class preparation / participation 25%
Exams (2) 50% (25% each exam)
HRM-in-the-News Presentation 5%
Team Project 20%
I will use +/- grades for this course. Assignment of final grades will most likely be: 92+ A, 90-91 A-, 88-89 B+, 82-87 B, 80-81 B-, 78-79 C+, 72-77 B, 70-71 C-, 68-69 D+, 60-67 D, 0-59 F. I reserve the right to curve these final grades, up or down, based on overall class preparation and performance (i.e., if the learning exchange is lively everyone generally learns more and merits higher grades; if it’s dull everyone generally learns less).
Class Preparation / Participation
Successful students arrive at class ready to discuss and apply assigned material. Active participation in class is an integral part of this course, both for class discussions and small group work. Arrive at class having thought about the material; bring your notes on chapters, video segments and readings, as well as a list of questions to ask. Use discussions to bring up your personal work experiences that are salient to course material. We cover a great deal of material every class period. Be prepared to be called on to state main points of assigned material at any time, particularly when you have the good fortune of being assigned to the “hot seat row” (details explained in class…); your responses will significantly impact your grade.
Recognize that class participation is a subjective thing – I can’t tally how many times you speak or the quality of what you say in some objective manner. It's your responsibility to make sure I notice your contributions. It’s your responsibility to take the initiative to speak (rather than my responsibility to call of you if you do not raise your hand – though I do this regularly.)
Class preparation/participation comprises a significant portion of your grade in this course. To facilitate feedback on your performance, you will submit mid-semester and final self-evaluations for your class preparation/participation. I will add my evaluation of your performance to the mid-term form and return it to you. Please keep track of how frequently you come to class prepared, the number of classes you miss, and have a good idea of how frequently you participate in class, as well as the quality of your participation. Failure to submit these forms on time will result in a 10 point subtraction from your earned class participation/preparation grade.
As people who are or aspire to be managers, your oral communication skills are or will be an essential part of your career effectiveness. I expect you to practice and display them in class. Even introverted people can develop excellent communication skills! It is worth your while to learn how to be a contributor to a group, not just a spectator.
HRM-in-the-News Presentation
The purpose of these presentations is to make students aware of how many HR-related articles routinely appear in the popular press. We will see how they reflect HR issues that are of current interest to employers and employees, and how they shed light on the evolving nature of the field.
Your presentation will consist of a brief summary of the *highlights* of an HR-related article that appeared in the recent popular press (articles no older than 6 months past; from newspapers, internet news sites, magazines like Business Week or Newsweek, or non-HRM professional publications). Do not use articles from HRM research or practitioner journals (Workforce, Training Magazine, etc.) or HRM web sites; the purpose of this assignment is focus on the popular press, not the HR literature. Use of HRM sources will significantly lower your grade.
In order to receive the highest score on the article selection aspect of grading criteria, present an article that is relevant to the topic being discussed in class that week. The one exception to this is presentation of a late-breaking article that is highly newsworthy – be sure to get approval of such an article from Dr. DuBois in advance. I encourage the International students to present articles from publications in their home countries. I also encourage articles related to HRM & sustainability.
Presentation style has a significant impact on the effectiveness of your presentation. I expect a professional presentation. Use PowerPoint to summarize main points (use 30+ point font). Do not chew gum, read from the article or from notecards, use repeated ‘um’s or do anything else that makes you seem unprepared. Do dress appropriately, look at and connect with your audience, “own” the material you are presenting, monitor your time, smile and present with energy. See the evaluation form on the course website for grading criteria.
We will have presentations each class period. The presenter has 6 minutes to speak and 4 minutes for questions; you cannot receive an A if you exceed this, nor can you receive an A if you speak less than 5.5 minutes. Practice your talk so you can keep it to 4 minutes. Do extra related research if your article has less than 6 minutes worth of material.
Hand in to Dr. DuBois before you speak: A handout format copy of your slides.
Exams
There will be 2 exams that cover primarily non-overlapping content. They will consist of short/long answer questions that are integrative and application oriented. Each exam will have a solo section (10-30 points) to be completed by each individual, and a partner section to be completed when working with a partner (70-90 points). You must work with a partner to write the first exam; you have the option to work solo on the second exam.
My rationale for partner exams is based on two factors: people rarely work in isolation in the workplace, and discussing ideas with another knowledgeable individual is a terrific way to reinforce and extend your learning. The purpose of these exams extends beyond determining what you know; I also want the examination process to reinforce your learning.
When appropriate, International students who feel their English language skills are not well developed enough to support a complex, fast-paced dialogue, may arrange with me to take all exams solo. Such arrangements must be completed 1 week prior to each exam.
To insure that everyone studies all material covered on the exam, partners will be randomly assigned in class just before the exam. Please be conscientious in your preparation, for your partner as well as for yourself. Partners will receive the same exam grade unless the partner evaluation form indicates a need for adjustment (I do make adjustments as appropriate).
Advice: Do not write lengthy paragraphs for test answers; use bullet points / lists and sentences as appropriate (see writing guidelines in this syllabus). Tests will cover concepts from all assigned course media and class sessions. Mastery of all material will be necessary to earn an A on exams. Successful students follow guidelines above for class preparation. Be vigilant to key themes, recommendations and overarching points that are stated by the professor in videos and class, but don’t appear on the PowerPoint. Think about the material – don’t just memorize it.
Important!
All exam questions and answers must be left with the professor at the end of the class period, even after graded exams have been distributed to students for review. Failure to turn in any exam materials will result in lowering your final grade by 10 full points.
Team Project
You will work in teams of 4-5 students to complete this project. This project has 5 goals:
1. Determine the components of best practice in an area of HRM through research
2. Collect information from three organizations about their practices in this HRM area
3. Compare/contrast the company’s practices with recommended practices; organize your thinking and comments within a framework of sustainability
4. Draw conclusions and make relevant recommendations
5. Deliver to the class a professional presentation that summarizes your findings
Content Area: Each team will select their area of HRM practice. Because every team must investigate a different HRM area, register your area with the professor early to ensure it is available. Your presentation must focus on material that has not previously been covered in class. This means that you need to look ahead in the text and the PowerPoint to ensure that you are bringing in mostly new material in your presentation.
Teams: Project teams will be diverse (fe/male, inter/national). Teams have the right to fire a team member who does not follow through with their responsibilities. If fired, the individual must complete a project on their own, using 1 company.
Research: Consult a variety of resources, with the goal of at least 20 references: professional organizations (e.g. SHRM); HRM practitioners and consultants; research and practitioner journal articles, etc. Advice: Use your outline of best practice to develop a protocol to use when interviewing each organizational contact. This will ensure that you obtain the same information from all organizations, and that this information addresses all components of best practice.
Organizations: Select 2 or 3 organizations with 100 or more employees. They can be in the same or in different business sectors, and can be either for-profit or not-for-profit. Most teams will have access to HR contacts in area organizations. If you anticipate difficulty connecting with organizations, let the professor know as soon as possible.
Presentation: 25 minutes, plus 10 minute question/answer (35 minute max). All group members must participate. Make it educational and enjoyable! Presentation style is important, so make sure all group members practice; each person must ‘own’ the material they present. Use the feedback you receive from your HRM in the News presentation to hone your presentation skills.
Deliverables: Penalty for late delivery is 5 project points per item
1. Project timeline Due February 3
Include the following task areas (at minimum – add others that you deem helpful): research, developing your data collection protocol, contacting organizations, summarizing findings, developing & practicing your presentation
* Indicate who does what tasks, as well as start and end dates
2. Outline of ‘Best Practice’, interview protocol ,& references Due March 3
Use outline form for best practice main points, with added explanation as necessary; write out actual interview questions; use detailed references.
3. Presentation PowerPoint Due at time of presentation
Copies for class members are not required; if any sort of handout will be useful, include it.
4. Team member evaluation Due the day after your presentation
Form is available on the course website.
Writing Guidelines
Effective written and oral communication skills are highly influential in selection and promotion decisions. Professional writing used in organizational communications is concise and well organized. Communications that contain rambling paragraphs or lack clear sections are simply not effective (and often not even read!).
Format you writing for this class to make your message ‘jump off the page’. To do this, incorporate the following elements into your writing: make liberal use of “bullet points” – phrases that effectively summarize ideas (use appropriate terms and be succinct), subheadings, numbered lists, outlines, and Tables of Contents. Be sure to write full sentences when needed, when your message cannot be clearly communicated in more abbreviated form; avoid complex sentences and lengthy paragraphs. Say a lot with little writing; use page space wisely and attractively; make every word count. Quality of writing is superior to great quantity of writing.
For some of you this will come easily, because you already incorporate these elements in your writing. For others it will be challenging, for you are accustomed to being ‘long-winded’ because you have previously been rewarded with high grades when you turn in lengthy prose. However, because it is not appropriate in a business setting, lengthy prose will earn low grades in this class!
Information from the KSU College of Business Administration
The Following Policies Apply to All Students in this Course
A. Students attending the course who do not have proper prerequisites risk deregistration from the class.
B. Students have responsibility to ensure they are properly enrolled in classes. You are advised to review your official class schedule (using Student Tools on FlashLine) during the first two weeks of the semester to ensure you are properly enrolled in this class and section. Should you find an error in your class schedule, you have until Sunday, January 23, 2011 to correct the error. If registration errors are not corrected by this date and you continue to attend and participate in classes for which you are not officially enrolled, you are advised now that you will not receive a grade at the conclusion of the semester for any class in which you are not properly registered.Academic Honesty: Cheating means to misrepresent the source, nature, or other conditions of your academic work (e.g., tests, papers, projects, assignments) so as to get undeserved credit. The use of the intellectual property of others without giving them appropriate credit is a serious academic offense. It is the University's policy that cheating or plagiarism result in receiving a failing grade for the work or course. Repeat offenses result in dismissal from the University.
C. For Spring 2011, the course withdrawal deadline is Sunday, March 20, 2011. Withdrawal before the deadline results in a "W" on the official transcript; after the deadline a grade will be reported.
D. University policy 3342-3-01.3 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services (contact 330-672-3391 or visit http://www.registrars.kent.edu/disability/ for more information on registration procedures).
BAD 64271 Human Resource Management
DuBois, Spring 2011
PART 1: Fundamentals of Strategic HRM within a Whole Systems Context
January 13 Strategic HRM within Sustainable Organizations: A Whole Systems Perspective
Chapters 1 & 2
January 20 Social / Legal Context of Employment Decisions Chapter 3
January 27 Social Context of Employment Decisions: EEO/Inclusion Chapter 3
February 3 Analysis of Work & Job Design Chapter 4
HR Planning & Employee Recruiting Chapter 5
Project timeline due!
February 10 Employee Selection Chapter 6
February 17 Employee Selection Chapter 6
Separation & Retention of Employees Chapter 10
Mid-term class participation self evaluation form due
February 24 Part 1 Exam (partner is mandatory)
PART 2: Managing Performance for Organizational Success
March 3 Performance Management & Assessment Chapter 8
Project ‘Best Practice’ outline due!
March 10 Workplace Training Chapter 7
Employee Development Chapter 9
March 17 Compensation: Pay Structures Chapter 11
Recognizing Employee Contributions with Pay Chapter 12
March 24 No Class; Spring Break!
March 31 Labor Relations Chapter 14
International HRM Chapter 15
April 7 HRM & High-Performance Organizations Chapter 16
April 14 No class; Project Work
April 20 Part 2 Exam (partner is optional)
April 28 Project Presentations Mandatory attendance
Mid-term class participation self evaluation form due
May 5 Final Exam Week: Reserve Thursday evening should we need to meet!
We cover a great deal of material every class period. I do not have a set of written notes to give you if you miss class – please do not ask me what you missed. Instead, if you must miss a class, check with a class member to find out what transpired in your absence.
