Syllabus
School of Management
HR 405: Strategic Management of Human Resources
5 Credit Hours
Effective: July, 2009
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Faculty
Faculty Name:
Contact Information:
[Instructor may insert personal message if desired]
Course Description
This course is designed to identify the role of human resources; the processes and activities used to strategically formulate and implement human resources objectives, practices, and policies to meet the short- and long-range organizational needs and opportunities; human resources contributions to organizational effectiveness.
Course Resources
Required and recommended resources to complete coursework and assignments are listed on the My.CityU portal at Library>Resources by Course.
CityULearning Goals
The content of this course addresses the following CityU Learning Goals:
- Professional Competency and Professional Identity;
- Strong Communication and Interpersonal Skills;
- Critical Thinking;
- Diverse and Global Perspectives.
Program Context
The contentof this course aligns with the following program outcomes:
- Providing a solid foundation in general business as well as human resources fundamentals and business skills.
Course Outcomes
In this course, learners successfully demonstrate the following outcomes:
- Assess the contribution of human resources strategic planning to an organization's bottom line.
- Develop values and ethics statements that support organizational goals.
- Analyze how an organization's learning capability affects its success in change management.
- Assess the role of human resources management in work design and redesign initiatives.
- Describe the relationship between team and empowerment concepts and reengineering.
- Justify the rationale behind basic quality movements.
- Assess an organization's current technology needs.
- Evaluate the impact of globalization on an organization's human resources.
Core Concepts, Knowledge, and Skills
- Analysis and synthesis of human resources through strategic partnerships both domestically and globally.
- Understanding the doctrine and significance of fair treatment and legal compliance.
- Identifying human resources planning for strategic changes within the workplace.
- Understanding the scope of job analysis and competency modeling.
- Integrating recruitment and retention to be more competitive in the workplace.
- Understanding the selection and placement of employees for a competitive advantage.
- Analysis and synthesis of employee performance, compensation, and benefits in order to remain competitive.
- Understanding the importance of workplace safety and health within the workplace.
- Understanding unionization and collective bargaining for greater utilization of human capital.
Overview of Course Grading
The gradestudents receive for the course will be derived using City University of Seattle’s decimal grading system, based on the following:
Overview of Required Assignments / % of Final GradeIndividual Paper: Case Analysis / 20%
Individual Paper: Critical Analysis / 20%
Midterm Examination (Non-Comprehensive) / 20%
Final Examination (Non-Comprehensive) / 20%
Instructor Determined Activities (Including Participation and Discussion Questions) / 20%
TOTAL / 100%
Specifics of Course Assignments
Required Assessment(s) Completed in this Module (Description and Rubric)Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to practice each of the rubric requirements?
Due Module 4
Individual Paper: Case Analysis
The instructor will assign a case or give guidelines to use in selecting a case for analysis. A case analysis is designed to sharpen your analytical skills. The case analysis selected (either by the instructor or by the student) will be HR related. The strongest way to analyze a case is to apply a variation of the scientific method. This method of analysis is simply a logical approach that usually includes the seven steps outlined below.
Step 1: Problem Definition:
A case seldom involves one clear-cut problem. Your task is to:
- determine the symptoms, which require immediate attention;
- identify the fundamental issues and causal factors giving rise to these symptoms.
Step 2: Justification for Problem Definition:
In this step you need to review the information you have about the problem. You may need to make some inferences to fill in gaps. Clearly label what is inference and what is factual. Do not be afraid to assume, but clearly state the assumptions you are making. You should make assumptions on the basis of your knowledge of typical managerial practices, and they should be consistent with the facts about the case, even though your facts may be somewhat limited. Managerial decisions are often based on limited information. In fact, practicing managers find that many of their decisions have to be made quickly on the basis of limited information.
Step 3: List Alternative Courses of Action:
Be creative. Jot down ideas as they come to you. List as many ideas as you can without evaluating them or censoring anything. You can always cross them out later. The point is to let your imagination take over.
Step 4: Evaluate Alternatives:
Look critically at the alternatives you came up with in Step 3. List advantages and disadvantages of each alternative in terms of criteria that seem appropriate.
Step 5: Review:
Reread your notes and think. This may be a good time to let the case sit for a while. Get back to it later when you have a chance to digest all the data.
Step 6: Draw Conclusions, Make Recommendations/Decisions:
Select the alternative you would recommend and justify your choice. Include specifics about the implementation of your recommendation: who should do what, when, and how.
Step 7: Follow Up and Evaluate:
Given the limitations of a classroom setting, you cannot implement your recommendation and evaluate its actual impact. However, in this step you will describe how you would set up an evaluation procedure. Suggest a timetable and methods for the evaluation process. State who should do the evaluating.
Assessment Rubric:
Graduate Percentage Scale: / 0.00 – 69.99% / 70.00 – 81.24% / 81.25 – 93.74% / 93.75 - 100%
Graduate Scaled Score: / 0.0 – 1.5 / 1.6 – 2.5 / 2.6 - 3.5 / 3.6 - 4.0
% of Grade / Below Standard / Approaching Standard / At Standard / Exceeds Standard
Requirements: Does the student meet the requirements of the assignment and remain focused on the purpose of the assignment / 30 / Does not include requirements in submitted work. Limited awareness of purpose. / Includes most requirements in submitted work. Makes an attempt to establish and maintain purpose. / Includes all requirements in submitted work. Focused on a purpose / Fully includes all requirements in response. Establishes and maintains clear focus on a purpose.
Purpose/Thesis Statement: How does the student frame the content of the paper? / 10 / Purpose/thesis not evident. Content in paper does not support the purpose/thesis statements. / Purpose/thesis unclear, unoriginal or offer little that is new. Content in paper loosely supports the purpose/thesis statements. / Purpose/thesis evident. Content in paper supports the purpose/thesis statements. / Purpose/thesis easily identifiable, plausible, novel, sophisticated, insightful. Content in paper clearly supports the purpose/thesis statements.
Content: How well is the content presented? Does the reader gain insight from the assignment? / 20 / Central purpose or argument is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed. / Central purpose or arguments are supported at times. Analysis is basic or general. Reader gains few insights. / Central purpose or arguments are clearly identified. Analysis is clear and evident. / Central purpose or argument are clearly identified and show a thoughtful, in-depth analysis of a significant topic. Reader gains important insights.
Writing Mechanics: How well does the student incorporate grammar, spelling, syntax, punctuation, and style into the assignment? / 20 / Improper use of grammar, spelling, syntax, punctuation, and style(7+ errors) / Some improper grammar, spelling, syntax, punctuation, and style(4-6 errors) / Mostly proper grammar, spelling, syntax, punctuation, and style (2-3 errors) / Proper grammar, spelling, syntax, punctuation, and style(0-1 errors)
References: Are the selected resources appropriate and sufficient for the purpose of this work? Are they formatted in APA style? / 10 / Resources selected are not appropriate for the purpose of this work and demonstrate little to no research. APA citation style is not followed at all. / Some resources are appropriate for the purpose of this work with limited research demonstrated. There are frequent errors in APA citation style. / Resources selected are appropriate for the work and reflect ample research. APA citation style is used with minor errors. / Resources selected are appropriate for the purpose of this work and reflect substantial research. APA citation style is used with no errors.
Organization: How well is the content of the paper organized? / 10 / Lacks clear point of view and logical sequence of information. Connections to information are not evident. / Vague point of view and some logical sequence of information. Connections to information are confusing or flawed. / Clear point of view and logical sequence of information. Fairly clear connections to all information. / Clear and concise point of view and logical sequence of information.
Crystal clear & direct connections to all information.
Required Assessment(s) Completed in this Module (Description and Rubric)
Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to practice each of the rubric requirements?
Due Module 7
Individual Paper: Critical Analysis
A critical analysis is an analytical study of a journal article or other published work relevant to required course readings and class work. Preferably, the subject and content will be from your personal work experience as it pertains to the course you are taking and will address issues currently facing human resource managers in the workplace. The work selected for review must have been published within the last three years.
Assessment Rubric:
Graduate Percentage Scale: / 0.00 – 69.99% / 70.00 – 81.24% / 81.25 – 93.74% / 93.75 - 100%
Graduate Scaled Score: / 0.0 – 1.5 / 1.6 – 2.5 / 2.6 - 3.5 / 3.6 - 4.0
% of Grade / Below Standard / Approaching Standard / At Standard / Exceeds Standard
Requirements: Does the student meet the requirements of the assignment and remain focused on the purpose of the assignment / 30 / Does not include requirements in submitted work. Limited awareness of purpose. / Includes most requirements in submitted work. Makes an attempt to establish and maintain purpose. / Includes all requirements in submitted work. Focused on a purpose / Fully includes all requirements in response. Establishes and maintains clear focus on a purpose.
Purpose/Thesis Statement: How does the student frame the content of the paper? / 10 / Purpose/thesis not evident. Content in paper does not support the purpose/thesis statements. / Purpose/thesis unclear, unoriginal or offer little that is new. Content in paper loosely supports the purpose/thesis statements. / Purpose/thesis evident. Content in paper supports the purpose/thesis statements. / Purpose/thesis easily identifiable, plausible, novel, sophisticated, insightful. Content in paper clearly supports the purpose/thesis statements.
Content: How well is the content presented? Does the reader gain insight from the assignment? / 20 / Central purpose or argument is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed. / Central purpose or arguments are supported at times. Analysis is basic or general. Reader gains few insights. / Central purpose or arguments are clearly identified. Analysis is clear and evident. / Central purpose or argument are clearly identified and show a thoughtful, in-depth analysis of a significant topic. Reader gains important insights.
Writing Mechanics: How well does the student incorporate grammar, spelling, syntax, punctuation, and style into the assignment? / 20 / Improper use of grammar, spelling, syntax, punctuation, and style(7+ errors) / Some improper grammar, spelling, syntax, punctuation, and style(4-6 errors) / Mostly proper grammar, spelling, syntax, punctuation, and style (2-3 errors) / Proper grammar, spelling, syntax, punctuation, and style(0-1 errors)
References: Are the selected resources appropriate and sufficient for the purpose of this work? Are they formatted in APA style? / 10 / Resources selected are not appropriate for the purpose of this work and demonstrate little to no research. APA citation style is not followed at all. / Some resources are appropriate for the purpose of this work with limited research demonstrated. There are frequent errors in APA citation style. / Resources selected are appropriate for the work and reflect ample research. APA citation style is used with minor errors. / Resources selected are appropriate for the purpose of this work and reflect substantial research. APA citation style is used with no errors.
Organization: How well is the content of the paper organized? / 10 / Lacks clear point of view and logical sequence of information. Connections to information are not evident. / Vague point of view and some logical sequence of information. Connections to information are confusing or flawed. / Clear point of view and logical sequence of information. Fairly clear connections to all information. / Clear and concise point of view and logical sequence of information.
Crystal clear & direct connections to all information.
Required Assessment(s) Completed in this Session (Description and Rubric)
Are learners adequately prepared to successfully complete these assessments at this time? Have the learners had opportunity to practice each of the components?
Due Module 5 and Module 10
Midterm Examination (Module 5) and Final Examination (Module 10):
Students will complete a midterm examinationand final examination on core outcomes contained in chapters one through seven of the textbook for the midterm examination, and chapters eight through fourteen for the final examination. Your instructor will provide detail about the types and content of the questions and material.
Assessment Rubric:
Undergraduate Percentage Scale: / 0.00 - 57.49% / 57.50 - 76.24% / 76.25 - 93.74% / 93.75 - 100%
Undergraduate Scaled Score: / 0.0 - 0.6 / 0.7 - 2.1 / 2.2 - 3.5 / 3.6 - 4.0
% of Grade / Below Standard / Approaching Standard / At Standard / Exceeds Standard
Accuracy of solution / 100 /
- No or few solutions are correct
- A few solutions are correct
- Many solutions are correct
- Most solutions are correct
Required Assessment(s) Completed in this Session (Description and Rubric)
Are learners adequately equipped to successfully complete these assessments at this time? Have the learners had exposure and/or opportunity to practice each of the rubric requirements?
Due Weeks 1-10
Instructor Determined Activities, Participation, Discussions:
Online and Hybrid classes are required to use online discussion board (Blackboard – Bb). Participation through discussion is an integral part of this course, although it is typically less formal than other assignments submitted throughout the course. Participation is active engagement in discussions with enhancing points, new ideas, constructive disagreement, real-world examples, personal insight, expanded resource material, and collaborative sharing. Instructors will determine the type of questions. The instructor will provide instructions for in-class participation and discussions. To provide structure for balanced participation and enhancement of discussions follow these guidelines for online discussions (the instructor will provide instructions for in-class participation and discussions):
(1)Post your initial responses to the instructor’s discussion questions (normally two per week) and (300-350 words per response) no later than midnight, day three of class for Discussion Question #1 and no later than midnight, day five of class for Discussion Question #2 (i.e. Saturday class – post initial responses to the discussion questions by midnight Monday).
(2)Post at least four thoughtful and topic-relevant comments to responses made by classmates on at least four days of the school week. The expectation is to collaboratively share throughout the week rather than waiting until the last day.
(3)Respond to any questions that your instructor or peers have regarding your original discussion question posts by the end of the school week.
Note: Days above are an example – adjustment of days may be necessary depending on the start day of each specific class.
Course Policies
Late Assignments:
A 10%, per each day late, penalty will be assessed for all late work. The assignment of an “A” grade on late assignments will be highly unlikely, as timeliness is a requisite in defining excellence. Assignments more than 7 days late will not be accepted and receive a grade of zero. All assignments MUST be turned in no later than the last night of the course.
Participation:
Online and Hybrid classes are required to use online discussion board (Blackboard – Bb). Participation through discussion is an integral part of this course, although it is typically less formal than other assignments submitted throughout the course. Participation is active engagement in discussions with enhancing points, new ideas, constructive disagreement, real-world examples, personal insight, expanded resource material, and collaborative sharing. Instructors will determine the type of questions. The instructor will provide instructions for in-class participation and discussions. To provide structure for balanced participation and enhancement of discussions follow these guidelines for online discussions (the instructor will provide instructions for in-class participation and discussions):
(1)Post your initial responses to the instructor’s discussion questions (normally two per week) and (300-350 words per response) no later than midnight, day three of class for Discussion Question #1 and no later than midnight, day five of class for Discussion Question #2 (i.e. Saturday class – post initial responses to the discussion questions by midnight Monday).
(2)Post at least four thoughtful and topic-relevant comments to responses made by classmates on at least four days of the school week. The expectation is to collaboratively share throughout the week rather than waiting until the last day.