GB511 Syllabus

Kaplan University Graduate School of Management

MBA Program
GB511: Strategic Human Resource Management
Term 0805D Section 03
Term Start Date: July 2, 2008
Term End Date: August 12, 2008
Instructor: Dr. Michelle T. Ross
Contact Information: [email protected]

Virtual Office Hours: Monday-Friday 7-8 PM EST. I will check the course virtual office and
answer questions. If you post a question for me there, I will address it at that time.

Credit Hours: Four

Prerequisites: GB 500

Course Description:

You will examine human resource management from a strategy perspective. You will analyze
theories and practices as they relate to organizational effectiveness when competing in a global
business environment. The course will cover ongoing operational human resource issues such as
compensation, organizational development, benefits, recruitment, and training as well as current
issues challenging human resource practitioners, such as downsizing, implied contracts between
employer and employee, managing knowledge workers, and the issues of the changing legal
environment.

Course Outcomes:

By the end of this course you should be able to:

 Assess human resource functions and activities within an organization in terms of their
contribution to the specific strategic objectives and environmental fit.
 Select human resource theories and practices to apply to organizational issues for specific
strategic objectives and environments.
 Evaluate human resource practices under various conditions.
 Evaluate the impact of human resource practices on the business' bottom line.
 Reflect on learning through application to Self Directed Learning Plan
Course Materials:
Available in Course Reserves

Articles - Available in course reserves

Behling, O. (1998). Employee selection: Will intelligence and conscientiousness do the job?
Academy of Management Executive, 12(1), 77-86.

Nilsen, D., Kowske, B. & Anthony, K. (2005). Managing globally. HRMagazine, 50(8), 111-
115.

Rossheim, J. (2004). Human resources is tapped to address new compliance complexities.

Workforce Management, 83(7), 74-77.

Spicer, A., Dunfee, T. W., & Bailey, W. J. (2004). Does national context matter in ethical
decision making? An empirical test of integrative social contracts theory. Academy of
Management Journal, 47(4), 610-620.

(The password to access reserves for this course is employee55):

Required to Purchase

Mello, J. A. (2006) Strategic Human Resource Management (2nd ed.). Mason, Ohio: South-
Western. ISBN: 0-324-29043-8.

This book may be purchased from MBS Direct, http://direct.mbsbooks.com/kaplanmasters.htm

Click on "Buy Course Materials" and choose the Program and Course you are buying materials
for. Please check for current pricing.

Writing Resources

 Kaplan's Writing Center Tutorial: Power Point Presentation

 Writing Center Offerings: PDF Document
 APA Style references:
http://www.apastyle.org/
http://owl.english.purdue.edu/handouts/research/r_apa.html  
http://dianahacker.com/pocket/

Software Requirements

 Adobe Acrobat Reader, available here as a free download.

 Macromedia Flash Player, available here as a free download.
 Kaplan University students are required to use Microsoft Office 2000 or higher.  All
written projects must be submitted using Word.  Projects in Works, WordPerfect, or any
 other word processing program cannot be opened by Kaplan professors and will be
returned to students ungraded.  Resubmissions of returned projects in Word format must
be posted in the Dropbox no later than 2 days after the professor returns the project.   
 Students using Microsoft Office 2007 are required to convert all file submissions to an
earlier version of the program so peers and professors can readily access the file.

Please review the “Kaplan University Hardware and Software requirements eGuide” for more
information.

Grade Distribution and Weighting

This course is based on a 1000 point scale. The following points will be used to determine final
grades:
 
Course Topic Points Course Requirement
Threaded Discussion 300 6 Lessons, 50 points each
Web Field Trips 80 4 lessons, 20 points each
Distinguished Lectures 40 2 lessons, 20 points each
Evaluation Project Proposal 20 1 project
Focus Papers (Units 2,3,4,6) 340 4 projects, 85 each
Abbreviated Focus Paper (Unit 5) 40 1 project
Evaluation Project 130 1 project
Self Directed Learning Plan Update 50 1 project
Total Points 1000

Final Grade Assignment:

900-1000 pts. A
800-899 B
700-799 C
Below 700 F

Assessments/Course Evaluation
Students will be assessed on their performance in the following types of assignments:

Threaded Discussions: During each week, students are required to post messages to their
colleagues and the instructor responding to discussion topics and research field trips. Discussion
Board participation will be graded based on both level of activity and quality of interaction. Your
active and thoughtful participation will weigh heaviest in the determination of your participation
grade. Three posting days per week for EACH discussion topic are the minimum.

Caution regarding Late Threaded Discussion Postings: NO assignments for threaded

discussions (including Theory to Practice, Web Field Trips, and Distinguished Video
discussions) will be accepted late. You are expected to participate in the discussion with other
students on the Threaded Discussion during the time that the topic is scheduled.

Each student is expected to participate in each discussion a minimum of three of the seven days
of the week. The purpose of discussion each week is for us to explore a subject in-depth together.
Late postings cannot help this exploration process. In the event you have an emergency that
prevents your participation during a week, contact me as soon as possible so that we can
determine a fair alternative. Notifying me later in the term will not result in an adjustment.

Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following threaded discussion grading rubric.

Grad
Threaded Discussion
e
For student postings:
* Completion of all Discussion Board topics
* Substantial original contributions for each Discussion Board topic that further
the work of the class.
* Original, thoughtful analysis of lesson materials.
* Connects unit material to life experiences, past assignments, and elaborates.
* Clear and fluent writing.
* Postings made in a timely manner, meaning discussion contribution beginning
within four days of the week’s start and continuing over the week for each
A Discussion Board topic.

For responses to other postings:

* Respond to two or more postings in each Discussion Board topic in addition to
original
response
* Responses are thoughtful and advance the discussion.
* Frequent interaction with students within sessions (e.g., at least three posting
days per
Discussion Board topic over the week).
B For student postings:
* Completion of all Discussion Board assignments.
* Fairly substantial postings that significantly contribute to the class.
* Responses given are relevant and indicate understanding of course readings.
* Some analysis of materials.
* Clear writing.
* Postings only on the last two or three days of the week.

For responses to other postings:

* Responses to 1 or 2 postings in each discussion in addition to original response.
* Mainly thoughtful responses.
* Periodic interaction with classmates (e.g., 2 posting days per Discussion Board
 topic over the
week).
* Some assignments may be missing.
* Some vague or summary references to materials.
* Comments brief and did not demonstrate an understanding of the material
(example: "good point").
C * Few and insubstantial responses to other student postings and/or no original
response to
Discussion topic.
* Inconsistent and/or unclear writing.
* Posting only on the last day
* Several missing assignments.
* Minimal postings.
* Significant writing errors.
F
 Off-topic postings.
 No interaction with other postings.
 Abusive or inappropriate behavior [consult Program Chair]

Focus Discussions: Focus Discussions are a Focus Paper-Threaded Discussion hybrid and are
graded applying the Threaded Discussion rubric and the Focus Paper rubric.
The expectation is a very substantive initial post that contains a well-developed original thesis,
supported with citations, showing good composition as noted in the Rubric for Focus Papers
below. The initial post should address all aspects of the assigned discussion topic. In addition,
the Threaded Discussion expectation of three posting days with at least two substantive
responses to other posts is the ideal. It may be that your initial post is enriched during the
discussion. You will be given credit for that, given that the purpose of the discussion is to deepen
understanding of the topic.

Individual Focus Papers: These papers are related to specific issues or cases, and will vary in
length. In all cases, papers must be well referenced and in APA format. The papers will be
evaluated using the following rubric.
At least 20% of a Focus Paper grade is related to composition that includes organization, writing
style, and mechanics. Often, composition issues also impact the grading of the assigned Focus
Paper topic content because composition impacts the effective presentation of your ideas and
material.
Originality of Assignments (Note:  This applies to both papers and discussion threads):  Direct
quotes may constitute no more than 10-15% of student papers and assignments.  Excessive quotation –
more than 15% - does not reflect the student’s original thinking.  Submissions with excessive quotation
will be marked down for lack of originality and reliance on direct quotations.
 
Resubmission of Assignments:  Students who are retaking a course in which they failed  to earn
a "B" or above, or withdrew from, may resubmit assignments written for the previous class if
they notify the professor in advance.  Once an assignment has been accepted and included as a
part of a course with a final grade of "B" or better, the assignment cannot be resubmitted, or
otherwise used for another class.

Focus Discussions: Focus Discussions are a Focus Paper-Threaded Discussion hybrid and are graded applying the
Threaded Discussion rubric and the Focus Paper rubric.
The expectation is a very substantive initial post that contains a well-developed original thesis, supported with
citations, showing good composition as noted in the Rubric for Focus Papers below. The initial post should address
all aspects of the assigned discussion topic. In addition, the Threaded Discussion expectation of three posting days
with at least two substantive responses to other posts is the ideal. It may be that your initial post is enriched during
the discussion. You will be given credit for that, given that the purpose of the discussion is to deepen understanding
of the topic. Because of the advance reading and research required for the Focus Discussion, the requirement that the
first post be made within four days of the unit start is waived. Postings made on the last day only will not receive top
grades.

Rubric for Focus Papers

 Grade Content, Focus, Use of Text/Research, Analysis and Critical Writing Style, Grammar, APA Format
Organization Thinking
% 50% 30% 20%
90- Response successfully answers the assignment Response exhibits strong higher- Grammatical skills are strong with typically less than
question (s); thoroughly uses the text and other order critical thinking and one error per page. Correct use of APA format.
100% literature. Includes a strong thesis statement, analysis (e.g., evaluation). Paper
introduction & conclusion. The main points of the shows original thought. Appropriate to the assignment, fresh (interesting to
paper are developed clearly. All arguments are read), accurate, (no far-fetched, unsupported
supported well (no errors in logic) using outside Analysis includes proper comments), precise (say what you mean), and concise
sources as assigned. classifications, explanations, (not wordy).
comparisons and inferences.
Sources are primarily academic journals, with Includes a title page and reference page.
thoughtful use web sources. References are applied Critical thinking includes Project is in 12-point font. Narrative sections are
substantively to the paper topic. Skillfully addresses appropriate judgments, double-spaced. Project is free of serious errors;
counter-arguments and does not ignore data conclusions and assessment grammar, punctuation, and spelling help to clarify the
contradicting its claim. Refers to sources both in-text based on evaluation and meaning by following accepted conventions.
and in the reference page. synthesis of information.
80-89% Response answers the assignment question (s) with Response generally exhibits Internally, each section has good organization.
only minor digressions; sufficiently uses the text and higher-order critical thinking Transitions found between & within sections are
other literature. Provides a good thesis statement, intro, and analysis (e.g., evaluation). mostly clear and effective. Generally appropriate to the
and conclusion that require some revision but that form Paper shows some original assignment, accurate (no far-fetched, unsupported
a good basis. thought. claims), precise,and concise. Includes a title page and
Develops the main points clearly. reference page.
Supports most arguments concretely (no logical errors) Analysis includes adequate
using outside sources as assigned. classifications, explanations, Project is in 12-point font. Narrative sections are
comparisons and inferences. double-spaced. Project contains some generally minor
Some sources are non-academic with over reliance on grammatical and punctuation errors. Few misspellings.
web sources. References not always clearly tied to Critical thinking includes Citations generally follow APA guidelines (perhaps
development of ideas. Does not ignore data adequate judgments, conclusions one or two minor errors).
contradicting its claim, though the refutation may need and assessment based on
additional support. Refers to outside sources in the evaluation and synthesis of
text and reference page. information.
70-79% Response answers the project assignment (s) with some Response exhibits limited Sentences are occasionally wordy or ambiguous; tone
digression; sufficiently uses the text and other higher-order critical thinking is too informal. Grammatical skills are adequate with
literature. Provides a thesis statement that needs and analysis (e.g. application of no more than 2-3 errors per page. The paper is not well
revision. The introduction & conclusion do not set up information). organized. Sections lack transitions, and several
or close the paper very effectively. Shows too little sentences may be monotonous or confusing. The
original thought (strings of citations that are not Analysis includes limited overall structure of the assignment is not effective.
developed to support the thesis). classifications, explanations, Appropriate in places, but elsewhere vague writing
Main points are adequately defined in only some areas comparisons and inferences. interferes with the development and clarity of the main
of the paper; points may be over-emphasized or points. Numerous grammatical and punctuation errors.
repeated. Some arguments are supported with outside Critical thinking includes limited Misspellings are more frequent, but they are the sort
research, but others may not be. Relies too heavily on judgments, conclusions and spell checkers do not catch, such as “effect/affect.” An
personal experience or one source. The paper does not assessment based on evaluation attempt at APA citation was made, but there are
meet the source requirements. Some obvious counter- and synthesis of information. multiple errors larger than a misplaced period.
arguments are ignored or not well refuted. Narrative sections are not double-spaced.
60-69% Response answers the assignment question (s) but Response exhibits simplistic or Sentences are generally wordy and/or ambiguous; tone
digresses significantly; insufficiently uses the text and reductive thinking and analysis is too informal. Grammatical skills are inadequate,
 other literature. but does demonstrate clarity and meaning are impaired, typically 3-5 errors
comprehension. per page. Inadequate use of APA format
0-59% Response insufficiently answers the assignment Response exhibits simplistic or Sentences unclear enough to impair meaning; tone is
question (s); insufficiently uses the text and other reductive thinking and analysis inappropriate and/or inconsistent. Grammatical skills
literature. and demonstrates limited are incompetent for college level; typically 6 or more
knowledge on the subject matter. errors per page. Unacceptable use of APA format.

Team Projects: Teams have proprietary discussion boards and a chat room option to conduct
team business. Sometimes teams choose alternative methods of communication, such as instant
messaging or conference calls. If alternative team communication methods are used, ALL team
members must agree to the method and a summary/synopsis of what transpired during such
meetings must be provided to all.

The individual final grade for a team project will be based on both the team product and quality
of individual contribution to the team process, in equal weight. The team products will be
evaluated using appropriate rubrics. The individual portion of the team project will be assessed
from team member feedback provided at the end of the project using the following feedback
form. The forms are confidential, except at your discretion regarding discussion of ratings within
the team. You are encouraged to check with your team regarding your performance.

Final Project: The final project requires students to incorporate all aspects of the course as they
evaluate a business situation or issue relevant to the course outcomes.

Self-directed Learning Plan: As a final step in each MBA course, students are expected to
update their SDLP. Updates include modifications or additions to the plan, usually in the form
of new action items, and status describing progress toward achieving the target objectives. It is
expected that over the course of the MBA program significant progress will be made in the
development areas. The purpose of the SDLP is to provide purpose, focus and evidence of
important personal development during the MBA experience. SDLP updates will be graded
applying the following rubric:

SDLP Grading Rubric:

 Status on most action items
 Thoughtful modification and additions to objectives and actions that reflect A
development progress in the target area 45-
 Course journal reflects awareness of how course experience did or did not 50
contribute to achieving professional objectives relative to several dimensions
 Status on some action items
B
 Minimal modification or addition to objectives and actions
40-
 Course journal describes course experience and relates generally to 44
professional objectives
 Status on one or two items C
 No modification or addition to objectives and actions 35-
39
  Course journal describes course experience
 Very little or no activity on SDLP
F
 No course journal or it consists of simple comment, such as "I liked the 0-34
course."

To support continued development of the SDLP, the following rubric represents the basis of the
original grading. This will not be applied for grading purposes in this course.

Development Plan Criteria:

Professional Achieving the professional objective makes use of learning available

Objectives in the MBA program and from resources/experiences outside of the
MBA program. The objective reflects a substantive increment of
development for the student.

Self-Awareness The learning and development plan reflects the ability to understand
oneself and integrate that understanding into strategies for
development to achieve a target objective.

Personal The learning and development plan is maintained as a dynamic

Initiative document throughout the MBA program, used to focus activity on
critical learning and culminating in a plan that extends beyond the
program.

Personal The learning development plan is comprised of experiences and

commitment to activities that challenge development.
development

Rubric:
Score Performance Indicators
Not Assessed No work was received by the instructor

Learning & development plan includes challenging, abundant and

complementary strategies and resources inside/outside the Kaplan MBA
A+ program. Coursework & Kaplan resources are actively used to refine &
achieve objectives, demonstrating judgment regarding approaches to
Perfect Score development. By the end of the program, the self-directed learning plan
achievement and reflective learning serves as the foundation for the next
level of professional planning.

A Learning and development plan demonstrates strategies that are relevant to

each development area. Demonstrates understanding of how coursework and
Kaplan can contribute to achieving the plan. By the end of the program, the
 self-directed learning plan is analyzed for gaps and future professional
planning.

Learning and development plan demonstrates comprehension of

development areas and links multiple courses and activities with each area.
B
By the end of the program, the self-directed learning plan reflects learning
that can be applied to future professional planning.

Learning & development plan demonstrates comprehension of development

C areas and links a Kaplan MBA course to each area. By the end of the
program, the learning plan is current.

Learning & development plan is incomplete or strategies inconsistent,

F indicating lack of understanding of the planning process & its use in the
MBA Program. By the end of the program, there is little information in the
self-directed learning plan to support aligned future professional planning.

Course Policies
Late Assignments: Total points possible for late assignments are reduced by 10% for each day
the assignment is late. Each unit’s assignments become due at Tuesday Midnight of the week
they are due to be submitted, generally the unit week they are assigned. Late assignments will
NOT be accepted after the third day late (by Friday at midnight, after the Tuesday due) unless
there are significant extenuating circumstances and we discuss this together. No Final Project
will be accepted late due to tight grading deadlines. Please plan ahead in the event of any
technical issues or emergencies.

Discussion Board Participation:

 When posting to the Discussion Board, students should post complete, well thought-out
responses in Standard English. Please do not use slang or any inappropriate
language.
 Students should proofread responses for spelling and grammar before posting to the
Board.
 Students should post messages that concisely communicate critical thinking about the
topic. One-sentence answers are not sufficient.
 Students should respond to at least two classmates' postings in each thread of the
Threaded discussion or as assigned in learning activity.
 It is important to keep up with the messages on the Threaded Discussion. Students are
encouraged to log in and review new postings frequently so they do not get behind.
 When referencing outside research in Discussion Board postings, students must cite their
sources using APA documentation.
Originality of Assignments (Note: This applies to both papers and discussion threads):
Direct quotes may constitute no more than 10-15% of student papers and assignments. 
Excessive quotation – more than 15% - does not reflect the student’s original thinking. 
Submissions with excessive quotation will be marked down for lack of originality and reliance
on direct quotations.

Resubmission of Assignments: Students who are retaking a course in which they failed  to
earn a "B" or above, or withdrew from, may resubmit assignments written for the previous
class if they notify the professor in advance.  Once an assignment has been accepted and
included as a part of a course with a final grade of "B" or better, the assignment cannot be
resubmitted, or otherwise used for another class.

University Attendance Policy: Kaplan University Graduate School of Management courses

have asynchronous requirements. Asynchronous learning experiences happen throughout the
course and do not require student participation at a scheduled time. The specific requirements for
attendance are the following:
1) Students are required to attend class at least on two separate calendar days per week for
each course by logging onto the course site. Courses are presented in weekly lessons. The
weekly attendance period begins Wednesdays at 12am EST and ends on Tuesdays at
11:59pm EST.
2) Students failing to meet attendance standards will receive a 7-day warning. A student
failing to attend classes for fourteen (14) consecutive calendar days (excluding scheduled
breaks) will be administratively withdrawn from the program after a final warning.
3) Students dismissed due to non-attendance must apply for readmission by following re-
enter procedures.

Students may appeal to the academic dean if they feel an error has been made in their attendance
calculation.

HONOR CODE
Kaplan University Graduate School of Management

The Honor Code was crafted by the members of the Ambassadors and Leaders Program who are
outstanding student leaders. The Kaplan University Graduate School of Management's
Ambassadors and Leaders Program provides students in the MBA and Newsweek MBA
leadership experiences and personal growth through mentoring and representing the Graduate
School to the public at large. The Program promotes excellence and integrity in graduate
education and contributes to the development of leadership skills relevant to 21st century global
business demands. Membership in Ambassadors and Leaders requires a 3.5 GPA or above and
advancement to candidacy (4 courses completed) or by permission of the faculty sponsor.

Dr. Jane Henderson is the faculty sponsor for this Program. For further information or
application for membership, contact her at [email protected].
Find below the Honor Code for the Graduate School of Management.

Developed by the Kaplan GSOM Ambassadors 2007

As a Kaplan University Graduate School of Management student, I will uphold the utmost
ethical standards in my personal life, academic performance, and business community. I promise
to maintain high ethical standards and values within our academic community by not
plagiarizing or cheating on homework and by promoting ethical decision making among the
student body. I will make ethical decisions within my personal life which promote honesty and
compassion among my family and friends and which lead to a healthy and responsible life. As a
Kaplan University Graduate School of Management student, I will promote ethical
considerations in every academic and business decision and, after graduation, I will conduct
myself with dignity and integrity.

Academic Dishonesty and Plagiarism

Plagiarism Policy

Kaplan University considers academic honesty to be one of its highest values. Students are
expected to be the sole authors of their work. Use of another person’s work or ideas must be
accompanied by specific citations and references. Though not a comprehensive or exhaustive
list, the following are some examples of dishonesty or unethical and unprofessional behavior:

 Plagiarism: Using another person’s words, ideas, or results without giving proper credit
to that person; giving the impression that it is the student’s own work.
 Any form of cheating on examinations.
 Altering academic or clinical records.
 Falsifying information for any assignments.
 Submitting an assignment(s) that was partially or wholly completed by another student.
 Copying work or written text from a student, the Internet, or any document without
giving due credit to the source of the information.
 Submitting an assignment(s) for more than one class without enhancing and refining the
assignment, and without first receiving instructor permission. In cases where previous
assignments are allowed to be submitted for another class, it is the responsibility of the
student to enhance the assignment with additional research and to also submit the original
assignment for comparison purposes.

In essence, plagiarism is the theft of someone else’s ideas and work. Whether a student copies
verbatim or simply rephrases the ideas of another without properly acknowledging the source, it
is still plagiarism. In the preparation of work submitted to meet course requirements, whether a
draft or a final version of a paper or project, students must take great care to distinguish their
own ideas and language from information derived from other sources. Sources include published
primary and secondary materials, electronic media, and information and opinions gathered
directly from other people.
Discussion threads, a computer program, marketing plan, PowerPoint presentation, and other
similar work produced to satisfy a course requirement are, like a paper, expected to be the
original work of the student submitting it. Copying documentation from another student or from
any other source without proper citation is a form of academic dishonesty, as is producing work
substantially from the work of another. Students must assume that collaboration in the
completion of written assignments is prohibited unless explicitly permitted by the instructor.
Students must acknowledge any collaboration and its extent in all submitted coursework.
Students are subject to disciplinary action if they submit as their own work a paper purchased
from a term paper company or downloaded from the Internet.

Kaplan University subscribes to a third-party plagiarism detection service (www.turnitin.com),

and reserves the right to check all student work to verify that it meets the guidelines of this
policy.

Academic dishonesty is a serious offense and may result in the following sanctions:

1st offense: Failure of the assignment in which the action occurred.

2nd offense: Failure of the class in which the action occurred.

3rd offense: Expulsion or permanent dismissal from the University.

Procedures for processing plagiarism offenses are as follows:

Online Students
Charges of academic dishonesty brought against a student shall be made in writing by the
instructor to the Provost’s Office. The Provost’s Office maintains a database of plagiarism
offenses and a file of all plagiarism charges. When an offense has been committed, the Provost’s
Office sends the student a copy of the plagiarism policy and a letter of the action taken, and
informs the Academic Department Chair, the Academic Advisor, and the course instructor of any
plagiarism charges.

DISPUTE OF PLAGIARISM CHARGES

All plagiarism disputes must be made by the student within 10 days of the mailing of the official
letter by the University. Students may choose to file a grievance report. This is a formal process
where the student, with the assistance of the Academic Advisor, contacts the appropriate
channels in writing to dispute a claim. The final step includes bringing any unresolved claims to
the Review Committee. A copy of the Problem Resolution, Student Complaints, and Grievance
Procedures is found in the University Catalog.

APA
For all writing assignments, Kaplan University requires students use the American Psychological
Association (APA) 5th Edition style of format and source citation.  Resources for using APA can
be found at Kaplan’s Online Writing Center.  Go to your KU Campus home page and click on
“Writing Center” under “Academic Support.” 

Course Outline

Unit One: The Context of Strategic Human Resource Management (Part 1)

After completing the assignments, you will be able to:

 Evaluate the practices of HR in companies against the research evidence for the seven
most effective HR practices
 Compare and contrast the industrial/organizational (I/0) model of strategy with the
resource-based model (RBM)
 Assess the impact of the external environment (economy, labor market, labor law, social
changes, industry changes, etc.) on an organization's HR practices
 Analyze the impact of internal business drivers, such as strategy and business theories,
and models on the selection of appropriate HR practices

Assignments

 Introduce Yourself to Your Professor and Classmates

 Read about Investing in Employees, Challenges in SHRM and Strategic
Management
 Participate in Theory into Practice Discussion
 Meet with your MBA Study Team
 Read About Your Evaluation Project
 Complete the Project: Submit Evaluation Project Proposal

Assignments Due:

 Unit 1 assignments are due by Tuesday evening midnight ET

Unit Two: The Context of SHRM (Part II)

After completing the assignments, you will be able to:

  Analyze the strategic roles played by HR
 Identify barriers to the acceptance of HR as a strategic unit, and suggest ways to
overcome these barriers
 Evaluate the HRP function in terms of its five objectives
 Analyze an organization's forecasting system to determine whether it was designed for
customer responsiveness or efficiency, or both
 Evaluate a succession plan for its appropriateness for an organization
 Design jobs to meet the five criteria, outlines in the Job Characteristics model, to increase
motivation and reduce turnover
 Discuss the challenges relating to reengineering, mergers and acquisitions, and
downsizing in terms of the organization's future profitability
 Compare and contrast outsourcing with Off Shoring

Assignments

 Read About Strategic Roles, Human Resource Planning, and Work Design
 Participate in Theory into Practice Discussion
 Complete the Web Field Trip: Visit the Site of the Human Resource Planning Society
 Distinguished Scholar Video and Discussion
 Complete the Project: Organizational Design Focus Paper

Assignments Due:

 Unit 2 assignments are due by Tuesday evening midnight ET

Unit Three: Recruitment, Staffing, and Selection

After completing the assignments, you will be able to:

 Evaluate various internal and external recruiting methods

 Analyze a given need for new employees, design a process for recruiting the best
employees, and justify its choice
 Evaluate several methods of screening for the "best fit" individual, analyzing the fit of
particular methods to situations
Assignments

 Read about Employment Law, Recruiting, Staffing, and Selection

 Participate in the Theory into Practice Discussion
 Distinguished Scholar Video and Discussion
 Complete the Project: Focus Paper on a Topic from This Lesson

Assignments Due:

 Unit 3 assignments are due by Tuesday evening midnight ET

Unit Four: Training and Development, Performance Management, and Compensation

After completing the assignments, you will be able to:

 Evaluate the planning and strategizing of training and development in terms of

assessment, objectives and measures, design and delivery, and evaluation
 Plan an evaluation process for training using all four of the levels of training evaluation,
i.e., reaction, learning, behavior, and results
 Explain the interactions among the training, performance management, and compensation
processes
 Analyze the relationship between the strategic goals of an organization and what it
chooses to evaluate
 Compare and contrast the various means of performance evaluation
 Evaluate the effectiveness of merit pay and incentive pay systems

Assignments

 Read about Training and Development, Performance Management, and Compensation

 Participate in the Theory into Practice Discussion
 Complete the Web Field Trip: Checking out Salary Trends
 Complete the Project: Compensation Focus Paper
 Submit Evaluation Project Draft of Detailed Outline

Assignments Due:
  Unit 4 assignments are due by Tuesday evening midnight ET

Unit Five: Labor Relations and Workforce Management

After completing the assignments, you will be able to:

 Analyze causes for employees wanting to form unions

 Explain the process for certifying and decertifying a union within an organization
 Evaluate the consequences of strikes conducted for economic reasons, those involving
claims of unfair labor practices
 Analyze the potential impact of union diversification on union members
 Analyze the impact of the Worker Adjustment Retraining and Notification Act (WARN)
and its exceptions on an organization's choices in Reduction in Force situations
 Evaluate HR practices that may be employed to reduce the stress and demotivating
aspects of a reduction in force (RIF) on the survivors in the workforce
 Convince someone that the shortage of workers predicted for the near future is not
necessary if retirement options are managed properly

Assignments

 Read About Labor Relations and Workforce Management

 Participate in the Theory into Practice Discussion
 Complete the Web Field Trip: Visit the Web Sites of both the AFL-CIO and the
Teamsters
 Complete the Project: Challenges Facing The American Labor Market
 Complete and Submit Your Evaluation Project

Assignments Due:

 Unit 5 assignments are due by Tuesday evening midnight ET

Unit Six: International Human Resource Management and the Future of HRM

After completing the assignments, you will be able to:

  Evaluate effective processes for recruiting and deploying employees to overseas positions
 Evaluate processes for re-entry of expatriates back to the home workforce
 Discuss some of the major changes coming HRM this century

Assignments

 Read About International Human Resource Management and the Future of HRM
 Participate in the Theory into Practice Discussion
 Web Field Trip and Discussion
 Complete the Project: Global Influences on HR Practice in the United States
 Update and Submit Your Self Directed Learning Plan

Assignments Due:

 Unit 6 assignments are due by Tuesday evening midnight ET