HRIR2440A02S2015

1

University of Manitoba

Asper School of Business

Department of Business Administration

Instructor Francoise Cadigan

Office Location Drake Centre 378

Office Phone (204) 474-6683

Email*** [email protected]

Office Hours After class from 3:45PM till 4:15PM or by appointment (please

e-mail me to arrange a mutually agreeable time). If groups wish

to meet, we can make arrangements to meet in another space

than my office.

Course No, Section, and Title 30158 HRIR 2440 A02 Human Resource Management

Term Summer 2014

Time M, T, W, Th, F 1:30PM to 3:30PM

Location 107 Drake

Course Description

Generally, 50 percent or more of an organizations operating budget is used to pay employees. HR management (HRM) might be defined as the effective use of human capital in an

organization through the management of people-related activities. It involves leadership,

employment planning, recruitment and selection, training, development, compensation, and

performance management. HRM also significantly influences the corporate culture and norms.

Ultimately, effectively managing HR contributes to a firms performance.

In this course, we examine how human resource issues and functions (e.g., Job Analysis, Legal

Issues, Recruitment and Selection, Union-Management) impact individual employees and the

organization. We combine personal experiences with theoretical, empirical, and applied

perspectives to develop a more complete understanding of how to make HR-related decisions.

Finally, many of you will manage people during your career. Managers are important in carrying

out HR policies and procedures in their organization and must work with the HR department.

This course will help prepare students for the responsibilities of hiring, assessing, developing,

and supervising employees.

Course Objectives

1. Gain a general understanding of HRM from a theoretical, empirical, and practical perspective

2

2. Establish foundational knowledge about HR functions (e.g., job analysis, selection, performance appraisal) and issues (e.g., legal, safety)

3. Develop practical skills to enhance the ability to make effective HR related decisions

Required Course Material

Textbook: Schwind, H., Das, H., Wagar, T., Fassina, N., & Bulmash, J. (2013) Canadian Human

Resource Management: A Strategic Approach. 10th Edition, Toronto: McGraw-Hill Ryerson.

Register for Connect. URL for online eBook and test bank:

http://connect.mheducation.com/class/f-cadigan-spring-2015-m-tues-wed-thurs-friday-

1330-1530

Online video to explain Connect: https://www.youtube.com/watch?v=i_ZEYiYrX3A

Other Readings: Posted on D2L, https://universityofmanitoba.desire2learn.com/

Course Evaluation Methods

Assessment Tool Percentage to total grade Due Date

Class participation &

Justification

10% June 1, 2015 Drop box on D2L

HR Assignment - 1 mini

papers

15% June 1, 2015 Drop box on D2L

Midterm exam 30% May 13, 2015 EITC E2 330 - 1:30-3:30

Final exam 40% May 29, 2015 EITC E2 330 1:30 3:30

Case study of a research paper 5% May 26, 2015 Drop box on D2L

Overall Grading System

Letter Grade Percentage/Points GPA Description

A+ 90-100 4.5 Exceptional

A 80-89 4.0 Excellent

B+ 75-79 3.5 Very Good

B 70-74 3.0 Good

C+ 65-69 2.5 Satisfactory

C 60-64 2.0 Adequate

D 50-59 1.0 Marginal

F 49 or less 0 Failure

3

TENTATIVE CLASS SCHEDULE

Date Topic Reading Activities and Due Dates

1 May 4 Syllabus & Introduction to HRM

Chapter 1

Ten best companies to work for in

Canada

Welcome, introductions,

lecture, group break-out.

2 May 5 Human Resource Planning

Chapter 3

Calgary oil company lays off 400 workers

Shaw Communications to lay off 400 employees

as it reworks

operations

Lecture, in-class activity,

group discussion

3 May 6 Job Analysis & Design

Chapter 2

Lets fix it: End the talent shortage by

hiring for results, not

skills

Review NOC and

O*NET websites


group discussion

4 May 7 Legal Issues & Diversity

Chapter 4

Jury rules against Ellen Pao in Silicon

Valley gender bias

trial

Lecture, case study, group

discussion

5 May 8 Recruitment

Chapter 5 omit pages 180-183

Canadas got talent. How do you attract

it?

Lecture, video, in-class

activity, case study, group

discussion

Bring to class: Job Ad from

an organization of interest

6 May 11 Selection

Chapter 6 p. 209-232

Emotional intelligence is

overrated


activity, group discussion,

Job

description/specification

from an organization of

interest

Bring to class: Completed

HEXACO personality

test/Wonderlic Sample Qs.

4

7 May 12 Selection

Chapter 6 p. 232-248

Omit: After Selection,

p.234-235; Stages of

interview, p. 240-244;

Interviewee error, p.

246-247

The writing on the (Facebook) wall: the

use of social

networking sites in

hiring decisions No reference? No problem if you know what to do.


activity, group discussion.

Bring to class: Job

description/specification

from an organization of

interest.

8 May 13 Mid-term Exam Drake 107 1:30- 3:00

9 May 14 Orientation, Training &

Development

Chapter 7 (p. 260-

286)

Whos next? Managerial

succession planning a

must


activities, case, group

discussion

10 May 15 Performance Management

Chapter 8

Should I rank my employees?

Unions launch grievance against new

federal rules on

employee

performance


group discussion

May 18 Victoria Day No class

11 May 19 Compensation Management

Chapter 9

$70K minimum wage


activity, group discussion

12 May 20 Employee Benefits & Services Chapter 10 Lecture, in-class activity,

group discussion

13 May 21 Employee Relations

Chapter 11

What can you do if your employee has a

substance abuse

problem?

64% of Canadian like

or love their job


group discussion

5

14 May 22 Union Management Framework

Chapter 13

Walmart must pay for closing unionized

store


group discussion

15 May 25 Health & Safety at the

Workplace

Chapter 12

Why improving workplace mental

health is good

business


activity, group discussion

16 May 26 Global HRM

Chapter 14.

Human resource management (HRM)

in the global

perspective: theory

and practice


activity, group discussion.

SEEQ Course Evaluations

Bring to class: Article

related to Global HRM

Last day to hand in case

study.

17 May 27 Exam preparation / course

Review

In-class activity, group

discussion.

18 May 29 Final Exam Drake 107 1:30-4:30

Assignment Descriptions

Participation (10% of final grade)

Class participation will be determined by your preparation, attendance and active participation in

ALL class processes including discussions and in-class activities. I will also consider your

participation in forum topics posted on the course D2L:

https://universityofmanitoba.desire2learn.com/.

At the end of term, you will submit a brief Class Participation Justification, which is either a

250 word (or less) or 90s video (or less), outlining why you merit X out of 10 for your class

participation grade. Specifically, the Class Participation Justification requires you to discuss your

preparation for class and how your participation contributed to the quality of (a) class

discussions, and (b) group activities and discussions. Please submit on the course D2L drop box

on June 1st, 2015. I will use your Class Participation Justification along with my class records to

allocate a class participation grade.

Expectations:

Written justifications should be written in Types New Roman 12 font and should be 250

words or less

samiralbayatiHighlight

6

Audio/video justifications should be submitted in D2L and should be 90 seconds or less

File name should be: Justification_YourName (e.g., Justification_CadiganF).

Submit to D2L by Monday, June 1, 2015

Grading criteria for class participation:

1-2% signing attendance sheet

3-4% minimal participation by occasionally responding to my prompts and asking questions

5-6% more frequent participation by responding to my prompts and asking questions

7% same as above (5-6%) and also sharing past work experiences and other stories that improve the quality of class discussion and learning

8-10% same as above (7%) and also offering high-level, meaningful, poignant, thought-provoking, and insightful contribution and comments; tying course material to outside events

(e.g., what HR failures may have contributed to the failure of Target in Canada, e.g., did their

leadership team lack diversity).

HR Assignment: Written Paper (4-5 pages) worth 15%

The purpose of this assignment is for you to apply HRM topics to a real life event using either a

current news story (2014 present) or a personal experience in a work setting. You should

choose an example that relates to one of the topics we cover in class. For example, the article that

we covered in Session 5 about how Coca-Cola moved its operations from the suburbs to

downtown Toronto relates to the topics of Recruiting, Strategic Human Resource Management

(SHRM), and Human Resource Planning (HRP). In this case, choose one HR topic and relate it

to the news story. Please use a news story that we have not covered in class or that was part of

the readings posted on D2L (this does not apply if you choose to write about a personal

experience). Please source from a reputable publication (i.e., journal or newspaper).

Other ideas are:

1. News item about a legal case involving discrimination, harassment, or topics that we will

cover in future lectures (e.g., union-management relations).

2. Diversity issues such as the gender bias in hiring in STEM professions

3. You might find a news item that demonstrates how poor HR practices may be eroding the

organizations value in some way (e.g., image to the public, company performance, i.e.,

is the firm failing in some way?; relates to SHRM)

4. You may want to compare & contrast two different experiences or multiple perspectives

(e.g., HR, Mgmt., Employee)

5. Your experience(s) in the story and how it should have been conducted and/or what the

org. did well

6. Your observation with why things may (or may not) work (or have worked) in a

particular context, etc.






7

You may want to go into detail about how one or a few of these:

Your thinking has changed

Your current behaviour would change

HR may have behaved (or done things) differently, You would behave (or do things)

differently

The implications of these thoughts and behaviours

You may integrate concepts from the same or multiple chapters and/or sources

How they fit together

How they influence one another

Other notes:

Be specific in your examples DEPTH vs. breadth

Incorporate course concepts but avoid repeating the textbook

Your paper should include the following components:

1. Introduction (e.g., the purpose of this paper is to...), & concise problem statement

2. Describe whether you are writing about a current news story or a personal event and go

into detail:

a. Explain the situation

i. Provide the title of the news story or go into detail about your personal

experience

ii. Summarize what is happening or what happened

iii. Describe the stakeholders involved (if applicable)

iv. Provide a brief outline of the points you will be discussing in the body of

the paper

v. Include any other pertinent information

3. Elaborate and explain how the story relates to a topic covered in class or in the textbook.

Elaborate as required.

4. What HR recommendations might improve the situation or what HR practices are making

the situation ideal? What action plan would you recommend for the future? What are

implications of your recommendations? Provide rationale for your suggestions.

5. Conclusion

You may include tables and references if they help explain your story.

Requirements:

The HR assignment should be written in Times New Roman 12 font and should be up to

4-5 pages, double spaced (not including reference and/or tables)

File name should be: AssignmentName_Yourname (e.g., HRintheNews_CadiganF).












8

Submit to D2L by Monday, June 1, 2015

Assessment:

I will use the following rubric when grading your paper. Please let me know if this is unclear.

Components Unacceptable

Grade: D or F

Acceptable

C or C+

Good

B or B+

Excellent

A or A+

Weighti

ng out

of 15

Description

little or no

explanation or

details of the story

few explanation

and/or details of the

story

Somewhat

explaining the

details of the

story with some

missing

information that

may have been

informative

Clearly developed

outline of the story

and its relevant

components and

details

2

Explanation and

elaboration of

how story

relates to an HR

topic

little or no use of

concepts or

practices; may

show previous

knowledge from

career, but does not

demonstrate

learning related to

course

clear presentation

of sequenced

concepts or

practices /

recognizing and

identifying course

concepts

integrated

concepts or

practices and

recognizing and

identifying course

concepts

Integrating,

recognizing and

identifying course

concepts in original

and innovative way

4

Recommendatio

ns &

Implications

presentation of

opinion or

statement without

evidentiary or

logical support;

illogical argument

support by

argument and

evidence but with

weak sources

clearly sequenced

steps leading to

clear conclusion,

logical argument

with authoritative

sources (not

necessarily

current)

clear statement,

examples,

sequencing, logical

and multiple

authorities,

evidentiary support,

current journal

sources

4

Content &

vocabulary

little or no use of

terms or incorrect

use; clichs,

idiom's and

colloquialisms

minimal use of

terms but in

isolation or use of

jargon; insufficient

context or

explanation

good use and

linking of terms

but still lacking

fluency

fluency, sequencing,

& appropriateness of

terms, concepts,

practices, & authors

2

Mechanics

several errors in

spelling,

punctuation,

capitalization,

and/or sentence

structure showing

carelessness

a few overlooked

errors

few or no errors,

but sentence

structure could

improve

no errors and

excellent sentence

structure and fluency

1

Organization &

APA Style

unclear or no

purpose statement

or overview, few

organizational cues,

clear statement or

concise

overview, well

organized, but with

clear statement,

well organized,

thesis sentences,

good cues; good

previous criteria plus

attractive layout and

design; publishable

format in APA style

2


9

disorganized

presentation / not in

APA style

few cues (e.g.,

headers, bullets,

indentation);

unclear transitions

and sequencing /

APA style but

several errors in

content, page

enumeration,

format (margins &

indentation),

headers, citation &

reference format

transitions and

sequencing / APA

style with a few

errors

Midterm exam (30% final grade) and final exam (40% of final grade)

The examinations will consist of the following question formats: true/false, multiple choice,

short answer, and short cases. The purpose of these question types is to test your basic

understanding and application of human resource management concepts to specific situations.

The exams will cover information provided by the text, other readings, group activities, and

materials covered during class discussions.

Case Study of a Research Paper (5% bonus)

Review and complete answers to the following research paper (posted on D2L):

1. Barley (1986) Technology pages 1, 8 24, and 29 (skip or skim other pages)

Your analysis must answer the following questions in full providing thoughtful responses (copy

and paste the below questions into Word and elaborate on your responses):

1. What is author name and year of publication? What is the name of the paper?

2. What are the names of the two hospitals and where are they located?

3. What kind of department did the author observe at the 2 hospitals?

4. What technology was introduced into the departments?

5. How and what kinds of employees did both hospitals employ in the department of

observation?

6. When did the author begin his observations and what are the approximate dates of

observation?

7. What was the second step in the analysis (hint p. 9)

8. What personnel decisions did Suburban use for its CTs operation (hint: p. 12)

The author observed how the radiologists and technicians were establishing roles (p. 13).

a) 1st phase: 3 types of interactions/scripts evolved, list the steps and their implications

(hint: p. 13 15):

10

Unsought validations:

Anticipatory questioning:

Preference stating:

Final outcome:

b) 2nd

phase: list the steps of the scripts/interactions that evolved and elaborate on their

implications (hint: p. 15 18):

Clandestine teaching:

Role reversals:

Blaming the technologist:

Outcome: DECENTRALIZED

9. What personnel decisions did Urban use for its CTs operation (hint: p. 18)

a) 1st phase: list the steps of the interactions/scripts that evolved at Urban and elaborate

on their implications (hint: p. 18 24):

Direction giving:

Countermands:

Usurping the controls:

Direction seeking:

Final outcome:

2nd

phase, list the steps of the interactions/scripts that evolved and elaborate on their

implications:

Unexpected criticism:

Accusatory questions:

3rd

phase revert back to 1st phase

4th

phase, list the steps of the interactions/scripts that evolved and elaborate on their

implications:

Toward independence:

Technical consultation:

Mutual execution:

Outcome: CENTRALIZATION

10. Do you think one outcome was superior to the other outcome? Explain your response.

11. Are there steps or advice that you would recommend to the Director of HR that may have

improved the process at each hospital or do you think what happened at each hospital was

unavoidable? Back up your answer and provide rationale. Use knowledge that you have

11

learned during the course. To answer this question, consider yourself acting as a consultant to

the two hospitals.

12. Did you find the study interesting? Why or why not?

The purpose of the bonus assignment is to expose you to what a researcher (professor, M.Sc. or

Ph.D. student) does. This assignment is also meant to demonstrate how grey a work setting can

be demonstrating how topics learned in school might be difficult to apply in real time and life.

File name should be: BonusMark_Yourname (e.g., Bonus_CadiganF).

Submit to D2L by Tuesday, May 26, 2015

Description of Grading System

Course Policies

Assignment Extension and Late Submission Policy For the sake of fairness to all students, I will not grant extensions nor will I accept late

assignments. An exception will apply to extenuating medical circumstances.

90-100 Exceptional

A superior performance with consistent strong evidence of:

a comprehensive, incisive grasp of the subject matter;

an ability to make insightful critical evaluation of the material given;

an exceptional capacity for original, creative and/or logical thinking;

an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express

thoughts fluently.

80-89 Excellent

An excellent performance with strong evidence of:

a comprehensive grasp of the subject matter;

an ability to make sound critical evaluation of the material given;

a very good capacity for original, creative and/or logical thinking;

an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express

thoughts fluently.

70-79 Good

A good performance with evidence of:

a substantial knowledge of the subject matter;

a good understanding of the relevant issues and a good familiarity with the relevant literature

and techniques;

some capacity for original, creative and/or logical thinking

a good ability to organize, to analyze and to examine the subject material in a critical and

constructive manner.

60-69 Satisfactory

A generally satisfactory and intellectually adequate performance with evidence of:

an acceptable basic grasp of the subject material;

a fair understanding of the relevant issues;

a general familiarity with the relevant literature and techniques;

12

Voluntary Withdrawal Dates

Course dates: May 5th

May 27th 100% Refund Deadline: May 6

th

Last Day to VW without Academic Penalty (No 100% Refund): from May 7th

to May 21st

VW Deadline: after May 21st

In-Class Technology Policy Optimal learning and performance occur when students engage in class discussions and

activities, processing information at a deeper level. Therefore, please limit your use of electronic

devices unless it is for class purposes (e.g., eBook, online in class quiz). We will take at least a

10-15 minute break each day.

Important Notices:

University Email Policy

Effective September 1, 2013, the U of M will only use your university email account for official

communications, including messages from your instructors, department or faculty, academic

advisors, and other administrative offices. If you have not already been doing so, please send all

emails from your U of M email account. Remember to include your full name, student number

and faculty in all correspondence. For more information visit: http://umanitoba.ca/registrar/e-

mail_policy

Deferred Exams

Effective September 2005, the Department of Business Administration has instituted a policy

which provides ONE DATE ONLY for students who have deferred their final exams. The

Continued

an ability to develop solutions to moderately difficult problems related to the subject

material;

a moderate ability to examine the material in a critical and analytical manner.

50-59 Minimal Pass

A barely acceptable performance with evidence of:

a familiarity with the subject material;

some evidence that analytical skills have been developed;

some understanding of relevant issues;

some familiarity with the relevant literature and techniques;

attempts to solve moderately difficult problems related to the subject material and to

examine the material in a critical and analytical manner which are only partially

successful.

< 50 Failure

An unacceptable performance

13

deferred final exam date has been pre-set for May 8, 2015 at 1:00 p.m., Room TBD. This

does not apply to take home final exams. Please refer to University of Manitobas Policy 1305 Exam Regulations (http://umanitoba.ca/admin/governance/governing_documents/academic/454.htm) or the

Undergraduate Program Office for rules and regulations concerning deferred exams

Unclaimed Assignments Pursuant to the FIPPA Review Committees approved recommendations as of August 15, 2007, all unclaimed student assignments will become the property of the faculty and will be subject to

destruction six months after the completion of any given academic term.

Academic Integrity

It is critical to the reputation of the Asper School of Business and of our degrees, that everyone

associated with our faculty behave with the highest academic integrity. As the faculty that helps

create business and government leaders, we have a special obligation to ensure that our ethical

standards are beyond reproach. Any dishonesty in our academic transactions violates this trust.

The University of Manitoba General Calendar addresses the issue of academic dishonesty under

the heading Plagiarism and Cheating. Specifically, acts of academic dishonesty include, but are not limited to:

using the exact words of a published or unpublished author without quotation marks and

without referencing the source of these words

duplicating a table, graph or diagram, in whole or in part, without referencing the source

paraphrasing the conceptual framework, research design, interpretation, or any other ideas

of another person, whether written or verbal (e.g., personal communications, ideas from a

verbal presentation) without referencing the source

copying the answers of another student in any test, examination, or take-home assignment

providing answers to another student in any test, examination, or take-home assignment

taking any unauthorized materials into an examination or term test (crib notes)

impersonating another student or allowing another person to impersonate oneself for the

purpose of submitting academic work or writing any test or examination

stealing or mutilating library materials

accessing test prior to the time and date of the sitting

changing name or answer(s) on a test after that test has been graded and returned

submitting the same paper or portions thereof for more than one assignment, without

discussions with the instructors involved

Group Projects and Group Work

Many courses in the Asper School of Business require group projects. Students should be aware

that group projects are subject to the same rules regarding academic dishonesty. Because of the

unique nature of group projects, all group members should exercise special care to ensure that the

group project does not violate the policy on Academic Integrity. Should a violation occur, group

members are jointly accountable unless the violation can be attributed to a specific individual(s).

14

Some courses, while not requiring group projects, encourage students to work together in groups

(or at least do not prohibit it) before submitting individual assignments. Students are encouraged

to discuss this issue as it relates to academic integrity with their instructor to avoid violating this

policy.

In the Asper School of Business, all suspected cases of academic dishonesty are passed to the

Dean's office in order to ensure consistency of treatment.

Documents

HRIR2440A02S2015