City University of Hong Kong. Information on a Course offered by Department of Management with effect from Semester A in 2012/2013

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1 City University of Hong Kong Information on a Course offered by epartment of Management with effect from Semester A in 2012/201 Part I Course Title: _New Technology and Human Resource Management Course Code: _MGT42 Course uration : 1 weeks No. of Credit Units: Level: B4 Prerequisites: (Course Code and Title) Nil Precursors: (Course Code and Title) Nil Equivalent Courses: (Course Code and Title) Nil Exclusive Courses: (Course Code and Title) Nil Course work : 70% Exam : 0% Part II 1. Course Aims: This course aims: To provide students with current knowledge of how new technologies are changing our practices in the workplace, particularly within the management of human resources; To develop students an awareness of how HRM and technology are related in at least three ways: o How HRM can help promote technological innovation, and how to manage knowledge workers; o How technology is changing work and organizational design, and the way in which HRM must evolve in order to help support these changes; o How HRM can be re-engineered using new technology, helping to transform HRM into a strategic tool; 1

2 To familiarize students with the processes and techniques of human resource management today in a technological environment through hands-on experiences with a Human Resource Information System (HRIS). 2. Course Intended Learning Outcomes () Upon successful completion of this course, students should be able to: No. Weighting 1. iscuss how technology and human resource management interface with each other to support operations and strategic planning within an organization; 2. Appraise how computer networks (and the internet) can be used for managing employees, recruiting, applicant tracking, staff benefits, and training & development over distributed locations to maximize the effectiveness of a corporation;. efine the functions and features of a HRIS and the types of human resource data that are typically collected within the system; 4. Interpret the effective management of human resources with the application of HRIS and why it is important; 5. Analyze the factors to take into account in purchasing a right HRIS for an organization; Note: 1 = Minor focus, 2 = Moderate focus, = Major focus.. Teaching and learning Activities (TLAs) (esigned to facilitate students achievement of the ) CILO No. TLAs Hours/week CILO Lectures and article readings 18/6 Real HRIS workshops by industry vendor 9/ Group-led discussions 12/4 4. Assessment Tasks/Activities (esigned to assess how well the students achieve the ) Coursework (comprising individual and team components): 70% Final Examination (2 hours) : 0% Our department has a policy that each student should have a minimum of 70% attendance in order to pass a course. 2

3 CILO No. Type of assessment tasks/activities Weighting CILO Term paper assessment 20% HRIS assignment/hands-on class results 0% Group-led discussion feedback/results 20% Final Examination (2 hours) 0% 5. Grading of Student Achievement: Please refer to Appendix A for the grading information of all the assessment tasks. Part III Keyword Syllabus: Human Resource Information System (HRIS) Basics, Human resource policies and practices enabled by HRIS, Internet recruiting and applicant tracking, e-learning and other forms of technology-based training, Telecommuting and the Virtual Workplace, Global work groups, Human Resources for Knowledge Workers. Recommended Reading: Text(s): No textbook is suitably adopted. Articles: Reengineering HRM [1] Yeung, Arthur & Wayne Brockbank. (1995). Reengineering HR Through Information Technology. Human Resource Planning, 18(2), Applications of HRIS - Flexible Benefits [1] Halterman, Steven L. (2000). Functional Flex: Maximum Benefits Flexibility with Minimal Cost and Administration. Employee Benefits Journal, 25(2), [2] Barry, Terry. (1998). Flex on the Intranet--Case Study: BBN Corporation. Compensation & Benefits Management, 14(2), [] Sanes, Richard. (1997). Implementing Flexible Benefits: An approach to facilitating employee choice. Scottsdale, AZ: American Compensation Association. Applications of HRIS - Employee Self-Service [1] Greengard, Samuel. (1998). Building a Self-Service Culture that Works. Workforce, 77(7), [2] Starcke, Alice M. (1997). HR Self-service, Beyond the Technology. HRMagazine, 42(9), Applications of HRIS - Internet Recruiting / Applicant Tracking [1] Gale, Sarah Fisher. (2001). Internet Recruiting: Better, Cheaper, Faster. Workforce, 80(12), [2] Schreyer, Ray & John McCarter. (1998). 10+ Steps to Effective Internet Recruiting. HR Focus, 75(9), S6.

4 [] Leonard, Bill. (2000). Online and Overwhelmed. HRMagazine, 45(8), [4] ickmeyer, William. (2001). The Basics of Applicant Tracking Systems. Workforce, 80(1),. [5] ickmeyer, William. (2001). Applicant Tracking Reports Make ata Meaningful. Workforce, 80(2), [6] Pearce, C. Glenn & Tracy L. Tuten. (2001). Internet Recruiting in the Banking Industry. Business Communication Quarterly, 61(1), [7] Neveu, Bob. (2002). Applicant Tracking s Top 10. Workforce, 81(11), Ethics and the Law (Monitoring and Privacy) [1] Boehle, Sarah. (2000). They re Watching You. Training, 7(8), [2] HK Privacy Commissioner for Personnel ata. (2000). Code of Practice on Human Resource Management. Managing Global Work Teams [1] Odenwald, Sylvia. (1996). Global Work Teams. Training & evelopment, 50(2), [2] Mcermott, Lynda, Bill Waite, & Nolan Brawley. (1999). Putting Together a World-Class Team. Training & evelopment, 5(1), [] Laroche, Lionel & Catherine Mercer Bing. (2001). Technology, Protocol keep Global Teams Going without Face-to-face Meetings. Canadian HR Reporter, 22 Oct. 2001, pp 17,19. [4] Solomon, Charlene Marmer. (1998). Building Teams Across Borders. Workforce, (6), Online Resources: Not applicable. 4

5 Appendix A: Table 1: Assessing and Grading Term Paper Writes enough to describe what the topic is about. Some relevant points descriptive in nature, mainly pro and con. Uses a few mainstream references. Summary is a list of either pros or cons leading to a lopsided conclusion. Very little evidence of library skills, incorrect formatting escribes topic, refers to relevant work and what is proposed to be done. More relevant points drawn from prevalent models or conceptual frameworks, lists both pros and cons, evidence of grasp of issues but has difficulty in finding resolution. Summary recognizes differences but unable to resolve them, weak conclusion, or jumps to conclusion. Evidence of some search skills; standard references in mostly correct formatting As in C, but shows what past work has done/not done, demonstrating logical progression to the topic. Most/all relevant points drawn from prevalent models or conceptual frameworks, lists both pros and cons, uses appropriate structure to resolve issues with convincing arguments and discussion. Summary is balanced leading to well reasoned conclusion. References are comprehensive, showing care in researching the issue, correct formatting Interesting and complex account of why this topic, what questions need to be addressed giving a foretaste of original contribution. As in B, but original, going well beyond standard resources/ references, stating a point of view in one s own voice. Summary leads to a surprise or original conclusion generating new issues. As in B, but uses unusual references to bolster an original argument. Source: Adapted from Tang Catherine, Seminar on Assessment and Grading in OBTL, presented at City University of Hong Kong, March 9-10, Table 2: Assessing and Grading HRIS Individual Assignment Failure F 0.0 The work does not identify any problems. Or, problems mentioned are not properly handled. VERY poor use of course content that might be relevant to problem identification. Fails to propose justifiable solutions or recommendations. The work does not clearly identify problems. Or, problems mentioned are partially handled only. Poor use of course content that might be relevant to problem identification. Weak justification of solutions or recommendations Rudimentary problem identification with some relevant evidence. Some use of course content relevant to problem identification. Fair justification of solutions or recommendations The work clearly identifies problems. use of course content relevant to problem identification. Uses reasonable judgement or method. Evaluates evidence and prioritizes problems. Solutions or recommendations well justified The work identifies problems very systematically. use of course content relevant to problem identification. Uses highly reasonable judgement or best possible method. A holistic view of how various problems differ and relate to one another. Views information critically, synthesizes evidence and prioritizes problems. Solutions or recommendations very well justified. Source: 1

6 Table : Assessing and Grading Group-led iscussion Failure F 0.0 Little evidence of familiarity with the subject matter; weakness in critical and analytical skills; limited or irrelevant use of literature. Fails to prompt reasonable questions to lead a discussion. Sufficient familiarity with the subject matter to enable the audience (peers) to progress. Uses limited questions to maintain a discussion understanding of the subject matter; ability to develop solutions to simple problems in the material. Leads audience (peers) to a normal discussion with continuous questions Evidence of grasp of subject matter, some evidence of critical capacity and analytical ability; and reasonable understanding of new issues. Uses good sources of questions to live up a rich discussion with responses and feedback to the answers given by audience Strong evidence of original thinking; good organization, capacity to analyze and synthesize; superior grasp of subject matter; evidence of extensive knowledge base. Uses many well-prepared questions to maintain good flow of discussion with accurate responses and feedback to the answers given by audience. Clearly triggers rich information sharing with audience who shows engaged in that learning. Source. Adapted from Registrar s Office, The Assessment of Students under the Credit Unit System. Hong Kong: City University of Hong Kong, ecember Table 4: Assessing and Grading Essay-Type Exam Questions Failure F 0.0 Little evidence of familiarity with the subject matter; weakness in critical and analytical skills; limited or irrelevant use of literature. Sufficient familiarity with the subject matter to enable the student to progress Student who is profiting from the university experience; understanding of the subject; ability to develop solutions to simple problems in the material Evidence of grasp of subject, some evidence of critical capacity and analytical ability; reasonable understanding of issues; evidence of familiarity with the subject matter Strong evidence of original thinking; good organization, capacity to analyze and synthesize; superior grasp of subject matter; evidence of extensive knowledge base. Source. Adapted from Registrar s Office, The Assessment of Students under the Credit Unit System. Hong Kong: City University of Hong Kong, ecember