1 DIVISION OF APPLIED SCIENCE & MANAGEMENT School of Management, Tourism & Hospitality Business Administration Fall 2012 COURSE OUTLINE BUS 281 HUMAN RESOURCE MANAGEMENT 45 HOURS 3 CREDITS PREPARED BY: Gabor Gyorgy DATE: Instructor APPROVED BY: Shelagh Rowles DATE: Dean
2 YUKON COLLEGE Copyright August, 2012 All rights reserved. No part of this material covered by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, traded, or rented or resold, without written permission from Yukon College. Course Outline prepared by, Gabor Gyorgy, August Yukon College P.O. Box 2799 Whitehorse, YT Y1A 5K4
3 DIVISION OF APPLIED SCIENCE & MANAGEMENT BUS 281 Human Resource Management 3 Credit Course Fall 2012 Human Resource Management INSTRUCTOR: OFFICE HOURS: OFFICE LOCATION: Gabor Gyorgy Room A Ayamdigut Campus TELEPHONE/ FAX: COURSE OFFERING DAYS & TIMES: Friday, September 7 to December 14; 9:00am 12:00pm p.m., RM 2402 COURSE DESCRIPTION Of all the resources available to human endeavor, it is perhaps ironically the human resource which most often presents the greatest perplexities to business managers. This makes for interesting study, especially as the field itself continues to evolve and grow at a rapid rate. This course will attempt to take a broad view on Human Resources while introducing the current theories that inform the discipline. It will introduce the student to current HRM concepts, skills, and practices and will detail both hands-on HR applications, and high level strategic thinking within the field. Topics are listed in the calendar below.
4 LEARNING OUTCOMES: Students will 1. develop a clear and meaningful understanding of human resource management theory, functions and practices; 2. understand and defend the value of strategic human resource management to the success of modern organizations; 3. apply human resource management concepts and skills across a variety of professional contexts and situations DELIVERY METHODS/FORMAT: Content will be driven primarily through class room learning and interaction. As this course is the only offering in the Business Administration program that has the word Human in it get ready to interact, and embrace the resource that unites us all Case analysis, simulations, small group plenary discussions and whole group class discussions will be used to demonstrate and apply human resource management concepts. Attendance and full participation are equally essential for students to fully benefit from the learning process. Examination content will be driven by lecture material, in-class discussions and activities, assigned readings, and supplementary materials. COURSE REQUIREMENTS: Attendance and Participation Your learning experience depends on personal participation and involvement. Sharing perceptions and ideas with others is central to learning. You should be prepared to take some risks and to be supportive of others efforts to do the same.
5 You will be expected to attend class, to have thought about class material and any assigned readings, and to contribute to the class by actively participating in discussions and exercises. As such, marks for participation will be assigned based on observed participation in class that demonstrates a careful study of, and willingness to engage, our subject matter. Classes are three hours in length, and missing a class means that you will have missed a lot of material. Please beforehand if you plan to be late, or if you cannot make it to class on a given day. Assignments Students are responsible for four assignments in this course. Information about three of the assignments is found below, and information about the negotiation simulation will be provided by the instructor in class. Written assignments must be submitted in hard copy by the class start time on the due date unless the instructor indicates otherwise. Late assignments will have 10% deducted for each day they are late, to a maximum of 50%. As the team debate and individual presentation can only be evaluated in class, missing either of these dates will require you to present the following week, and therefore result in a penalty of 50% ( 5 school days x 10%/day). Exams There will be a midterm and a final exam. Both will cover material presented through class lectures and student presentations. The final exam will be cumulative, however will be weighted approximately 75 : 25 to material covered after the midterm. Examples of acceptable (valid) reasons for missing a scheduled exam or presentation include illness (supported by a doctor s note) or absence required by your employer (supported by a letter from your employer). Only one such deferral is allowed per term. If
6 no valid reason is given for missing an exam or presentation, your mark on that evaluation will be 0.
7 EVALUATION A final grade for this course will be assigned on the following basis: CRITERIA ASSIGNMENT VALUE Class Participation Success in this course requires active, positive and, professional engagement in class and discussions that reflects thoughtful consideration of course material. 10% Mid Term Review of: 1. class lectures and discussions 2. presentations and debates 20% Negotiation Simulation 10% Performance Document 10% Presentation and 10% Discussion Debate 10% Final Examination Cumulative Review of 1. all class lectures/discussions 2. all assignments 3. team debates and presentations 4. any assigned readings 30%
8 REQUIRED MATERIALS There is no required text for BUS281. However, the texts listed below will serve as a valuable resource to the interested student. These texts are available on short term loan at the library. Schwind, Herman F., Das, Hari & Wagar, Terry H. (2010). Canadian Human Resource Management - A Strategic Approach, 9th Edition. McGraw-Hill Ryerson, 594 pp. Godard, John. Industrial Relations, The Economy and Society, 2 nd ed. Captus Press Inc, Concord McShane, Steven; Steen, Sandra. Canadian Organizational Behaviour, 7 th ed. McGraw Hill Ryerson, STUDENTS WITH DISABILITIES OR CHRONIC CONDITIONS: Reasonable accommodations are available for students with a documented disability or chronic condition. It is the student s responsibility to seek these accommodations. If a student has a disability or chronic condition and may need accommodation to fully participate in this class, he/she should contact the Learning Assistance Centre (LAC) at (867) or
9 SYLLABUS: Chapter references refer to the Schwind, Das & Wagar text, 9th Edition. All other references to texts are indicated by author s surname. Class Date Sept 7 1 Week Topics Resources Assignments Introduction to HRM HRM activities and roles Professionalism in a HRM context Ch. 1 Sept 14 2 HRM activities and roles across management structures, and orientations Ch. 1 Godard, Ch.5 McShane, Ch.10 Sept 21 3 Sept Oct 5 5 Turnover Turnover impacts, calculations Meeting Legal Requirements Canadian Charter of Human Rights Employment Equity Act Employment Standards Act Human Resource Policy Effective Policy Writing handouts Ch. 4 handouts Debates Commence Oct 12 6 Recruitment and Selection Ch Oct 19 7 Mid-Term Examination Oct Performance Appraisals Last Day to Withdraw from Yukon College Courses Without Academic Penalty Nov 2 9 Managing Employee Relations Positive/Progressive discipline Terminations Ch. 11 Nov 9 10 Nov The Union-Management Framework Philosophy of Unionism Functions of Unions Collective Agreements The Collective Bargaining Process Union as organizations Ch.14 Godard, Ch.6,7,8 Ch.14 continued Godard, Ch Nov Negotiation Simulation Nov Dec The Negotiator Guest Speaker Performance Management, Human Capital Potential and The Future of HRM handout Performance Document Due
10 Class Date Dec 10-14th Week Topics Resources Assignments Review Comprehensive Final Examination
11 HR PRESENTATION AND DISCUSSION Choose any topic that interests you in the field of Human Resources and prepare a 10 minute presentation to the class on the topic. Your presentation will be followed by a minimum 10 minute discussion on your topic that you will facilitate with the class. All students will be required to use PowerPoint to augment their talk, and provide a onepage information sheet that highlights their key ideas to classmates. For the discussion section, students will be required to drive conversation that further relates to their topic and presentation. Time spent responding to questions from the class can be considered as discussion time. Please see the rubric below.
12 Presentation Timing Between 8 and 10 minutes Excellent Good Average Poor Over/under by one minute Over/under by two minutes Considerably over/under time Content Creativity Organization Flow Oral Presentation Body Language Relevant, cutting edge, and engaging. Information and ideas thoroughly researched, and insightful. Innovative approach to content, ideas presented in an unexpected way. Originality of thought and research. Consistently clear, concise, well organized. Points were easy to follow because of the organization of speaker/slides. Transitions smooth and coordinated, excellent flow. Engaging, strong and varied voice, well rehearsed with smooth delivery that holds audience attention. Open, dynamic, presenting directly to audience, eye contact maintained throughout Content relevant and pertinent. Current research in the field consulted. Creative ideas incorporated into presentation content. Original ideas explored. Usually clear, concise, well organized. Most of the presentation was easy to follow. Transitions between sections clear. Good voice, varied intonation, rehearsed with a fairly smooth delivery that usually holds audience attention. Open, addressing the audience for the most part, generally good eye contact throughout Content generally relevant, however connections to HR practice at times tenuous. Some filler and fluff. Some HR research consulted. Some creative elements used, however content and approach generally straightforward. Not always clear or concise. Organization was adequate, but weak. Occasionally wandered and was sometimes difficult to follow. Transitions between sections weak. Delivery seemingly unrehearsed, voice quiet, monotone or unvaried, but able to hold audience attention most of the time. Relying primarily on notes or reading from slides Some openness and direct communication and eye contact with class Content largely filler and fluff, connections to HR practice tenuous. Little, if any current research consulted. Content and/or approach lacking any novel aspect. Often unclear and disorganized, rambled. The presentation was confusing and difficult to follow. Transitions between sections awkward. Audience attention lost. Reading entirely from notes or slides Closed and indirect, little to any eye contact. Professionalism Formal and courteous throughout. Generally formal and courteous. Occasionally formal, presentation Informal, far too casual.
13 Technology PowerPoint effectively used and enhanced presentation throughout PowerPoint used well and enhanced presentation characterized by a casual approach. PowerPoint generally well used, though inadequately at times PowerPoint did not enhance presentation Discussion Questions Responses Generated heated response and enthusiasm for further discourse from class. Responded to questions with confidence and poise, demonstrating mastery of content. Generated some enthusiasm and feedback from class. Responded to questions clearly. Generated some feedback. Responded to questions, however at times unclearly. Feedback from class very minimal. Responses to questions inconclusive. Conversation Information Sheet Content Further Research Asked challenging questions of class, stimulated enriching conversation. Organized, concise, clear and relevant. All pertinent ideas from presentation captured on sheet. References of interest provided, and described. Original and insightful. Drew classmates into a relevant discussion. Organized and clear. Main ideas from presentation captured. Informative references included. Was able to draw students into a discussion, however at times disjointed. Generally organized and clear, however some inconsistencies or key ideas presentation omitted. Few references, some unrelated, or poor sources. Little to no discussion generated with class. Unclear, unorganized, some content irrelevant. References missing or largely incomplete.
14 360 PERFORMANCE APPRAISAL ASSIGNMENT Recognized as a human resources expert in the performance management area, you have been asked by a family-coaching organization to develop a 360 degree performance appraisal for families. Applying the same principles and approach used in performance appraisals for the employees of an organization, create a 360 degree performance appraisal document that assesses the performance of parents. PREAMBLE Ensure that you provide detailed instructions and guidelines for completion for all family members participating in the survey. Assume that none of your respondents have participated in a 360 performance appraisal before, so ensure that your preamble includes the rationale for the assessment and why family members participation is important. Your preamble should effectively refute any objections any member might have towards the process. Also, make sure that you very clearly explain your 360 procedure in full for your family, so that all members will be fully briefed on the process from the beginning to the very end. None of your family members should have any questions about, and should be firm believers in, the entirety of the process after reading your preamble. Refer to the rubric provided for detailed guidelines. APPRAISAL The process of designing the feedback document will require you to 1. build it from the role's key skill areas, 2. break these down into elements and, 3. measure each element via carefully worded questions Your assessment should have a minimum of 10 key skill areas, with at least two elements in each. Your assessment should have no fewer than 25 questions. Refer to the rubric provided for detailed guidelines.
15 APPRAISAL PREAMBLE 80%-100% 70%-80% 60%-70% 50%-60% Instructions/Guidelines Clear, straightforward, very detailed Generally clear, straightforward Somewhat vague or unclear on some points Missing, or unclear Explain every step of the process. Family Mission and Vision Stated Creative, straightforward Straightforward Somewhat unclear Missing or unclear Nature of Assessment The nature and value of 360 performance appraisal is clearly explained. Transformative intentions/process of assessment are illustrated and explained in detail. Value of 360 performance appraisal explained Value of 360 performance appraisal explained, however somewhat unclearly Missing, or largely unclear Rationale & Outcomes Clearly explains why appraisal is occurring, and how feedback will be used to benefit of participants Explains why appraisal is occurring. Explains rationale, however unclearly on occasions Missing, or largely unclear. Key Skill Areas All relevant and widely applicable to all respondents Link to mission statement selfevident. Most relevant and widely applicable to respondents Some areas seemingly unrelated to parenting Several areas unrelated to parenting Elements All relevant and widely applicable to all respondents Illustrates and further refines Key Skill Area Most relevant and widely applicable to respondents Some elements seemingly unrelated to key skill areas Several elements unrelated to key skill area Questions Clear, relevant, pointed, and applicable to all respondents Highlight elements and links clearly to Key Skill Areas Questions generally seeking to elicit relevant information from all respondents Questions generally good, however several seem irrelevant or unclear at times, not relevant to all respondents Majority of questions unclear or seemingly irrelevant
16 OTHER Ratings Very practical, allow for straightforward quantifiable results across all questions Generally allow for good quantifiable feedback Rating criteria sometimes unclear or not related question Do not adequately allow for quantifiable feedback for question 25+ questions Less than 20 Conventions Shows flawless editing for grammar, syntax and punctuation, spelling. Grammar, syntax, punctuation, spelling all show signs of editing, however some errors exist. Generally good but either shows a regular pattern of errors or several problems. Some signs of careful crafting. Mechanical errors distract reader, and impede reading. Shows carelessness, lack of editing and proofreading. Professional Format Document completely professional in tone and format. Creative, and visually appealing design features used Document is generally professional in format and tone Document occasionally demonstrates a professional tone/format, however could benefit from significant revisions. Document unprofessional in tone and format, and is not suitable as an HR document. Functionality Appraisal easy to use and understand, consistent in its structure, transparent in its logic, good flow Appraisal generally straightforward and easy to complete Appraisal has difficult sections, disjointed at times Appraisal generally awkward, difficult to follow, disjointed
17 TEAM PRESENTATION AND DEBATE HR professionals are constantly required to articulate and defend their ideas and initiatives. This assignment will require you to take a side on a Human Resources issue, present an argument on the issue, and then defend your position from scrutiny. Students will be asked to form into groups of two, prepare a presentation outlining their arguments, and then defend these same arguments after a group with an opposing viewpoint has outlined their arguments. After both teams have presented and offered rebuttals, the floor will be opened up to class discussion. The assignment will be graded as per the attached rubric, and possible debate topics are listed below. If Executive s bonuses were instead distributed evenly amongst staff, the organization would generally be more successful. Traditional performance appraisals do not deliver value, and are a waste of time and resources. HR personnel should not be allowed to research job candidates on Facebook for recruitment and selection purposes. Drug and alcohol testing should be mandatory for all positions that have a bearing on the safety of others. There is much that can be criticized about Canadian employment standards legislation. The younger generations at work should be expected to adapt to the management customs of the generations before them, and not vice versa. The notion of professionalism has never really changed. The traditional situational / behavioral interview does not present a true reflection of a candidate s ability to excel in a(ny) position. Organizations should ban the use of social media in the workplace. Unions have eroded management s ability to effectively discipline. Strong trade unions are essential to a thriving modern democracy. The Human Resources function is largely an afterthought in most companies, and will never truly occupy a front and center role in organizational strategic decision making. Despite what you may read in school texts or hear from HR practitioners, the Human Resource function, at the end of the day, does not exist to support staff, but only to implement the designs of senior management. or any other HR related topic that might interest you.
18 EXCELLENT GOOD AVERAGE POOR OPENING Initial position is presented clearly A clear position is stated and fully articulated. A clear position is stated. Position is recognized, but only clarified as presentation progresses. Position not clearly stated. Presentation of relevant issues; facts and examples are given to provide support for position Main issues presented clearly, logically, succinctly with a strong, highly effective delivery. Main issues presented clearly, logically, succinctly. Main issues are only somewhat clear, some logic in presentation structure. Main issues are not clearly identified, not presented in a logical manner. Support for initial position is clearly presented and reasoned based on strong evidence. Many relevant supporting examples and facts given, all are relevant. Support for initial position is presented and reasoned based on evidence. Sufficient examples and facts given to substantiate argument, most are relevant. Support for initial position is somewhat clear and reasoned based on some evidence. Some relevant examples and facts given. Support for initial position is unclear; little or no evidence is used. Few or no relevant supporting examples and facts. REBUTTAL A variety of HR + OB models/theories and concepts effectively applied. HR + OB concepts and theories applied to issues. Some HR + OB models or concepts applied to issue, though some not necessarily fully or are completely relevant. Few or no course concepts or theories used. Effective refutation of opposition s main arguments. Clear rearticulation of viewpoints; effective critique of opposing positions; summarizes argument effectively. Case restated with favorable precision. Viewpoints creatively reviewed Many effective counter-arguments made with solid evidence, and good flow. Case restated. Viewpoints reviewed. Some effective counter arguments made with adequate evidence. Case restated, however uncertainly. Few effective counter arguments made with little evidence. Somewhat scattered. Case not restated No effective counterarguments made. COMMUNICATION Argument summarized conclusively and creatively. Argument summarized. Attempt at summary, however, left largely inconclusive Summary not present. Clear, and ordered. Clear, forceful, with excellent flow and organization. Clear and organized. Somewhat clear, thought disjointed at times Disordered, often unclear. Body language, eye contact Addresses class directly throughout. Addresses class directly often. Addresses class sometimes. Little to no direct contact with class Professionalism and level of enthusiasm are convincing to audience. Highly professional and enthusiastic throughout. Courteous and energetic for greater part of presentation. Occasionally professional and/or enthusiastic. Lack of professionalism and/or enthusiasm POWERPOINT
19 Effective use of supporting media. Reinforces and strengthens team s argument. Content is clearly and concisely presented, and serves as an effective support to the opening arguments. Most information is organized in a clear, logical way. Some information is logically sequenced and vaguely supports main line of argumentation. There is no plan or organization of information or points of argument. TEAM WORK TIMING Group shares tasks evenly and all performed responsibly and strategically all of the time. Group shares tasks and performed responsibly most of the time. Group shares tasks and performs responsibly some of the time. Group often is not effective in sharing tasks and/or sharing responsibility. Opening Opening 8 10 minutes. Under/over by one minute Under/over by two minutes Considerably under/over time Rebuttal Used full 5 minutes for rebuttal. Used most of rebuttal time. Only used fraction of rebuttal time Rebuttals brief.
DIVISION OF APPLIED SCIENCE & MANAGEMENT School of Management, Tourism & Hospitality Business Administration Fall 2011 COURSE OUTLINE BUS 281 HUMAN RESOURCE MANAGEMENT 45 HOURS 3 CREDITS PREPARED BY: Gabor
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