SHRM Human Resource Curriculum Guidebook and Templates for Undergraduate and Graduate Programs

Transcription

1 SHRM Human Resource Curriculum Guidebook and Templates for Undergraduate and Graduate Programs A Learning Module and Business Approach Foreword by AACSB International

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3 HR Education SHRM Human Resource Curriculum Guidebook and Templates for Undergraduate and Graduate Programs A Learning Module and Business Approach

4 <#> SHRM Human Resource Curriculum Guidebook and Templates

5 Driven by powerful changes in the business environment, organizations of all types from start-ups to multinationals, not-for-profit to governmental, local to global are demanding strategic leadership from human resources (HR) professionals. Knowledge deeply embedded in the people that make up an organization has become the most important source of competitive advantage. Globalization has created a new set of challenges in managing a decentralized workforce, developing leaders, and dealing with issues such as off-shoring, in-sourcing, outsourcing, and the like. Shifting demographics and generational expectations require organizations to develop innovative ways to organize and reward work. Meanwhile, organizations have become flatter, more fluid, and sometimes virtual. New technologies, rising standards for ethics and compliance, and increasing concerns about governance all add to the complexity of managing human resources. These changes bring the back office to the front lines of business strategy, linking the management of human resources directly to the bottom line and intensify pressures for success in recruitment, retention, and management development. Human resource management has become inseparable and indispensable to competitive modern organizations. The breadth and depth of knowledge in business and management required of HR professionals is unprecedented. That s why AACSB International The Association to Advance Collegiate Schools of Business like the Society for Human Resource Management (SHRM), believes that the human resource student is best prepared for a career in HR when HR is taught within the business context. Foreword The guidebook and associated templates developed by SHRM are the result of a highly interactive, multiyear process involving practitioner and academic communities. It represents a significant effort to build a bridge between theory and practice. Like AACSB accreditation standards, it is flexible and focused on outcomes. AACSB encourages its member schools to utilize the templates as a guide to developing and reformulating HR degree programs. SHRM s initiative to strengthen HR programs is of enormous interest to AACSB, a network of more than 500 of the best business schools worldwide dedicated to advancing quality management education. AACSB takes its role in aligning business with business education seriously. Similarly, because competitive organizations require highlyqualified graduates and continuing management development, HR professionals must increasingly value the role of AACSB accredited institutions in providing management education of the highest quality. Like AACSB, this guide has the goal of strengthening business and HR education worldwide. Faculty, students, university/college administrators, and other academic stakeholders are encouraged to use the guide to reflect on their current approaches to HR education, explore new ideas for developing HR talent, and debate the challenges and opportunities faced by HR and management educators worldwide. Daniel R. LeClair, Ph.D. Vice President and Chief Knowledge Officer AACSB International Foreword SHRM Human Resource Curriculum Guidebook and Templates 3

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7 Table of Contents Issues in HR Education About SHRM The Development of the SHRM HR Curriculum Templates Overcoming Resistance to Change Key Elements of HR Curriculum HR Education and Internships Minimum Required HR Content SHRM s Learning Modules and Business Approach The Learning Modules: Curricular Building Blocks Using the Learning Modules The HR Learning Modules Matrix Sample Curriculum Templates Undergraduate Curriculum in Business Administration (with a concentration in HRM) Master of Business Administration Curriculum (with a concentration in HRM) Master of Science in Human Resource Management (within a business school).. 24 Appendix A: Definitions of HR Content, Personal Competencies and Business or Policy Applications Appendix B: SHRM Special Expertise Panel Members, Symposium Participants and Key Collaborators Disclaimer: This guidebook is published by the Society for Human Resource Management (SHRM ). All content is for informational purposes only and is not to be construed as a guaranteed outcome. The Society for Human Resource Management cannot accept responsibility for any errors or omissions or any liability resulting from the use or misuse of any such information Society for Human Resource Management. All rights reserved. Table of Contents SHRM Human Resource Curriculum Guidebook and Templates 5

8 Issues in HR Education Studies have increasingly shown that effective HR practices can positively impact firm performance. 1,2 As a result, the topic of how professional organizations and academic programs educate current and future HR professionals to meet these demands has moved to the forefront. Not only do executives want to know the best ways of acquiring, growing and retaining its human capital, but they also want to know how to educate HR professionals to execute human resource practices that are best in class. While there are many academic programs offering HRrelated degrees, both academics and practitioners admit that little consistency exists between HR programs. This lack of standards and lack of minimum knowledge requirements result in no specificity in the frameworks used and skills taught, wide variation in curricula and degrees offered, and differing competencies among graduates and faculty members. To many, today s HR education is seen as covering the basics for a traditional, transactional HR role, but lacking in equipping students for the more strategic roles of the future. Many practitioners believe that students are not adequately taught today s business realities and real-world problem-solving skills. In short, business experience and business impact are missing in today s HR education, and this creates a disconnect between what is being taught and what HR practitioners are looking for from students entering the HR field. The importance for HR professionals to have knowledge outside of HR cannot be understated. In a study of more than 24,000 HR professionals worldwide, Brockbank and Ulrich noted that strategic contribution, business knowledge, HR delivery, HR technology and personal credibility were the competencies for the New HR. 3 Furthermore, a conclusion from a 2005 SHRM Symposium on the Future of Strategic HR, which included senior-level HR practice leaders, academics and consultants, was that not enough barriers were in place to prevent those professionals who were ill-prepared to practice HR from entering the field. That is, only the best and the brightest new entrants with strong business and strategic skills should be given access to the HR field. At the same time, academic programs in HR have made great strides. Although there is no agreement on minimum knowledge requirements, there is a defined body of HR knowledge with existing competency models. In addition, more HR programs are being developed in colleges and universities as interest is generated in the growing human capital demands facing organizations today. 1-Becker, M. A. (1995). The impact of human resource management practices on turnover, productivity, corporate financial performance. Academy of Management Journal, 38, Gutherie, J. (2001). High involvement work practices, turnover and productivity: Evidence from New Zealand. Academy of Management Journal, 44, Brockbank, W., & Ulrich, D. (2003). Competencies for the New HR. University of Michigan Business School, Society for Human Resource Management and Global Consulting Alliance. 6 SHRM Human Resource Curriculum Guidebook and Templates Education

9 About SHRM For more than 50 years, the Society for Human Resource Management (SHRM) has been committed to advancing the human resource profession and the capabilities of all human resource professionals to ensure that HR is an essential and effective partner in developing and executing organizational strategy. SHRM is the world s largest HR professional association, with more than 210,000 members and more than 500 affiliated chapters throughout the United States and around the world. SHRM serves the needs of the human resource management (HRM) professional by providing the most essential and comprehensive set of resources available. Because SHRM has a pulse on the HR practitioner community and on the most important workplace issues, its lobbying arm has been effective at supporting workforcerelated legislation. Like many organizations, SHRM s reach is global, with recently opened offices in China and India and with members in more than 100 countries. SHRM is also committed to bridging academia, business and HR practice. This is underscored through the SHRM Foundation s financial support of scholarships and grants to students and researchers in the HR field. The SHRM Foundation also developed directories for graduate and undergraduate programs in HR to assist students who might have an interest in the formal study of human resources. In addition, an internship toolkit was developed by SHRM to assist employers in structuring productive HR internships with the expressed hope of encouraging organizations to make student internships and practica more available. At conferences and seminars, thousands of HR professionals receive training on HR and business-related programs each year directly through SHRM or its partners (e.g., Harvard School of Business, Cornell University, etc). In addition, SHRM works with business schools (e.g., Wharton School of Business), chief executive officers and chief human resource officers to sponsor CEO Exchange, a public-television show that discusses key business and human capital issues of the day. About SHRM SHRM Human Resource Curriculum Guidebook and Templates 7

10 The Development of the SHRM HR Curriculum Templates The SHRM HR curriculum templates for undergraduate and graduate programs are designed to assist university faculty, deans, program directors and other stakeholders in the dissemination of HR knowledge that will better prepare students and the organizations they support for the new HR professional. It represents SHRM s culmination of a multiyear effort to engage both academic and practitioner communities to help solve the critical challenges facing HR education today. SHRM s efforts to gain perspectives on HR education used a multimethod approach, incorporating quantitative and qualitative data from a diverse set of constituencies: academics, HR professionals, senior HR professionals, consultants and students. Below is a summary of the multiple sources that were used to shape the SHRM HR Curriculum Guidebook and Templates: 1. Surveys of academics, students and HR practitioners about undergraduate HR curricula. 2. Surveys of academics, students and HR practitioners about graduate HR curricula. 3. Multiple focus groups of academics who teach HR. 4. Multiple focus groups of HR practitioners, particularly those who are in positions of hiring HR practitioners. 5. Academic consultant with HR background and teaching, research and administrative experience. 6. SHRM s expert panel of HR practitioners. 7. Conclusions from the 2004 SHRM Symposium on the Future of HR Education. 8. Conclusions from the 2005 SHRM Symposium on the Future of Strategic HR. 9. SHRM Learning System preparation resource for Professional in Human Resources (PHR) and Senior Professional in Human Resources (SPHR) certifications from the Human Resource Certification Institute (HRCI). 10. HRCI test specifications for PHR and SPHR certifications. 11. SHRM/University of Michigan Business School Competency Model and related research. A key finding from the 2004 SHRM Symposium on the Future of HR Education, which brought together HR academics, experienced practitioners and students, was a strong consensus that business and environmental changes would make the HR role of the future more strategic. Other conclusions included the following: (1) practitioners are less interested in HR degrees than in well-qualified business generalists; (2) there is a lack of clear and acceptable standards in HR education; and (3) the business environment of the future is global. A list of the individuals who participated in this symposium can be found in Appendix B on page 31. Quantitative studies of graduate and undergraduate HR curricula were also conducted by SHRM to solicit percep- 8 SHRM Human Resource Curriculum Guidebook and Templates Development

11 tions from academics, students and practitioners of how well the curriculum prepared students for an HR career. HR practitioners, many whom were in positions to hire new entrants to the HR field, overwhelmingly indicated the need for students to develop business knowledge outside of HR. In fact, HR practitioners (as well as academics and students) thought that a master s degree in business with a concentration in HR was more valuable than a master s in HR without the business emphasis. Multiple focus groups consisting of HR academics and practitioners (both members and nonmembers of SHRM) also reviewed and provided very detailed comments on the curriculum guidebook and templates, and their feedback was incorporated into the final publication. HR academics provided suggestions as to ways that the templates should be designed to increase the likelihood of faculty using them within their programs. HR practitioners provided guidance on what they considered to be minimum requirements for entering the HR field. In addition, a select group of SHRM s Special Expertise Panels provided further review and feedback. SHRM s Special Expertise Panels comprise a senior group of HR practice leaders, academics and consultants who are selected to be part of the panels via an extremely rigorous screening process. They possess advanced HR knowledge and serve as resources to SHRM by reporting emerging trends in specific HR topic areas, providing expert advice on matters of professional significance and providing guidance on matters of public policy. A list of the SHRM Special Expertise Panel members who participated in the review process is found on page 31 in Appendix B. When developing the SHRM HR curriculum templates, efforts were made to ensure some level of consistency with the SHRM Learning System and HRCI test specifications for the PHR and SPHR certifications. Since the SHRM Learning System reflects a body of HR knowledge that is used to prepare HR professionals for the PHR and SPHR certifications, it is felt that there should be at least some basic synergy between HR curricula and the broad content areas that are articulated in the SHRM Learning System. Finally, the SHRM/University of Michigan Competency Model was also used to shape the curriculum templates. The basic components of the model include strategic contribution, personal credibility, HR delivery, business knowledge and HR technology. The model itself has gone through several years of rigorous research and analyses. Overcoming Resistance to Change The SHRM HR curriculum templates may offer an approach that can be used to modify HR curricula in the desired direction within the resource constraints faced by most faculty and university administrations today. It identifies opportunities for the integration of personal skills, business issues and societal perspectives within traditional curricular structures. The objective is to offer a framework for HR curricula that will be useful to, and used by, the colleges and universities where tomorrow s HR leaders are being trained. This focus is critical as SHRM recognizes that there are a number of forces that work against change in curriculum design. First, as the resources available to higher education shrink, today s faculty are under increasing pressure to teach more students, compete for external funding and support premium tuition programs and executive education. Faculty, therefore, are understandably reluctant to venture too far from the familiar in their instruction. They simply do not have as much time for course development as they once had. Development SHRM Human Resource Curriculum Guidebook and Templates 9

12 In addition, university governance processes often require substantial investment of time and energy in moving major curriculum changes through a review process. In many institutions, even changing the name of a course requires multiple layers of review and approval. Faculty are understandably concerned about the ease or difficulty of getting proposed changes approved. This is not to suggest in any way that faculty are unconcerned about the quality of their teaching or the extent to which they are preparing students for their future careers. In fact, the opposite is true. Faculty do care, and many are deeply concerned about the future of human resource management. However, moving the profession forward requires practical workable suggestions for curriculum modification. Therefore, the design of the SHRM HR curriculum templates adopted the following principles in order to increase the likelihood of actual change in HR education. Build on the familiar. The proposed changes modify but do not completely redirect teaching efforts, so that faculty may readily understand how they can adapt their current approach to meet these new expectations. Focus on HR, not other elements of the degree program. SHRM recognizes that in most cases HR curricula exist within larger degree programs, the content of which may or may not be controlled to any great degree by HR faculty. HR faculty should be comfortable that they could obtain approval for curriculum changes without taking on other units. Provide flexibility. SHRM recognizes the value of diversity and innovation in HR education and the importance of allowing programs to adapt the proposed curricula to the needs of their own institutional environments. Key Elements of HR Curriculum An important feature of the HR curriculum template is that it offers HR academics flexibility in devising HR courses and classes while providing a minimum level of standardization for HR content being taught. Such standardization is sorely needed so that hiring organizations may know what minimum level of HR content knowledge graduates have mastered. Armed with this information, faculty may be in a better position to document and convince other school faculty and administrators of the need for particular course or curriculum change. This combination of flexibility and standardization is illustrated in the section titled SHRM Learning Modules and Business Approach on page 13 of this guidebook. For a long time, SHRM has recognized the importance of embedding HR knowledge in terms of the organizational and business context it supports. To meet the educational needs of existing practitioners, for example, SHRM created SHRM Academy, which for several years has been teaching business classes to experienced HR professionals. Learning how HR is applied to the business environment should be emphasized with students, and the SHRM HR curriculum templates specify that HR curricula be taught to encourage the business applications of HR knowledge. HR Education and Internships SHRM strongly believes that internships make excellent practical learning opportunities for students and will give a new entrant into the field an advantage over those who did not have an internship experience. While SHRM strongly encourages practitioners to make internships available and recommends students to take advantage of participating in them, SHRM does not believe internships should be a mandatory graduation requirement at this time. SHRM 10 SHRM Human Resource Curriculum Guidebook and Templates Development

13 recognizes the constraints that make it difficult for students to find internships. These include the limited number of paid internships (versus unpaid internships), geographic constraints that students may have, limited number of formal internships for all students and the existence of internships that do not provide a quality and meaningful internship experience. SHRM s position on internships echoes findings in both the SHRM HR undergraduate and graduate curriculum studies, which overwhelmingly recommend internships but fall short of requiring them for graduation. Minimum Required HR Content SHRM has identified 13 HR content areas that all HR students must have. These areas may be taught at different levels, different lengths and have different emphases, depending on whether the program is at the undergraduate or graduate level. Content areas do not translate into 13 distinct courses per se, but SHRM expects that each HR content area should include elements that focus on the link between HR and the business/strategic issues important to organizations. These minimum content areas were derived from and identified by using multiple quantitative and qualitative research outlined above. SHRM believes that HR content areas that are not on this list are also important elements of HR education (see Appendix A). Secondary HR content areas may be included in HR curricula whenever possible, but they do not have the priority level as the minimum HR content category. While the secondary HR content areas are not an exhaustive list, faculty may innovate and develop other modules that they feel are helpful to achieving the objectives of their academic programs. Once again, each secondary HR content area should also teach how it relates to business outcomes. The minimum HR content areas are: Compensation, benefits and total rewards Employee and labor relations Employment law History of HR and its role HR and globalization HR and mergers and acquisitions HR and organizational strategy Human resource information systems (HRIS) Measuring HR outcomes and the bottom line Occupational health, safety and security Performance appraisal and feedback Recruiting and selection Workforce planning and talent management Although it is beyond the scope of this report to delineate all of the subtopics that might be included in all HR content areas, definitions of these HR content areas can be found on page 27(Appendix A). SHRM values the importance of diversity and believes it should be reflected in a number of HR content areas throughout the curriculum. In particular, a concerted effort should be made to teach the role diversity plays in HR as well as in a broader business environment. SHRM realizes that there are currently HRM and HR-related programs that are housed in nonbusiness schools in universities and colleges, such as in the departments of psychology, sociology, home economics, education, etc. However, based on the research outlined in the preceding sections, SHRM believes that the HR student is best prepared for a career in HR when HR content is taught within a business context. SHRM believes that this business focus will better prepare students to practice HR in a variety of sectors, such as for-profit, nonprofit or government, which Development SHRM Human Resource Curriculum Guidebook and Templates 11

14 may be either a profit, nonprofit, public or private organization. Therefore, primary tenets of the SHRM HR curriculum templates are that it is assumed that all HR programs are housed within a business school. If the HR or IR program is not housed in a business school, it is expected to have a formal business focus. The importance of business knowledge cannot be underestimated. Although SHRM recognizes that many HR professionals may already possess undergraduate and graduate degrees that were not part of a business curriculum, professional development in key business areas such as accounting, economics, finance, marketing, statistics or strategic management will increase their understanding of solid business structures, project management and the ability to analyze financial statements, operating plans and budgets. Such knowledge allows HR professionals to make better HR decisions by knowing where, how and when to integrate HR strategies and practices to improve business performance. 12 SHRM Human Resource Curriculum Guidebook and Templates Development

15 SHRM s Learning Modules and Business Approach The changing nature and needs of the human resource management profession call for a set of skills that goes far beyond mastery of traditional functional areas (e.g., staffing, training, etc.). Recent collections of essays written by leaders in the field describe the scope of issues confronting today s and tomorrow s HR professionals. 4,5 A synthesis of recent writings by HR leaders suggests the following goals for HR education: 1. To develop the ability to integrate business skills (including, but not limited to, strategic management) into HR. 2. To provide an understanding of the HR profession. 3. To impart knowledge of how to get, keep and grow talent. 4. To develop essential personal skills. 5. To build an understanding of how HRM affects society and business. For the most part, existing academic programs in HR focus on goals two and three. Often it is hoped that the other goals are met by courses elsewhere in the curriculum. This approach assumes, or perhaps hopes, that students are able to effectively integrate their knowledge across courses. But what is the alternative? Can HR faculty do more to develop HR professionals with a full complement of the needed knowledge, skills and abilities? Colleges and universities and HR programs operate under resource constraints, with limitations on the number of credits students can be expected to take, the number of faculty available to teach HR courses; the skill sets of existing faculty, time available to prepare innovative courses, and access to and influence over courses outside of the traditional realm of HR. The Learning Modules: Curricular Building Blocks Learning modules are combinations of HR content, personal competencies essential to HR and the application of relevant business or policy skills. Examples of learning modules in which these three key elements are blended would include: Module A: Vendor management (HR content) Negotiation skills (personal competency) Costing the contract (application of accounting) Module B: Recruiting and selection (HR content) Communication skills (personal competency) Developing an effective recruitment campaign (application of marketing) Module C: Workforce planning and talent management (HR content) Quantitative analysis (personal competency) Labor market analysis (application of economics) 4-Effron, M., Grandossy, R., & Goldsmith, M. (2003). Human resources in the 21st century. Hoboken, NJ: John Wiley & Sons. 5-Losey, M., Meisinger, S., & Ulrich, D. (Eds.). (2005). The future of human resource management: 64 thought leaders explore the critical HR issues of today and tomorrow. Hoboken, NJ: John Wiley & Sons. Learning Modules SHRM Human Resource Curriculum Guidebook and Templates 13

16 By using the learning modules approach, faculty would identify an appropriate set of modules to form a course and, ultimately, an appropriate set of courses to form a curriculum. The number and length of modules per course and the total number of courses would vary as a function of the type of program. The key differences between traditional curricula and the learning modules approach are as follows: 1. The modules specify opportunities to integrate new HR competencies with traditional functional content. For example, rather than propose a course in communication skills, faculty may identify where specific communication skills can be partnered with traditional content: persuasive communication and recruitment, interpersonal communication and performance feedback. 2. The modules focus on the ability to apply non-hr skills in the HR context and encourage this approach. 3. The modules allow faculty to organize topics in a variety of different ways. For example, faculty might use the organizational life cycle as their organizing logic, clustering together modules related to organizational growth, maintenance or decline. Alternatively, a course could be organized around new perspectives on the HR role. Faculty could also choose a traditional organization of topics, but the incorporation of the personal competencies and business integration would still result in innovative education. The learning modules are combinations of HR content, personal competencies essential to HR and the application of business or policy knowledge. The HR content elements will be familiar to HR faculty. They include traditional functional topics (e.g., legal issues, staffing and compensation) as well as more strategic topics (e.g., HR in mergers and acquisitions, HR in high-tech firms). Most existing courses and most existing textbooks are built on these elements. The personal competency elements reflect general managerial and interpersonal skills that, while relevant to all managers, are particularly important in the field of HR. Examples of application of business or policy knowledge elements identify opportunities for the integration of relevant knowledge areas outside of HR. Although not an exhaustive list, it suggests areas where business knowledge may be included. The learning modules match elements of HR content with selected personal competencies and/or business or policy knowledge applications that are relevant to that particular element of HR content and are easily incorporated into it. The purpose of the learning modules is to make it easier for HR faculty to incorporate personal competencies and business and policy applications into their teaching by identifying appropriate places within a curriculum for those new elements. Using the Learning Modules The learning module approach is designed to allow flexibility and customization. The modules can be used to enrich existing courses. For example, individual instructors might choose to incorporate a few new elements into their own courses. Groups of faculty might choose to design a program that, across a set of traditional courses, addresses each of the new elements. Alternatively, the modules could be used to design a radically new curriculum for instance, by organizing courses around personal competencies rather than HR content. 14 SHRM Human Resource Curriculum Guidebook and Templates Learning Modules

17 While some HR content elements are matched with a single personal competency and a single application element, some are matched with multiple elements in each category. The intent in developing the learning modules was to provide faculty with flexibility and choice. The number of new elements adopted can be varied, depending on the amount of class time that can be devoted to the topic, the degree to which specific elements are addressed elsewhere in the curriculum and the abilities and interests of specific instructors. New elements can be incorporated in a variety of ways for example, through traditional lecture, experiential exercises, integrative cases or the use of guest speakers. The use of guest speakers from functional areas other than HR may be a particularly effective way to integrate business and policy knowledge into the HR classroom. The HR Learning Modules The following matrix introduces the learning modules. Each row in the table constitutes a module. Modules are not presumed to be equal in length and may vary depending on the nature of the program. Modules that contain many elements (i.e., multiple personal competencies and knowledge applications) can be streamlined by focusing on a subset of the new elements. Other combinations of HR content, personal competencies and knowledge applications can be created to supplement or extend the combinations proposed in this matrix. Modules with an asterisk(*) are the minimum HR content areas previously outlined on page 11. Learning Modules SHRM Human Resource Curriculum Guidebook and Templates 15

18 The HR Learning Modules HR Content Personal Competencies Examples of Application of Business or Policy Knowledge Career planning Communication skills Strategic management Compensation, benefits and total rewards * Quantitative analysis Accounting Leadership Finance Team building Organizational behavior/general Cross-cultural effectiveness management Employee benefits Quantitative analysis Accounting Finance Corporate social responsibility Public policy Employee and labor relations * Ethical decision-making Business law Cross-cultural effectiveness Public policy Corporate social responsibility Employment law * Ethical decision-making Business law Public policy Corporate social responsibility History of HR and its role * Ethical decision-making Business law HR and downsizing Change management Strategic management Managing organizational culture Public policy Ethical decision-making Corporate social responsibility HR and globalization * Change management Strategic management Cross-cultural effectiveness International business Public policy HR and mergers and acquisitions * Change management Strategic management Managing organizational culture Finance Quantitative analysis HR and organizational strategy * Managing organizational culture Strategic management Ethical decision-making Corporate social responsibility HR and the entrepreneurial firm Managing organizational culture Strategic management Entrepreneurship HR and the high-tech firm Managing organizational culture Strategic management Information technology Human resource information systems (HRIS) * Technology Managing information systems Internal consulting Change management Organizational behavior/general Leadership management Team building Communication skills Job analysis and job design Communication skills Statistics Organizational behavior Managing a diverse workforce Cross-cultural sensitivity Public policy Measuring HR outcomes and the bottom line* Quantitative analysis Accounting Finance 16 SHRM Human Resource Curriculum Guidebook and Templates Learning Modules

19 The HR Learning Modules HR Content Personal Competencies Examples of Application of Business or Policy Knowledge Occupational health, safety and security * Ethical decision-making Business law Public policy Outsourcing Vendor management Supply chain management Organizational entry and socialization Communication skills Organizational behavior Managing organizational culture Performance appraisal and feedback * Communication skills Organizational behavior/general Leadership management Team building Recruiting and selection * Communication skills Marketing Quantitative analysis Statistics Business law Training and development Communication skills Strategic management Quantitative analysis Workforce planning and talent management * Quantitative analysis Statistics Economics Strategic management * These modules indicate the minimum required HR content areas previously outlined on page 11. Learning Modules SHRM Human Resource Curriculum Guidebook and Templates 17

20 Curriculum Templates This section illustrates examples of curricula for various HR programs: undergraduate in business administration with a concentration in HRM, MBA with a concentration in HR and a master of science in HRM (housed in the business school). Based on the research outlined in the preceding sections, SHRM believes that the HR student is best prepared for a career in HR when HR content is taught within a business context. Therefore, primary tenets of the SHRM curriculum templates are that it is assumed that all HR programs are housed within a business school. If the HR or IR program is not housed in a business school, it is expected to have a formal business focus. In each case, HR learning modules are grouped into courses that, as a set, constitute a curriculum. However, the particular modules selected, their grouping and the length of time and attention that can be devoted to each module vary with the nature of the program. 18 SHRM Human Resource Curriculum Guidebook and Templates Curriculum Templates

21 Undergraduate Curriculum in Business Administration (with a concentration in HRM) The following sample template integrates critical new HRM competencies personal skills and the application of business and policy knowledge into courses structured primarily along the lines of core content. It is provided only as an example of how faculty may choose to incorporate the learning module concept into a curriculum. Each row in the course tables represents a learning module in which HR content, personal competencies and/or business and policy knowledge applications are combined. The following assumptions apply: Bachelor s degree in business with HRM concentration as a major. Semester system. Inclusion of all minimum HR content areas, as outlined on page 11. Business core courses in the following areas: accounting, business law, economics, finance, marketing, organizational behavior/general management, statistics, strategic management. Introductory course is taken first, and capstone course is taken last. Sample Course 1: Introduction to HR HR Content Personal Competencies Business/Policy Knowledge Application History of HR and its role Ethical decision-making Business law Job analysis and job design Communication skills Statistics Organizational behavior Employment law Ethical decision-making Business law Public policy Corporate social responsibility Managing a diverse workforce Cross-cultural management Public policy Human resource information systems (HRIS) Technology Managing information systems Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. Curriculum Templates SHRM Human Resource Curriculum Guidebook and Templates 19

22 Undergraduate Curriculum in Business Administration (with a concentration in HRM) continued Sample Course 2: Acquiring Talent HR Content Personal Competencies Business/Policy Knowledge Application Workforce planning and talent management Quantitative analysis Statistics Economics Strategic management HR and mergers and acquisitions Change management Strategic management Managing organizational culture Finance Quantitative analysis Recruiting and selection Communication skills Marketing Quantitative analysis Statistics Business law Organizational entry and socialization Communication skills Organizational behavior Managing organizational culture Sample Course 3: Growing Talent HR Content Personal Competencies Business/Policy Knowledge Application Organizational entry and socialization Communication skills Organizational behavior Managing organizational culture Training and development Communication skills Strategic HR management Quantitative analysis Career planning Communication skills Strategic management Measuring HR outcomes and the bottom line Quantitative analysis Accounting Finance Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. 20 SHRM Human Resource Curriculum Guidebook and Templates Curriculum Templates

23 Sample Course 4: Keeping Talent HR Content Personal Competencies Business/Policy Knowledge Application Performance appraisal and feedback Communication skills Organizational behavior/general Leadership and team building management Compensation, benefits and total rewards Quantitative analysis Accounting Leadership Finance Team building Organizational behavior/general Cross-cultural effectiveness management Employee and labor relations Ethical decision-making Business law Cross-cultural effectiveness Public policy Corporate social responsibility Occupational health, safety and security Ethical decision-making Business law Public policy Sample Course 5: Strategic HR Management Capstone HR Content Personal Competencies Business/Policy Knowledge Application HR and organizational strategy Managing organizational culture Strategic management Ethical decision-making Corporate social responsibility HR and globalization Cross-cultural sensitivity International business Change management Public policy HR outsourcing Vendor management Supply chain management Internal consulting Change management Organizational behavior/general Leadership management Team building Communication skills Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. Curriculum Templates SHRM Human Resource Curriculum Guidebook and Templates 21

24 Master of Business Administration Curriculum (with a concentration in HR) The following sample template integrates critical new HRM competencies personal skills and the application of business and policy knowledge into courses structured primarily along the lines of core content. It is provided only as an example of how faculty may choose to incorporate the learning module concept into a curriculum. Each row in the course tables represents a learning module in which HR content, personal competencies and/or business and policy knowledge applications are combined. The following assumptions apply: Master s degree in business administration with a concentration in HRM as a major. Semester system. Inclusion of minimum HR content areas, as outlined on page 11. Business core courses in the following areas: accounting, business law, economics, finance, marketing, statistics, strategic management. Sample Course 1: Acquiring and Developing Talent HR Content Personal Competencies Business/Policy Knowledge Application History of HR and its role Ethical decision-making Business law Workforce planning and talent management Quantitative analysis Statistics Economics Strategic management Recruiting and selection Communication skills Marketing Quantitative analysis Statistics Business law Employment law Ethical decision-making Business law Public policy Corporate social responsibility Organizational entry and socialization Communication skills Organizational behavior Managing organizational culture Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. 22 SHRM Human Resource Curriculum Guidebook and Templates Curriculum Templates

25 Sample Course 2: Managing the Employment Relationship HR Content Personal Competencies Business/Policy Knowledge Application Performance appraisal and feedback Communication skills Organizational behavior/general Leadership management Team building Compensation, benefits and total rewards Leadership Accounting Team building Finance Quantitative analysis Organizational behavior/general management Managing the diverse workforce Cross-cultural sensitivity Public policy Training and development Communication skills Strategic management Quantitative analysis Employee and labor relations Ethical decision-making Business law Cross-cultural effectiveness Public policy Corporate social responsibility Occupational health, safety and security Ethical decision-making Business law Public policy Sample Course 3: Strategic HRM HR Content Personal Competencies Business/Policy Knowledge Application Measuring HR outcomes and the bottom line Quantitative analysis Accounting Finance HR and organizational strategy Managing organizational culture Strategic management Ethical decision-making Corporate social responsibility HR and globalization Change management Strategic management Cross-cultural sensitivity International business Public policy HR and mergers and acquisition Change management Strategic management Managing organizational culture HR and downsizing Change management Strategic management Managing organizational culture Public policy Ethical decision-making HR and the high-tech firm Managing organizational culture Strategic management IT management Curriculum Templates SHRM Human Resource Curriculum Guidebook and Templates 23

26 Master of Science in Human Resource Management (within a business school) The following template integrates critical new HRM competencies personal skills and the application of business and policy knowledge into courses structured primarily along the lines of core content. It is provided only as an example of how faculty may choose to incorporate the learning module concept into a curriculum. Each row in the course tables represents a learning module in which HR content, personal competencies and/or business and policy knowledge applications are combined. The following assumptions apply: Master s degree in HRM that is housed within a business school. If the HR or IR program is not housed in a business school, it is expected to have a formal business focus. Semester system. Inclusion of minimum HR content areas, as outlined on page 11. Business core courses in the following areas: accounting, business law, economics, finance, marketing, statistics, strategic management. Sample Course 1: Introduction to HRM HR Sample Content Course 1: Introduction Personal to HR Competencies Business/Policy Knowledge Application History of HR and its role Ethical decision-making Business law Employment law Ethical decision-making Business law Cross-cultural effectiveness Public policy Corporate social responsibility Job analysis and job design Communication skills Statistics Outsourcing Vendor management Supply chain management Human resource information systems (HRIS) Technology Managing information systems Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. 24 SHRM Human Resource Curriculum Guidebook and Templates Curriculum Templates

27 Sample Course 2: Acquiring Talent HR Content Personal Competencies Business/Policy Knowledge Application Workforce planning and talent management Quantitative analysis Accounting Finance Recruiting and selection Communication skills Marketing Quantitative analysis Statistics Business law Measuring HR outcomes and the bottom line Quantitative analysis Accounting Finance Organizational entry and socialization Communication skills Organizational behavior Managing culture Sample Course 3: Growing Talent HR Content Personal Competencies Business/Policy Knowledge Application Employee and labor relations Ethical decision-making Business law Cross-cultural effectiveness Public policy Corporate social responsibility Training and development Communication skills Strategic management Quantitative analysis Career planning Communication skills Strategic management Performance appraisal and feedback Communication skills Organizational behavior/ Ledership general management Team building Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. Curriculum Templates SHRM Human Resource Curriculum Guidebook and Templates 25

28 Master of Science in Human Resource Management (within a business school) continued Sample Course 4: Performance Management HR Content Personal Competencies Business/Policy Knowledge Application Internal consulting Change management Organizational behavior/general Leadership management Team building Communication skills Compensation, benefits and total rewards Quantitative analysis Accounting Finance Psychology Strategic management Managing the diverse workforce Cross-cultural sensitivity Public policy HR and corporate strategy Managing organizational culture Strategic management Ethical decision-making Corporate social responsibility Sample Course 5: HR and the Public Interest HR Content Personal Competencies Business/Policy Knowledge Application Occupational health, safety and security Ethical decision-making Business law Public policy HR and mergers and acquisition Change management Strategic management Managing organizational culture Finance Quantitative analysis HR and downsizing Change management Strategic management Managing organizational culture Public policy Ethical decision-making Corporate social responsibility HR and globalization Change management Strategic management Cross-cultural effectiveness International business Public policy Electives Faculty can use the complete Learning Modules Matrix (pages 16-17) to identify an appropriate set of topics to be incorporated as electives. Alternatively, modules included above can be expanded or rearranged to provide the desired menu of courses. 26 SHRM Human Resource Curriculum Guidebook and Templates Curriculum Templates

29 Appendix A: Definitions of HR Content, Personal Competencies and Business or Policy Applications 6 HR Content (Note: Content areas with an asterisk(*) below are minimum required HR content areas.) Career planning Learn important elements of career development programs. Match individual and organizational needs. Identify stages of career development. Compensation, benefits and total rewards* Identify the major provisions of the federal laws affecting compensation. Understand the issues of equal pay for comparable work, pay compression, living wage laws. Analyze the extent of linkages between pay, employee performance and organizational objectives. Understand variable pay and other incentive plans. Employee and labor relations* Identify approaches to disciplinary actions and the various types of alternative dispute resolution procedures. Identify the principal federal laws that provide the framework for labor relations. Understand facets of the labor relations process: collective representation, union organization, bargaining and negotiations. Understand how employee relations can create a positive organizational culture. Learn how to create an inclusive work environment that fosters diversity in the workplace. Employee benefits Identify the employee benefits required by law. Learn the cost implications of employee benefits and strategies to control them. Understand the major trends in retirement policies and pension plans. Understand the strategic consideration that should guide the design of benefits programs. Employment law* Learn all aspects of employment law, understand the concepts of employee rights and employer responsibilities. Explain the concepts of employment at will, wrongful discharge, implied contract, constructive discipline and the proper implementation of organizational rules. Learn how creating a diverse workplace can enhance employee perceptions of fairness and equity throughout the organization. History of HR and its role* Discuss the evolution of HR field in the United States within the last 100 years to its current role in modern capitalist societies. 6-Definitions are adapted from the following textbooks: Bohlander, G., & Snell, S. (2004). Managing human resources. Mason, OH: Thomson/Southwestern. Cascio, W. (2003). Managing human resources: Productivity, quality of work life, profits (6th Edition). Boston: McGraw-Hill Higher Education. Leopold, J., Harris, L., & Watson, T. (2005) The strategic managing of human resources. Harolow, England: Prentice-Hall. Appendix SHRM Human Resource Curriculum Guidebook and Templates 27