BH2601 - Nanyang Technological...

of 12

BH2601

STRATEGIC HUMAN RESOURCE MANAGEMENT AND CONSULTING

Academic Year: 2017/2018 Semester: 1

Course Coordinator: Don Willis

Pre-requisites: AB1601-Organizational Behaviour and Design

Number of AUs: 4

Course Description and Scope

People are at the heart of all organizations. The finest hardware, systems, policies etc., can only

function as effectively as the people operating/implementing them. Human Capital plays a pivotal role

in providing organizations with the edge to not only survive but to thrive amidst the stiff global

competition that pervades the business world of the 21st century. People are a precious resource in any

organization, and if well nurtured and led, will form the cornerstone upon which success can be

launched.

To stay ahead of the competition, it is imperative that organizations leverage on their people by

developing a committed, confident, cohesive, motivated, engaged and resilient workforce. In order to

achieve these, Human Resource (HR) practitioners cannot work in isolation to develop policies on

recruitment, compensation, performance management, etc. It is imperative that HR practitioners

understand the big picture or their organizations, think systematically and strategically to identify and

prioritise key areas of focus. Rather than just fulfilling the needs of Human Resource Management, HR

Practitioners must be able to partner the leadership and to be a consultant to the executives and

managers in the organization.

Rather than merely introduce the key functions of Human Resource Management (HRM), this course is

designed to take on a consulting orientation as well. Using the Science of HRM and Organizational

Development, participants will acquire the body of knowledge to understand the key elements in the

field of HR as well as to be a Business Partner and consultant to the organization. Amongst other things,

the course will provide insights on developing HR Strategies to help the organization achieve its goals:

Finding the right people and matching them to job requirements.

Developing fair and accurate performance appraisal systems.

Developing abilities and skills so that people are able to better contribute towards the

organization’s bottom lines.

Understanding how HRM functions can influence commitment, engagement and motivation.

of 12

Course Learning Objectives

The Course is designed to achieve the following objectives:

(a) Provide an understanding of Key HRM practices.

(b) Demonstrate the importance of ensuring fit between these HR practices and the overall strategy

of the organization.

(c) Develop Critical Thinking and Communicating to Influence Skills in tandem with NTU’s AOL and

learning competency framework.

(d) Develop knowledge of the consulting process and core skills required of HR consultants.

(e) Develop teamwork skills needed to build high-performance teams.

Learning and Teaching Methods/Pedagogies

The course comprises 13 four-hour Seminar-styled sessions from teaching weeks 1-13.

Learning is made relevant through the direct and explicit application of theoretical frameworks and

concepts to real life issues and problems. This is achieved through:

Interactive Seminars to provide grounding in theories and frameworks.

Experiential Learning Exercises e.g. Role-playing, to relate theory to experience.

Active Learning Pedagogies e.g. Case Studies, team research-cum-Seminar level sharing, etc., to

facilitate critical thinking and application of theories to real life situations.

Other Pedagogies include the use of self-assessments, simulations and video vignettes to help students

bettermake sense of the relevant concepts/theories so as to reinforce and internalise learning.

Course Assessments

Components Allocation of Marks Remark

Critical Thinking Team Assignment (including Peer Appraisal)

15 Team

Class Participation 30 Individual

Team Presentation 15 Team

Reflection Paper on Team Dynamics 20 Individual

Quiz 20 Individual

Total 100

of 12

Critical Thinking Team Assignment(More information will be provided during Seminar #2)

Working in teams of 6-7, participants are to carry out independent research using the internet,

HR publications, journals etc., on the major challenges faced by HR practitioners and the

expectations of organizations of HR practitioners.

With these research findings, team members are to interview at least 3 HRC students who have

completed their Professional Attachments (PA) in the HR industry.

The first main area of focus would be to find out how these HR challenges manifest themselves

in organizations and what the organizations are doing to meet these challenges. The second

main area of interest would be to find out if HR practitioners are indeed fulfilling the roles that

are expected of them by the organizations.

Other areas of interest include (but not limited to) the interviewee’s perceptions of how HR

practices were strategic/not strategic, how they could have better prepared for the PA, common

tasks assigned to them, expectations of their supervisors, Dos and Don’ts during the internship

and their conclusions of how the NBS HR modules prepared them for their PA.

Participants are to collate and analyse the various respondents’ views and to apply their own

critical thinking to the various issues. These include summarizing key issues, identifying others’

and own perspectives and assumptions, and deriving concrete conclusions, implications and/or

recommendations.

The above-mentioned is to culminate in a 2000-word essay. Grading will be for content and

critical thinking, using the rubrics listed on page 8.

The assignment is due on Sat, 30 Sep @2300 hrs.

A Peer Appraisal (see Rubrics on page 9) on teamwork will be used to moderate individual

grades if necessary.

Class Participation(More information will be provided during Seminar #2)

Working in designated groups, participants will have to do research on various HR + Consultancy

topics. Case studies and the topics for discussion will be provided at least one week in advance.

Although time will be provided during the lessons, participants are strongly encouraged to do

their own research and apply critical thinking to the relevant issues before the seminar.

Marks will be awarded to the accordingly (see Rubrics on page 11) only to those who contribute

to the discussions.

Reflection Paper on Team Dynamics (More information will be provided during Seminar #2)

Having worked as a team, each member is to pen down their own reflections on what they have

learned about working in teams. The focus will be on Team Dynamics, which will be covered in

Seminar 2.

of 12

This will be an individual effort, where each participant will submit a 1000-word reflection

paper, using the rubrics provided on page 10 as a guide.

Marks will be awarded for depth of reflection and application to future context. In other words,

what lessons have been learnt from working in a team and how will these be applied for future

success.

This assignment is due on Sat, 21Oct @2300hrs.

Team Presentation (More information will be provided during Seminar #2)

Using the findings from the Team Essay Assignment, participants will have to present their

findings to a mock panel comprising the HR directors of various organizations.

This will be done during Seminar 13. The aim of the presentation is to make proposals on ‘How

Industries could better leverage on HR practices in a strategic way.’

Each team will have 15 minutes to present their findings, with a maximum of 10 slides

This will be followed by a 10 min Q+A.

Marks will be awarded for both content and effective presentation, i.e., Communicating to

Influence using the rubrics on page 12.

Quiz (More information will be provided during Seminar #2)

4 Quizzes (each testing on one of the 4 major areas of HR Consulting) will be conducted during

the course. The dates for the quiz will be made known during Seminar 2.

These will comprise MCQ-type and short answer questions.

Assessment Plan

Learning Goals Course Learning Objectives Assessment Methods Rubrics

Acquisition of Knowledge

Develop understanding of key HRM practices (recruitment, selection, performance management, compensation and benefits, training and development, and employee relations).

Quiz. 4 quizzes (dates will be made known) to test the major areas of HRM +C

Nil

Teamwork (Collaborative Critical Thinking)

Demonstrate the importance of ensuring fit between firm strategy and the integrated set of HR practices adopted by the firm.

Team Assignment (including Peer Appraisal)

Pg 8-9

Strategic Communicationand Consulting

Develop Effective Presentation Skills

Team Presentation

Class participation

Pg 12 Pg 11

Teamwork and Interpersonal Skills

Develop teamwork skills needed to build high-performing teams.

Reflection paper on Teams

Pg 10

of 12

Readings and References

Dessler, Gary. 2014. Fundamentals of Human Resource Management. Pearson, 4th Edition.

Course Instructors

Course Instructor/Coordinator Office Location Phone Email

Don Willis S3-B1B-74 67904896 [email protected]

Proposed Weekly Schedule

Week Topic Reading Other Activities Remarks

Week 1 Sem 1 15/17 Aug

Introduction to HRM Chapter 1 Course Overview

Team Formation

Briefing for Assignments


Thematic:

Team Building

Organizational Development and Consultancies

See Supplementary Readings

Experiential Learning Exercise

Briefing for Assignments

Add Drop Completed


HR Strategy & Analysis Chapter 3 Finalize Teams

Week 4 Sem 4 05/07 Sep

HR Competency Models See Supplementary Readings

Research and Presentations


Job Analysis and Talent Management + Conducting interviews and making effective presentations

Chapter 4 Research and Presentations


Personnel Planning & Recruitment + Consultants and Diagnosis



Selecting Employees + Reliability, Validity and the Barnum Effect


Team Assignment Due on 30 Sep 2300 hrs

Week 8 Recess Week 02-06 Oct

RECESS WEEK

of 12

Week Topic Reading Other Activities Remarks

Week 9 Sem 8 10/12 Oct

Training and Development + Team Review



Performance Management and Appraisal + Introduction of 360 feedback systems


Reflection paper on Team Dynamics due on 21 Oct 2300 hrs


Managing Employee Retention, Engagement & Careers + Introduction of the Psychological Contract


Week 12 Sem 11 31 Oct/02 Nov

Employee and Labor Relations*

Employee Relations & Fair Treatment at work

Industrial Relations

Occupational Health and Safety

Chapter 12-14 + Supplementary Readings

E-Learning Week

*Each Group to focus on a specific area

Week 13 Sem 12 07/09 Nov

Compensation and Total Rewards

Chapter 10 Research and Presentations on E-learning week topics

Week 14 Sem 13 14/16 Nov

Team Presentations Presentations

Dates to take note of:

30 Sep (Sat): Team Assignment (Critical Thinking) due

21 Oct (Sat): Individual Reflection Paper on Team Dynamics due

31 Oct/02 Nov: *E-Learning Week

14/16 Nov: Team Presentations

*** Lessons will be conducted via e-learning mode. Seminar Groups will not be convening as usual.

of 12

Penalties for assignments

Penalties will be imposed for late submissions that are not supported with valid reasons. A penalty of 10

marks will be imposed for each day that the assignment is submitted late. For example, a mark of 65%

would become 55% if the assignment is submitted a day late and 45% if it is two days late. In order to

ensure equity, students are reminded to stay within the word limit set for each assignment.

Academic Integrity

Truth, Trust and Justice are at the core of NTU’s shared values. Good academic work includes to a very

large extent, honesty and ethical behaviour. The quality of your work as a student is therefore

subjected to adhering to principles of academic integrity and to the NTU Honor Code, a set of values

shared by everyone in NTU.

The content of assignments submitted for grading purposes must be that of your own. You should

therefore be diligent in identifying and acknowledging the sources of information used in completing

your work (full details must be provided in your reference section). If you feel that the use of the exact

wordings from a reference source is the best way to present the ideas, then you must use quotation

marks and acknowledge the source. If you choose to summarise the words from a reference, the source

must also be acknowledged, as this is not an original piece of work from you. Submitted work must be

your own effort and must not duplicate (in whole or in part) the work of others (including other

students).

As a student, the responsibility falls on you to be familiar with and to apply the principles of academic

integrity in all the work you do at NTU. Hence you will need to proactively familiarise yourself with the

strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion,

cheating, etc. Detailed information can be obtained via the academic integrity website at

http://academicintegrity.ntu.edu.sg. Pleading ignorance or claiming that one is unaware of the

requirements for maintaining academic integrity does not excuse academic dishonesty. As members

of the NTU family, this is a responsibility that students and faculty staff alike must uphold at all times.

Use of NTUlearn

The NTUlearn system will be used to facilitate the posting of assignments, course materials and

announcements, as well as for interacting with your team members and seminar instructor. Do ensure

that your personal particulars especially your hand-phone number (if you have one) is updated in

NTUlearn. This will allow you to receive urgent messages e.g. change in timing for lessons, via SMS from

your Seminar Instructor.

Attendance and Class Participation

In order to gain the most out of the Seminar-styled lessons, all students are expected to prepare well by

going through the required readings/case studies for each lesson, attend all classes and participate

actively during the sessions.

http://academicintegrity.ntu.edu.sg/

of 12

Assessment Rubrics for Critical Thinking Team Assignment: (Adapted from NE Illinois University’s General Education Critical

Thinking Rubric)

Criteria Weight (%)

1-4 Poor

5-6 Average

7-8 Good

9-10 Excellent

Identifies & Summarizes all the Main Issues

10 Fails to identify, summarize or explain the main issues. Represents the issue inaccurately/inappropriately.

Identifies the main issues but does not summarize or explain them clearly.

Identifies & summarizes the main issues but does not explain how or why they are related.

Identifies & summarizes the main issues & explains how or why they are related. Identifies implicit issues and nuances.

Identifies & considers various perspectives that are important to the analysis of the issue

10 Fails to identify and explain more than one perspective.

Correctly identifies some of the main perspectives.

Correctly identifies most of the main perspectives.

Correctly identifies all the main perspectives and highlights the relationship and/or tensions between them.

Provides additional data (from research), own perspectives & evidence related to the issue.

25 Does not provide new information/data for consideration. Merely repeats information provided, taking it as truth, or denies evidence without adequate justification.

Provides new data or information for consideration but does not links any of these back to the main issues.

Provides new data or information for consideration and links some of these back to the main issues.

Provides new data or information for consideration and links most of these back to the main issues.

Identifies and considers key assumptions and the influence of the context on the issue

15 Fails to identify or evaluate more than one of the assumptions that underlie the issue.

Identifies some of the important assumptions but does not evaluate them for plausibility or clarity.

Identifies and evaluates all of the important assumptions but does not analyse them in the context of the issue.

Identifies and evaluates all of the important assumptions and analyses the issues with a clear sense of scope and context.

Identifies and assesses conclusions, implications and consequences

30 Fails to identify conclusions, implications, and consequences of the issue or the key relationships among the various elements such as context, evidence or assumptions.

Suggests some implications, conclusions and consequences but without clear reference to context, assumptions, data and evidence.

Identifies and briefly discusses implications, conclusions and consequences considering most but not all the relevant assumptions, contexts, data and evidence.

Identifies and discusses conclusions, implications, and consequences, considering context, assumptions, data, and evidence. Objectively reflects upon own assertions.

Quality of Writing: Clarity of Expression and Organization of ideas

10 Poor Expression of ideas and does not demonstrate good integration and flow to the essay.

Some Ideas, thoughts and arguments are adequately expressed & there is an adequate integration and flow to the essay.

Most Ideas, thoughts and arguments are adequately expressed & there is an adequate integration and flow to the essay.

Most Ideas, thoughts and arguments are clearly expressed & there is good integration and flow to the essay.

of 12

Assessment Rubric for Teamwork and Interpersonal Skills (Peer Appraisal)

Traits Weight

(%) Performance

Roles and Responsibility

Behaves professionally by upholding responsibility and assuming accountability for self and others in progressing towards the team’s goal.

20 Not Yet Unclear about his/her own role; refuses to take a role in the group; insists to work individually and has limited coordination or communication with others.

Substantially Developed Always fulfils responsibilities; performs his/her role within the group with enthusiasm and demonstrates willingness to work collaboratively.

Evaluation: Not Yet 1 2 3 4 5 6 Substantially Developed

Communication

Identifies appropriate mechanisms to coordinate and correspond with team members.

20 Not Yet Modes of communication are not appropriate, causing confusion and miscommunication among team members.

Substantially Developed Modes of communication are appropriate, and maintain timely communication and correspondence with team members.


Conflict Resolution Resolves conflicts using a variety of approaches.

20 Not Yet Does not recognize conflicts or is unwilling to resolve conflicts.

Substantially Developed Consistently resolves conflicts through facilitating open discussions and compromise.


Contributions

Contributes positive inputs for the team; effectively utilizes one’s knowledge and expertise.

20 Not Yet Largely disinterested in working in a group and refuses to participate; observes passively or is unwilling to share information with other team members.

Substantially Developed Actively attends and participates in all activities and provides meaningful contribution in articulating ideas and opinions.


Relationship

Maintains cooperative interaction with other team members regardless of individual /cultural differences and respects diverse perspectives.

20 Not Yet Rarely listens to others and does not acknowledge the opinions that differ from his/her own.

Substantially Developed Engages in respectful relationships with all other members in the team. Embraces and accepts diverse points of view without prejudice.


of 12

Assessment Rubric for Reflection Paper on Team Dynamics

Criteria Weight (%)

1-4 Not Yet

5-7 Adequate

8-10 Substantial

Exhibits breadth and depth of understanding and analysis of Team Dynamics.

45 Does not exhibit adequate breadth and depth of understanding of Team Dynamics.

Exhibits adequate breadth and depth of understanding of Team Dynamics.

Exhibits excellent breadth and depth of understanding of Team Dynamics.

Quality of answer assessed by well-considered and supported assertions, arguments, explanations, logic and inferences drawn from accurate interpretation and appropriate use/citation of literature, theories and models.

45 Lack of quality of answer assessed by ill-considered and lack of supported assertions, arguments, explanations, logic and inferences drawn from inaccurate interpretation and inappropriate use of citation of literature, theories and models.

Adequate quality of answer assessed by adequately-considered and supported assertions, arguments, explanations, logic and inferences drawn from accurate interpretation and appropriate use of citation of literature, theories and models.

Excellent quality of answer assessed by well-considered and supported assertions, arguments, explanations, logic and inferences drawn from accurate interpretation and appropriate use of citation of literature, theories and models.

Effective communication of arguments, ideas and thoughts in the essay through word usage, sentence usage, paragraphing and fluency of expression.

10 Poor communication of arguments, ideas and thoughts in the essay through word usage, sentence usage, paragraphing and fluency of expression.

Adequate communication of arguments, ideas and thoughts in the essay through word usage, sentence usage, paragraphing and fluency of expression.

Excellent communication of arguments, ideas and thoughts in the essay through word usage, sentence usage, paragraphing and fluency of expression.

of 12

Assessment Rubrics: Strategic Consulting and Communication (Class Participation)

Criteria Weight

(%) Performance

Expert knowledge in explaining concepts/theories

10 Not Yet Create confusion in explaining concepts/theories and fail to explain the linkages between them.

Substantially Developed Demonstrate expert knowledge in explaining concepts/theories & the relationship between them


Expert judgements in applying concepts/theories to a case

10 Not Yet Fail to demonstrate how the concepts/theories are appropriate to the case.

Substantially Developed Demonstrate sound judgments in applying the appropriate concepts/theories to the case


Expert justifications in using research evidence and information from other sources

10 Not Yet Provide questionable arguments with weak evidentiary support or unsupported by any other evidence.

Substantially Developed Use research evidence and information from credible sources to support arguments and justifications


Strategic orientation in formatting the presentation

10 Not Yet Sequence the delivery of information in a dis-jointed manner.

Substantially Developed Sequence the delivery of information strategically to make a significant impact


Professionalism in engaging the audience

10 Not Yet Fail to connect meaningfully with the audience during the presentation

Substantially Developed Establish good rapport with the audience by having meaningful interactions with them during the presentation


Professionalism in creating a presence

10 Not Yet Demonstrate a lack of confidence by appearing worried and uncomfortable, speaking in an anxious manner, and showing nervousness under pressure

Substantially Developed Demonstrate professional confidence by appearing confident and comfortable, speaking clearly and persuasively, and responding well to challenging questions even under pressure


Contribution to the Presentation (by the rest of the class)

40 Not Yet Does not ask questions or provide and inputs and/or opinions to the various presentations

Substantially Developed Ask relevant questions and/or provide own opinions, information, etc., that adds to the learning of the topic at hand.


of 12

Assessment Rubrics: Strategic Consulting and Communication (Team Presentation)

Criteria Weight

(%) Performance

Expert knowledge in explaining concepts/theories

15 Not Yet Create confusion in explaining concepts/theories and fail to explain the linkages between them.

Substantially Developed Demonstrate expert knowledge in explaining concepts/theories & the relationship between them


Expert judgements in applying concepts/theories to a case

15 Not Yet Fail to demonstrate how the concepts/theories are appropriate to the case.

Substantially Developed Demonstrate sound judgments in applying the appropriate concepts/theories to the case


Expert justifications in using research evidence and information from other sources

15 Not Yet Provide questionable arguments with weak evidentiary support or unsupported by any other evidence.

Substantially Developed Use research evidence and information from credible sources to support arguments and justifications


Strategic orientation in formatting the presentation

15 Not Yet Sequence the delivery of information in a dis-jointed manner.

Substantially Developed Sequence the delivery of information strategically to make a significant impact


Professionalism in engaging the audience

15 Not Yet Fail to connect meaningfully with the audience during the presentation

Substantially Developed Establish good rapport with the audience by having meaningful interactions with them during the presentation


Professionalism in creating a presence

15 Not Yet Demonstrate a lack of confidence by appearing worried and uncomfortable, speaking in an anxious manner, and showing nervousness under pressure

Substantially Developed Demonstrate professional confidence by appearing confident and comfortable, speaking clearly and persuasively


Q + A 10 Not Yet Does not respond well to questions e.g. did not analyse the question, provides snap and/or inadequate answers

Substantially Developed Responds well to challenging questions even under pressure


BH2601 - Nanyang Technological...

Documents

Transcript of BH2601 - Nanyang Technological...