Department of Strategic Management and Organization Alberta School of Business, University of Alberta Faculty
Ian R. Gellatly, Ph.D Professor
Campus Office: 4-21B Business Building
Office Phone: 780 492-5823 (please leave a detailed voice-mail message) E-mail: [email protected]
Web Site: Ian Gellatly - Alberta School of Business - University of Alberta Office Hours: 2:00pm to 3:00pm Tuesdays/Thursdays or by appointment Class Information
Section Meeting Times Room
A2 Tuesday, 12:30pm to 1:50pm BUS 1-06 Thursday, 12:30pm to 1:50pm BUS 1-06 Course website: http://connect.mheducation.com/class/i-gellatly-fall-a2 Course and Learning Objectives
The primary objective of this course will be to introduce students to the principles of effective human resource management (HRM), and how these activities occur within a variety of critical contexts (e.g., business strategy, industry, global, technology, economic, legal). Specifically, SMO 311 has been designed to provide both awareness and comprehension of the HRM function, and serves as a foundation course for the other HRM seminars offered within the Alberta School of Business. At the present time, the Alberta School of Business is in the process of having its HR Major certified by the Human Resources Institute of Alberta, a member of the Canadian Council of Human Resource Associations (expected late 2016 or early 2017). Program certification means that students who have an overall average grade of 70% will be eligible to waive the National Knowledge Exam and move straight to the Experience Validation Assessment portion of the CHRP path.
In addition to introducing the major topics within the field of HRM, SMO 311 aspires to incorporate the learning goals of the B Com Program, in particular: critical thinking, global awareness, oral communication, teamwork, and written communications. These learning goals in SMO 311 are measured by the following assessments: (a) Exams will assess knowledge acquisition, critical thinking, global awareness, and written communication; (b) the Group project will assess research skills,
knowledge acquisition, critical thinking, organizational and time-management skills, oral
communication, and teamwork; and, (c) class attendance and participation will assess professionalism, critical thinking and oral communication.
This course will not to turn you into a do-it-yourself human resource professional. Rather, the aim will be to provide you with the basic knowledge that will help you understand how the different HR activities can fit together into an integrated system that is aligned with organizational goals. At the end of this course, you will have developed both awareness and comprehension of the following knowledge areas: Strategy; Professional Practice; Engagement; Workforce Planning and Talent Management;
Labour and Employment Relations; Total Rewards; Learning and Development; Health, Wellness, and Safe Workplaces; Human Resources Metrics and Reporting (see CHRP Competency Framework, Human Resource Institute of Alberta). The table below provides a map between the topics covered each week and the nine areas that make up the above-mentioned CHRP Competency Framework.
CHRP Competency Framework/Course Content by Week WK1 WK2 WK4 WK5 WK6/7 WK8 WK9 WK10 WK11 WK13
Strategy √ √ √ √ √ √ √ √ √ √
e.g., Impact the organization and Human Resources practices by bringing to bear a strategic perspective that is informed by economic, societal, technological, political, and demographic trends to enhance the value of Human Resources; Align Human Resources practices by translating organizational strategy into Human Resources objectives and priorities to achieve the organization’s plan.
Professional Practice √ √ √ √ √ √ √ √ √ √
e.g., Conduct Human Resources responsibilities and build productive relationships consistent with standards of practice with due diligence and integrity to balance the interests of all parties; Adhere to ethical standards for Human Resources professionals by modeling appropriate behaviour to balance the interests of all stakeholders; Promote an evidence‐
based approach to the development of Human Resources policies and practices using current professional resources to provide a sound basis for Human Resources decision‐making.
Engagement √ √ √ √ √ √
e.g., Promote engagement, commitment, and motivation of employees by developing, implementing, and evaluating innovative strategies to enhance productivity, morale, and culture; Develop initiatives through which leaders align culture, values, and work groups to increase the productivity and engagement of employees.
Workforce Planning and Talent Management √ √ √ √ √ √
e.g., Create a workforce plan by identifying current and future talent needs to support the organization’s goals and objectives; Increase the attractiveness of the employer to desirable potential employees; Execute a workforce plan by sourcing, selecting, hiring, on‐boarding, and developing people to address competency needs and retain qualified talent; Implement a performance management system by measuring against established goals and expectations to align individual and organizational performance with strategy.
Labour and Employee Relations √ √ √ √
e.g., Promote a collaborative work environment between the employer, the union (where it exists), employees, and other representative groups through clear and open communication to achieve a respectful, productive, and engaged workforce; Interpret legislation, collective agreements (where applicable), and policies consistent with legal requirements and organizational values to treat employees in a fair and consistent manner and manage the risk of litigation and conflict.
Total Rewards √ √ √ √ √
e.g., Create a total rewards structure that encompasses compensation, pensions, benefits, and prerequisites to maintain consistency, fairness, and organizational competitiveness, comply with legal requirements, and encourage desired behaviour; Implement the total rewards structure using appropriate job evaluation systems and market comparisons to ensure consistency, fairness, and organizational competitiveness, compliance with legal requirements, performance, and desired behaviour; Evaluate the total rewards structure using appropriate metrics, monitoring trends, and innovations to ensure consistency, fairness, organizational competitiveness, compliance with legal requirements, performance, and desired behaviour and to identify recommendations for the organization’s leadership.
Learning and Development √ √ √ √ √
e.g., Identify organizational learning priorities aligned with the business strategy using key stakeholder involvement to ensure appropriate learning and optimal return‐on‐ investment;
Implement learning and development programs in accordance with adult learning principles to build competency and ensure relevance and effectiveness; Evaluate learning and development priorities and programs in accordance with sound measurement principles to document attainment and progress toward organizational objectives.
Health, Wellness, and Safe Workplace √ √ √ √ √ √
e.g., Promote the health and safety of employees through an understanding of legislation, regulations, and standards to increase organizational awareness, ensure compliance and manage risk; Develop health, safety, and wellness policies, procedures, roles and responsibilities for leaders and employees, to ensure compliance through training, monitoring, and providing appropriate safeguards and disability management;
Human Resources Metrics, Reporting and Financial Management √ √ √ √ √
e.g., Make informed business decisions using financial and operating information to align Human Resources with business strategy; Conduct comprehensive Human Resources audits by sampling policies, procedures, programs, and systems to identify strengths and areas for improvement and to ensure compliance; Specify the requirements for a Human Resources information system that captures data and generates reports to inform leaders of trends to achieve organizational objectives.
Required Textbook
Steen, S.L., Noe, R.A., Hollenbeck, J.R., Gerhart, B., & Wright, P.M. (2016). Human Resources Management. 4th Canadian Edition. McGraw Hill Education.
Method of Instruction
The method of instruction will be a blend of lecture and application exercises (e.g., class exercises, case analyses and discussion). Students are expected to prepare for class (e.g., read the assigned material before class). Attendance is strongly recommended and will be monitored throughout the term. All in- class material and all of the readings are potentially testable.
Evaluation Schedule, Weighting, and Final Grades
Attendance/Participation 5%
Job-Analysis Assignment 5%
Weekly In-Class Quizzes (best 10 scores will be averaged) 15%
Exams (4); each exam is worth 15% of your final mark 60%
Group Project: Video Presentation (Week 12) 15%
Evaluation Criteria
Attendance and Participation. Throughout the term we will attempt to apply knowledge through case analyses, class exercises, guest speakers, group presentations, and/or discussions. It is expected that students attend class and actively participate. Marks for this component will be based on individual attendance and the quality of participation from each student. This component is worth 5% of your final mark.
Job-Analysis Assignment. In Week 4 we will be devoting class time to an exercise that will involve investigating what we know about a particular job (assigned by the instructor) in terms duties, responsibilities, core work activities/behaviours, and human attributes (e.g., required knowledge, skills, abilities, personality characteristics), organized into a comprehensive job description. Each group will submit their report before the next scheduled class. Note that students should expect to work outside of class to complete this assignment. This component is worth 5% of your final mark.
Weekly In-Class Quizzes. A non-cumulative, mini-quiz will be scheduled most weeks (see Topic Outline). The content covered by each of the 11 scheduled quizzes will be the week's assigned reading with a few items devoted to material presented during the lecture. The instructor will collect the scorecards after each quiz session. Time permitting we will take up the quiz at the end of class. Quizzes will be scored and the marks posted on uLearn later that day. When a quiz is not written or handed in at the scheduled time, a score of zero will be recorded. Your mark for this component of the course will be based on the average of the top ten quiz performances, and worth 15% of your final mark.
Exams. Three non-cumulative exams will be scheduled throughout the term, and one exam scheduled during the formal final-exam period (see Topic Outline for important dates). The content covered by each exam will be all of the assigned readings and lecture notes not covered by a previous exam. In terms of format, expect written short-answer questions. Together, the four exams will be worth 60% of your final mark (15% each).
Evaluation Criteria (continued)
Group Project: Video Presentation. For this assignment, students work within their assigned groups (the plan is to do this in Week 3). Each group, in conjunction with the instructor, will select a question to investigate. To get the process started, the instructor will provide each group with one or two pertinent readings. It will up to the group to see what else is out there (see below, Information Sources).
This assignment will provide an opportunity to learn how to find and process information not only on internet but using relevant data bases at the library. I will try to organize a session where a research librarian comes into the class to provide an orientation of what is available and where to begin. Once you have sourced, read, discussed the research material, the next step is to summarize your findings and conclusions in a short presentation. This term we will NOT be performing in-class presentations. Rather, each group will be responsible for preparing a 10-minute (no more; no less) video presentation, and submit this assignment to me on or before Sunday, November 27th, 11:59pm. Presentations will be shared with the class, starting on Tuesday, November 29th and ending on Thursday, December 1st. When called upon, each group will play their 10-minute video in class, followed by a 5 minute question period.
The goal will be to run five of these sessions on each day. Note that all group members must be in attendance, must participate in the video, and must be available to answer questions. Finally, the video file you submit must be easy for me to open without having any special software (e.g., files can be played by Windows Media Player or iTunes). This component of the course will be worth 15% of your final mark.
Information Sources: Use publically-available resources (e.g., relevant University of Alberta library databases; internet search; periodicals; books). It is not necessary or advisable for this assignment to one-on-one or group interviews with company representatives or subject matter experts. If you want to use this type of data, ethics approval is required and you must work through me to do this. Your final submission (presentation slides due at the end of the term) must include a comprehensive and current bibliography using the most recent APA format, including any and all websites that you visited and dates when you accessed these sites.
The University of Alberta Grading System
The University of Alberta uses a letter grading system with a four-point scale of numerical equivalents for calculating grade point averages (GPA). Grades reflect judgements of student
achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades at intervals during the course and others assign marks (e.g., percentages) throughout the term and then assign a letter grade at the end.
Instructors must adapt their approaches to reflect the letter grading system.
Historical grade averages by course level are based on university-wide data. For 3rd year
undergraduate courses, the historical university mean is GPA 3.0. University-wide averages are provided for information and reference. They are inappropriate to use for small classes, and must not ever by applied even in large classes. Grades must reflect the level of student achievement. For more information on the updated marking and grading guidelines at the University of Alberta, please go to:
https://policiesonline.ualberta.ca/PoliciesProcedures/Pages/DispPol.aspx?PID=101 Academic Integrity, Honesty, and Plagiarism
The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/CodeofStudentB ehaviour.aspx and avoid any behaviour which could potentially result in suspicions of cheating,
plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
Use of Electronic Devices in Class
Students are permitted the use of laptops or tablet devices in class to take notes or access the course website or other materials relevant to the class. Other uses are disruptive to the class, the instructor, and other students, and are not permitted. Use of smartphones/cellphones for making or
receiving calls or texting is prohibited. Smartphones/cellphones should be turned off prior to class. Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan.
Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
Week/Topic Outline: SMO 311 Section A2
Week 0 September 1st Welcome Back!
Thursday: Course Overview; Ice-Breaker Case
Week 1 September 6th and 8th Strategies, Trends, and Challenges in Human Resource Management
Read: Chapter 1
Tuesday: Review Textbook Options (Leo or Michelle from McGraw Hill); Introduction to HRM; Case Discussion
Thursday: Strategies, Trends and Challenges;
Quiz#1
Week 2 September 13th and 15th The Legal Context for HRM and Creating Safe and Healthy Workplaces
Read: Chapter 2
Tuesday: Legal Context; Case Discussion Thursday: H&S Context; Quiz#2
Week 3 September 20th and 22nd EXAM#1 and Group Assignments and Topics
Tuesday: In-Class Exam
Thursday: Group Assignments, Topics, and Exercise (Developing a Team Charter)
Week 4 September 27th and 29th Analyzing Work and Designing Jobs Read: Chapter 3
Tuesday: Lecture and Quiz#3
Thursday: Job-Analysis Exercise (worth 5% of your final mark; needed for Weeks 5 and 9)
Week 5 October 4th and 6th Planning for and Recruiting Human Resources
Read: Chapter 4
Tuesday: Lecture and Quiz#4
Thursday: Guest Speaker (Renate Burwash);
Exercise (Developing a Recruiting Strategy)
Week 6 October 11th and 13th Selecting Employees Read: Chapter 5
Tuesday: Lecture and Quiz#5
Thursday: Interview Techniques; Exercise
Week 7 October 18th and 20th EXAM#2 and Group Projects
Tuesday: In-Class Exam
Thursday: Guest Speaker (Ricardo Carlos);
Group-Project Meetings (in class)
Week 8 October 25th and 27th Training, Learning, and Development Read: Chapter 6
Tuesday: Lecture and Quiz#6
Thursday: Case and/or Exercise
Week 9 November 1st and 3rd Managing Employees’ Performance Read: Chapter 7
Tuesday: Lecture and Quiz#7
Thursday: Exercise (Developing Performance Measures) and/or Case
Week 10 November 15th and 17th Total Rewards and EXAM#3 Read: Chapter 8
Tuesday: Lecture and Quiz#8
Thursday: In-Class Exam
Week 11 November 22nd and 24th Collective Bargaining and Labour Relations;
Managing Human Resources Globally Read: Chapters 9 and 10
Tuesday: Lecture and Quiz#9
Thursday: Lecture and Quiz#10
Week 12 November 29th and December 1st Video Presentations
Tuesday: Groups 1-5 (@ 10 min video+5 min)
Thursday: Groups 6-10 (@ 10 min video+5 min)
Week 13 December 6th Creating and Sustaining High-Performance Organizations
Read: Chapter 11
Tuesday: Lecture and Quiz#11