Strategic Human Resource Management

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School/Portfolio:

 

The Faculty of Business

Course Code/ID:

 

BSMAN3003

Course Title:

 

Strategic Human Resource Management

Teaching Location:

 

Insert location

Semester:

 

One

Prerequisite(s):

 

Nil

Corequisite(s):

 

Nil

Exclusion(s):

 

Nil

Credit Points/

Progress Units:

 

15

ASCED Code:

 

080303

 

 

Adopted Reference Style

  APA          

 


 

1       COURSE ORGANISATION:

 

1.1       Student Responsibility

It is the responsibility of every student to be aware of the requirements for this course, and understand the specific details included in this document.

 

For full details of programs and school procedures, please refer to the University handbook (http://www.federation.edu.au/future-students/handbook ) and Faculty Programs Handbooks available at http://www.federation.edu.au/business/handbooks

 

Students should be aware of the content of the handbooks, particularly:

 


·      Special Consideration process and forms

·      Assignment Coversheet

·      Submission of tasks and assignments

·      Grading codes

·      Appeal process

·      Unsatisfactory progress - Early Intervention


 

1.2       Staff

 

The most appropriate contact is your teacher. If necessary they will contact the Course Coordinator at the University.

 

 

Course Coordinator

Lecturer

Tutor

Name:   

Andrew Carruthers

Insert location details

 

Phone:  

03 5327 8057

 

 

Fax:      

 

 

 

Email:   

[email protected]

 

 

Office:  

B117

 

 

Web:     

www.federation.edu.au

 

 

 

1.3       Consultation Hours

.  

Day: Tuesday / Thursday                Time: 10.00am – 12noon

 

1.4       Prescribed Text

This course will be conducted on the presumption that students have a copy of:

 

Nankervis, A., Baird, M., Coffey, J. & Shields, J. (2014). Human Resource Management –

Strategy & Practice (8th ed.). Victoria, Australia: Cengage.

.

 

1.5       Plagiarism

Plagiarism is presenting someone else work as your own and is a serious offence with serious consequences. As set out in the University Regulation 6.1.1, students who are caught plagiarising will, for a first offence, be given a zero mark for that task. A second offence will result in a failing grade for the course(s) involved and any subsequent offence will be referred to the Student Discipline Committee. Student must be aware of the University Regulation 6.1.1 Student Plagiarism, available at http://www.federation.edu.au/__data/assets/pdf_file/0005/44996/r6_1_1plagiarism.pdf . The link to the library website for more information is:   http://www.federation.edu.au/library/assignment-and-research-help/referencing

 

Students must:

·                fully reference the source(s) of all material, even if you have re-expressed the ideas, facts or descriptions;

·                acknowledge all direct quotations; and

·                not submit work that has been researched and written by another person

 

Students will be informed of submission requirements for assignments, particularly if submitted through a task assessment drop box in UBOnline/Moodle.

 

1.7       Late Submission

Without prior arrangements, late submission will be penalised at 10% of the available marks per day”

 

1.8       Course Evaluation

We welcome feedback as one way to keep improving this course. Students are encouraged to provide course feedback through eVALUate, the University’s online student feedback system. eVALUate will be accessed during Weeks 10 and 11 by the Student Survey dashboard system using UB student user names and passwords. 

 

1.9       UBOnline

UBOnline (also known as Moodle) is used to host course resources for all courses. Students can download lecture and tutorial notes to support class participation. Students login to the UBOnline at https://ubonline.federation.edu.au/login/index.php.

 

 

2       OUTCOMES:

 

This course describes the skills, knowledge and values required to develop an understanding of the strategic human resources management environment. The course fosters an environment where students embrace continuous learning, develop the skills of self-reliance, become engaged in their community and cultivate an awareness of social responsibility.

After successfully completing this course, students should be able to:

 

Knowledge

       develop knowledge of the theories and concepts of human resource management;

       understand a range of human resource management strategies

       understand the strategic aims of human resource management

       understand the application of human resource management for specific organisational scenarios

       understand the role of the human resource manager

       understand the impact of demographic change on the human capital of an industry

       know the legislative requirements related to human resource management

       understand the impact external legislative, economic, political, sociological and cultural factors have on an organisation’s human resource management strategy

 

Skills

       critically evaluate a human resource strategy

       apply research skills to identify external factors which will influence the development of a human resource strategy for an industry

       apply the theories and principles of human resource management to the development of human resource strategy

Values

       appreciate the significance of the external legislative, demographic, economic, political, sociological and cultural environments on human resource strategies

       recognise the necessity for alignment between an organisation’s corporate strategy and its human resource strategy

       recognise the importance of ethics and values in the design of human resource strategies

 

 

3       CONTENT: 

 

Topics and sub-topics may include:

 

       Definition of strategic human resource management

       Theories of human resource management

       The significance of external legislative, economic, political, sociological, and cultural environments on human resource management strategies

       Demographic change and workforce participation

       Human resource management strategies including – staff resources, employee relations, reward, retention, career development, employee involvement and participation, employee consultation, employee communications, Occupational Health and Safety, training and development, performance management, succession planning, valuing diversity, and industrial legislation

       Job analysis and design

       Development of a human resource management plan

       Application of human resource management strategies for specific organisational scenarios

 

4       LEARNING TASKS AND ASSESSMENT: 

 

Summary

It is emphasised that this course requires a significant commitment outside of formal class contact.  The learning tasks in this course may include classes (lectures, tutorials or seminars), required reading, the preparation of answers to set questions, exercises and problems, and self-study. In addition, students may be required to complete an assignment, test or examination.

 

The table below is an example of the suggested time allocations for this course.

 

 

Classes

3 hours per topic for 12 topics

36 hours

Reading

2 hours per topic for 12 topics

24 hours

Preparation of set questions, exercises and problems

4 hours per topic for 12 topics

48 hours

Preparation of assignment

 

20 hours

Study and revision for test and end of semester examination

 

22 hours

TOTAL

 

150 hours

 

Attendance and Participation

It is in students’ interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. It is our experience that those students who do not attend class or carry out the associated activities are more likely to do poorly or to fail the course completely.

 

 

Learning Task

Assessment

Weighting

Week Due

Contemporary workforce issues in SHRM

 

Essay

 

30%

5

Critically apply strategic human resource management concepts to practical situations through a case study approach.

 

 

 

Case study

 

 

40%

 

 

10

Demonstrate understanding of, and application of the SHRM fundamentals and theories learnt throughout the semester

 

 

 

2 hour examination

 

 

30%

 

Examination

period

 

Note on Assessment

 

At the University a PASS is usually achieved at 50%. For courses listed below, a mark of at least 40% in the examination must additionally be achieved.

 

BUACC1506, BUACC1507, BUACC1521, BUEBU1501, BUECO1507, BUECO1508, BUENT1531, BUHRM1501, BULAW1502, BULAW1503, BUMGT1501, BUMKT1501, BUMKT1503, BUTSM1501, BUTSM1502, BUACC5901, BUACC5930, BUACC5937, BUECO5903, BUHRM5912, BULAW5911, BULAW5914, BULAW5915, BUMGT5921, BUMKT5901, BUMKT5922.

 

Students are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the Faculty Handbooks) and will be directed to the Faculty’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.

 

Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.

 

 

 

 

 

 

 

Assessment details and criteria

 

 

Assessment1:Essay

 

 

DueDate:                       Week5–Sundayby11:55pm

 

 

Value:                             30%

 

 

WordLimit:                    1,500

 

 

Purpose:

 

 

Thisassessmenttask will enablestudentsto:

 

 

·         developknowledgeofthetheoriesandconceptsofhumanresourcemanagement;

·         understandthestrategicaimsofhumanresourcemanagement

 

TaskOverview:

 

 

 

In the ‘war for talent’, human resource strategies are increasingly focused on making the organisation an ‘employer of choice’. However, meeting the needs of employees is becoming increasingly difficult, as firms face challenges such as globalisation, rapid technological change and the differing needs and expectations of a workforce spanning Baby Boomers to Generation Y.

 

Select and discuss three current or emerging challenges that human resource practioners face in meeting the diverse needs of the contemporary workforce. In responding to this task, you may consider academic literature, business publications, credible online material as well as incorporating knowledge and experiences from within your own organization/industry.

Your response should:

-       be in essay format, with introduction, body and conclusion

-       use Arial font, 11pt., with 1.5 line spacing.

-       use Word’s “normal” margin setting.

-       include references, cited using APA style, from at least six credible sources.

-       adhere to the word count +/- 10%. Submissions outside this limit will be returned for editing, and marks subtracted at 10% per day for late submission, until re-submitted.

 

 

 

AssessmentCriteria:

 

 

Pleaserefertoattachedmarkingguidefortheassessmentcriteria.

 

 

Assessment2:CaseStudy

 

 

DueDate:              Week 10–Sundayby11:55pm

 

 

Value:                    40%

 

 

WordLimit:           2,500

 

 

Purpose:

 

 

Thisassessmenttask will enable studentsto:

 

 

·    criticallyevaluateahumanresourcestrategy;

·    applyresearchskillstoidentifyexternal and internal factorswhichwillinfluencethedevelopmentofa humanresourcestrategyforanindustry;and

·    applythetheoriesandprinciplesofhumanresourcemanagementtothedevelopmentof humanresourcestrategy.

 

TaskOverview:

 

 

Read the provided case study: The Chelmsford Hotel. You should read the case study overview, together with the five scenarios that provide additional information and highlight current challenges.

 

Cindy Mitchell is the Director of Human Resources. While she has done an excellent job in managing the human resources of this family-run hotel, she is concerned that she does not have the knowledge and skills required to develop a more formal and strategic approach to HRM as the organization grows.

 

Cindy has engaged you as a consultant, and has asked that you devise a 3-year strategic plan for the organization, with a particular focus on HRM. It will take approximately two years to complete the purchase and renovation of the new hotel, so the plan will cover the two years leading up to the opening, as well as the first year of operation.

 

In formulating and formatting your plan, you should be guided by each of the topics in BSMAN3003 SHRM.  Where the information in the case study is silent on a particular topic, you may make assumptions provided that these are stated. Your plan recommendations should also address the following questions that arise from the five scenarios:

 

Scenario A:    

What are the benefits and drawbacks of a family-owned business? From an HRM perspective how can the organisation capitalise on the benefits and minimise or eliminate the drawbacks?

Scenario B:

What are the minimum employee behaviour policies that need to be established? How would you recommend these new policies be implemented and communicated to employees?

Scenario C:

Create a staffing plan for the hotel/s that corrects current staffing issues and addresses staffing needs as the organisation expands

 

Scenario D:

What elements need to be included in a performance management plan? How should employee complaints be handled?

 

Scenario E:

How can these employee problems be resolved? What policies and procedures should be implemented to integrate the new employees and to create a high-performance work team at the Garden Terrace Restaurant?                                                      

 

In taking a strategic approach to the management of human resources at The Chelmsford Hotel, it is vital that your recommendations are mindful of the organisation’s mission. As stated in the case, that mission comes in two parts. First, it promises guests exemplary service and a memorable hotel experience. Second, but equally important to the owners, it promises employees a superior work environment and continued support for a satisfying career.

 

 

Your response should:

-       be in an appropriate report format, including a title page, executive summary and contents page (which are not included in the word count).

-       use Arial font, 11pt., with 1.5 line spacing.

-       use Word’s “normal” margin setting.

-       include references, cited using APA style, from at least eight reputable sources. These may include academic books and journals, business/management publications and credible online material.

-       adhere to the word count +/- 10%. Submissions outside this limit will be returned for editing, and marks subtracted at 10% per day for late submission, until re-submitted.

 

 

 

 

AssessmentCriteria:

 

 

 

Pleaserefertoattachedmarkingguidefortheassessmentcriteria.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AssessmentTask3–Examination

 

 

 

DueDate:              WillbeheldduringtheUniversityExaminationPeriod

 

 

Value:                    30%

 

 

 

Purpose:

 

 

Thisassessmenttaskenablesstudentstodemonstrate:

 

·    understandingofcoursecontent

·     timemanagementanddecisionmakingskills

 

 

 

TaskOverview:

 

 

Thethirdassessmentwillbeatwohour closed book examination.

 

 

 

AssessmentCriteria:

 

Demonstratedknowledgeof, and ability to apply the coursematerial

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5       SEQUENCE:

 

As semesters and contact hours vary between teaching locations, delivery is usually scheduled across three hours a week for 12 weeks. As the University offers many programs in a variety of formats please contact local lecturers for further information about the schedule.

 

Please note that the sequence and content of lectures and tutorials may need to be changed and the following information should be used as a guide.

 

Week

Topic

RequiredReading

1

Introductiontostrategichuman resourcemanagement

Nankervis,A.,Baird,M., Coffey,J. & Shields, J.(2014) Chapter1

2

The context of HRM

Nankervis et al. (2014) Chapter 2.

3

Industrialrelations

Nankervisetal.(2014) Chapter3.

4

Strategichumanresources planninginachanging environment

Nankervisetal.(2014) Chapter4.

5

Workdesignchallengesinaglobal environment

Nankervisetal.(2014) Chapter5.

6

Talent attraction and selection

Nankervisetal.(2014) Chapter6.

7

Retaining and developing human resources

Nankervisetal.(2014) Chapter7.

8

Performance management

Nankervisetal.(2014) Chapter8

9

Conflict and negotiation

Nankervisetal.(2014) Chapter9.

10

Strategic reward management

Nankervisetal.(2014) Chapter10.

11

Managingoccupationalhealthand safety

Nankervisetal.(2014) Chapter11.

12

Evaluatinghumanresource management:Towardsthefuture

Nankervisetal.(2014) Chapter12.

 

 

 

 

 

 

6       ADDITIONAL RESOURCES:

 

Additional useful references:

 

Books:

 

Boxall, P. & Purcell, J.(2011). Strategy and Human Resource Management (3rd ed.). Basingstoke: Palgrave Macmillan

 

Bratton, J. & Gold, J. (2012). Human Resource Management – Theory and Practice (5th ed.). Basingstoke : Palgrave Macmillan

 

Connell, J. & Teo, S. (Eds.). (2010). Strategic HRM : contemporary issues in the Asia Pacific region (1st ed). Prahran: Tilde University Press

 

Websites:

AustralianHumanResourceInstitute: www.ahri.com.au

 

**Students are encouraged to join the AHRI as a student member (free) to gain access to their resources**

 

AustralianInstituteofManagementwww.aim.com.au

 

Business Review Weekly www.brw.com.au

 

WorkSafeVictoria:www.worksafe.vic.gov.au

 

 

 

Journals:

 

Refer to links to suggested readings on Moodle.

 

Business publications:

 

Boss Magazine (free with the Australian Financial Review) will be published on the 14th March, 11th April, 9th May & 13th June during Semester 1, 2014.

 

Harvard Business Review

 

The Deal Magazine (free with The Australian) will be published on the 21st March, 17th April, 16th May & 20th June during Semester 1, 2014.

 

           

The link to the library website for more information is:   http://www.federation.edu.au/current-students/assistance,-support-and-services/academic-support/learning-and-study/resources/general-guide-for-the-presentation-of-academic-work   

 

 


MARKING RUBRIC

Assessment 1 – Essay 30%

Student Name…………………………………………………………………………

Student ID Number …………………………………………………………………..

 

CATEGORY

UNSATISFACTORY

SATISFACTORY

SUPERIOR

DISTINGUISHED

SCORE

 

0 - 3

4 - 5

6 - 7

8 - 10

 

Introduction

(5)

Key terms:

“War for talent”

“Employer of choice”

Background information is insufficient to adequately establish the topic context / irrelevant / inaccurate / unclear.  Key terms are not defined or are defined incorrectly. There is no discernible outline of the main ideas for analysis or it is unclear..

 

 

 

Adequate introduction establishes the topic but lacks detail and /or some information is irrelevant.  Not all key terms are defined or defined clearly. Definitions may lack detail/accuracy. Overall organisation of ideas analysed in the body of the essay is adequate; however, some important ideas are not included or not expressed clearly.

Well-developed introduction. Relevant background information that clearly establishes the topic context. Accurate definition of key terms.  Overall organisation of all main ideas to be analysed in the body of the essay are outlined.

Well-developed and highly engaging introduction. Highly relevant background information that clearly establishes the topic context. Accurate and detailed definition of key terms. Overall organisation of all main ideas to be analysed in the body of the essay are precisely outlined..

 

Main ideas, arguments and supporting evidence

(10)

 

 

 Inadequate analysis or irrelevant issues/challenges selected.  No or inadequate evidence of research -Insufficient/irrelevant supporting evidence.

 

Adequate analysis of three relevant HRM issues/challenges. Evidence of research - relevant but limited supporting evidence from a limited but mostly credible range of sources generally underpin and strengthen the main arguments

Good analysis of three relevant HRM issues/challenges.  Evidence of research – relevant supporting evidence/ illustrative examples from a range of credible sources underpin and strengthen all main arguments

Insightful and clearly expressed analysis of three relevant HRM issues/challenges.  Evidence of research –highly relevant supporting evidence from a wide range of credible sources to underpin and significantly strengthen all arguments.  

 

Conclusion

(5)

 

 

No discernible summary of the main ideas presented or it is ill-defined. No or ill-defined reference to the connections between the main ideas presented. Insufficient or no logical conclusions. No or an inadequate link/s to the essay’s focus and the evidence in the body of the document

Adequate summary of most of the main ideas presented. Adequate but limited reference to the connections between these ideas. Logical but limited conclusions that demonstrate adequate but limited links with the essay’s focus or the evidence presented in the body of the review

Well structured, clear summary of most main ideas presented and most of the main connections between them. Logical conclusions that demonstrate clear links with the essay’s focus and the evidence in the body of the essay..

Succinct / well-structured summary of all of the main ideas presented and the connections between them. Well considered, logical conclusions that demonstrate clear and compelling links with the essay’s focus and the evidence in the body of the document..

 

Writing style & mechanics

(5)

Writing is confusing, hard to follow.   No discernible or illogical organisation of ideas /paragraphs or paragraph structures, which either obscures the relevance or detracts significantly from the clarity/relevance of the ideas presented. Contains sentence fragments and/or run-on sentences. Inappropriate choice of words.

Writing is generally clear and concise.  Sufficiently logical organisation of ideas /paragraphs for the main ideas presented to be identified. Sentence structure is generally adequate but lacks variety.  Word choice is limited but generally appropriate.

Writing is accomplished in terms of clarity and conciseness.  Mostly well considered and logical organisation of ideas /paragraphs. Generally well- formed sentences throughout with varied structures. Word choice is generally appropriate and enhances the coherence /persuasiveness of the ideas presented.

 

Writing demonstrates a sophisticated clarity and conciseness. Well considered and logical organisation of ideas /paragraphs.  Well-formed sentences throughout with varied structures. Word choice is appropriate and significantly enhances the persuasiveness / coherence of the ideas presented.  .

 

(2)

Frequent and distracting errors in English grammar, punctuation, spelling, and capitalization, significantly detract from the clarity of the ideas presented and / or obscure meaning

Errors in English grammar, punctuation, spelling, and capitalization, are present and detract from the clarity of some of the ideas presented; however, generally the use of English is sufficiently adequate for the meaning to remain clear.

Some errors in English grammar, punctuation, spelling, and capitalization; however, errors do not significantly detract from the clarity of the ideas presented

English grammar, punctuation, spelling, and capitalization are correct.  No errors / minimal errors

 

APA guidelines

(3)

Does not use APA guidelines

Incomplete knowledge and application of APA guidelines

Uses APA guidelines with minor inconsistencies to cite sources

Uses APA guidelines accurately and consistently to cite sources

 

 

 

 

 

 

 

 

 

 

 

 

MARKING RUBRIC

Assessment 2 – Case Study 40%

Student Name…………………………………………………………………………

Student ID Number …………………………………………………………………..

 

CATEGORY

UNSATISFACTORY

SATISFACTORY

SUPERIOR

DISTINGUISHED

SCORE

 

0 - 3

4 - 5

6 - 7

8 - 10

 

Understanding

(5)

Demonstrates an inadequate understanding of the issues at The Chelmsford Hotel highlighted in the case study

Demonstrates an acceptable understanding of the issues at The Chelmsford Hotel highlighted in the case study

Demonstrates an accomplished understanding of the issues at The Chelmsford Hotel highlighted in the case study

 

Demonstrates a sophisticated  understanding of the issues at The Chelmsford Hotel, highlighted in the case study

 

Analysis, evaluation & recommendations

(20)

Presents an incomplete analysis of the issues identified. Consideration of the five scenarios is limited or non-existent

Presents a superficial analysis of the issues identified. Issues in most of five scenarios are addressed.

 

Presents a thorough analysis of most of the issues identified. All issues in the five scenarios are addressed.

Presents a through and insightful analysis of the issues identified. All issues raised in the five scenarios are fully addressed.

 

Makes little or no connection between the issues identified and the theoretical SHRM concepts

Makes some appropriate but somewhat vague connections between the issues identified and theoretical SHRM concepts

 

Makes appropriate connections between the issues identified and theoretical SHRM concepts

Makes appropriate and powerful connections between the issues identified and theoretical SHRM concepts

 

Some/no realistic and appropriate recommendations are made in the plan, but with little support

Generally realistic and appropriate recommendations are made in the plan, with some support from SHRM theory

Specific, realistic and appropriate recommendations are made in the plan, generally well supported by SHRM theory

 

Detailed, realistic and appropriate recommendations are made in the plan, clearly supported by SHRM theory.

 

Research

(5)

Limited/no evidence of research; most sources are questionable

Supplements the case study with generally relevant research. Some sources may be questionable.

Supplements the case study information with relevant research from credible sources.

Supplements the case study information with extensive and relevant research from credible sources

 

 

Writing style & mechanics

(5)

Writing is confusing, hard to follow.   No discernible or illogical organisation of ideas/sections /paragraphs or paragraph structures, which either obscures the relevance or detracts significantly from the clarity/relevance of the ideas presented. Contains sentence fragments and/or run-on sentences. Inappropriate choice of words.

Writing is generally clear and concise.  Sufficiently logical organisation of ideas/sections /paragraphs for the main ideas presented to be identified. Sentence structure is generally adequate but lacks variety.  Word choice is limited but generally appropriate.

Writing is accomplished in terms of clarity and conciseness.  Mostly well considered and logical organisation of ideas/sections /paragraphs. Generally well- formed sentences throughout with varied structures. Word choice is generally appropriate and enhances the coherence /persuasiveness of the ideas presented.

 

Writing demonstrates a sophisticated clarity and conciseness. Well considered and logical organisation of ideas/sections /paragraphs.  Well-formed sentences throughout with varied structures. Word choice is appropriate and significantly enhances the persuasiveness / coherence of the ideas presented.  .

 

(2)

Frequent and distracting errors in English grammar, punctuation, spelling, and capitalization, significantly detract from the clarity of the ideas presented and / or obscure meaning

Errors in English grammar, punctuation, spelling, and capitalization, are present and detract from the clarity of some of the ideas presented; however, generally the use of English is sufficiently adequate for the meaning to remain clear.

Some errors in English grammar, punctuation, spelling, and capitalization; however, errors do not significantly detract from the clarity of the ideas presented

English grammar, punctuation, spelling, and capitalization are correct.  No errors / minimal errors

 

APA guidelines

(3)

Does not use APA guidelines

Incomplete knowledge and application of APA guidelines

Uses APA guidelines with minor inconsistencies to cite sources

Uses APA guidelines accurately and consistently to cite sources

 

 

 

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