BU.911.611.XX – Strategic Human Resources – Instructor – Page 1 of 7
/Strategic Human Resources
2 CreditsBU.911.611.XX
[NOTE: Each section must have a separate syllabus.]
[Day &Time / ex: Monday, 6pm-9pm]
[Start & End Dates / ex: 3/24/17–5/12/17]
[Semester / ex: Spring 2017]
[Location / ex: Washington, DC]
Instructor
[Full Name]
Contact Information
[Email Address]
[Phone Number, ###- ###-#### (Optional)]
Office Hours
[Please specify the day and time of the 2 hours that will be dedicated to office hours each week. For evening classes, faculty may wish to hold their office hours by phone or email. While faculty are permitted to state “and by appointment,” office hours should not be held exclusively by appointment.]
Text(s)Learning Materials
- Readings and Cases (some required, some optional; more details below). See HBS coursepack in link:
- Class notes (required) and additional readings (some required, some optional; more details below) will be posted on the Blackboard course site.
- Textbook (optional): Lazear, E., & Gibbs, M. (2009).Personnel economics in practice(2nd ed.). John Wiley and Sons. The textbook is optional, and it is meant as a reference source to look up more detailed discussions of material covered in class. [For the purposes of this course, the first edition is also fine: Lazear, E. Personnel economics for managers, Wiley 1998.]
Course Description
Developing and managing human capital is vital for the success of any organization. In this course, students will examine ways in which Human Resources Management can be used to enhance organizations’ competitive capabilities. The goal of this course will be to understand how an organization can select, train and retain the right employees, and how it can effectively motivate them to make decisions that will allow the organization to successfully implement its overall strategy), while taking into account the interests of other relevant stakeholders and the constraints posed by the outside market and institutional forces. The tools learned in this course will be broadly applicable to a wide range of organizations.
Prerequisite(s)
None
Learning Objectives
By the end of this course, students will:
- Learn, integrate, and apply core concepts in human resources management as they relate to broader business strategy.
- Become familiar with the fundamental challenges associated with the design of reward systems in organizations.
- Develop a deep understanding of the constraints that external market forces create for the employment relationship and the internal organization of firms.
- Learn to assess workplace behaviors and business decisions in terms of human values, ethical norms, and societal impact.
- Develop skills that will help them to lead in a continuously adaptive business environment and culture.
To view the complete list of Carey Business School’s general learning goals and objectives, visit the Carey website.
Attendance
Students are responsible for all topics and concepts specifically covered during the class sessions. Therefore, students should make every effort to attend all scheduled class sessions. In fact, participation in class discussion is part of your grade (see below).You should be aware that failure to attend class might impact your ability to achieve the objectives of the course. When you miss a class session, you are responsible for obtaining class handouts and information given out during your absence.
Even if you miss class, you must turn in your assignments on time unless otherwise previously arranged with the instructor.
Students are expected to arrive to class on time and stay for the full duration of the lecture. While in class, students should turn off their cell phones and be sure that all computer use is course-related. I do not explicitly go over all of the readings in class.Rather, I use class time to build on assigned readings.If you have substantive questions about the reading outside of class, I am always happy to address them in office hours.I am always open to ideas, suggestions, and criticism regarding my approach to the material.I encourage you to communicate openly and constructively with me on these matters.
Assignments& Rubric
Your course grade is the weighted average of your grades for (1) participation, (2) case summaries, (3) quizzes, and (4) final exam, such that:
Assignment / Learning Objectives / WeightParticipation in class discussion / N/A / 20% (*)
Case summaries (6 write-ups) / 1, 2, 3, 4, 5 / 12% (**)
Quizzes (2 quizzes) / 1, 2, 3, 4, 5 / 30%(***)
Final Exam / 1, 2, 3, 5 / 38%(****)
Total / 100%
(*) Participation in class discussion (20%):Class participation grades will be assigned based on my assessment of your total contribution to the learning environment. This will reflect not only the frequency of your class contributions, but mainly (1) their quality, i.e., your ability to draw on course concepts and your experience in a productive way, your ability to advance or sharpen in-class discussions and debate, your use of logic and evidence in making arguments; (2) the professionalism of your conduct, including attendance, punctuality, preparedness, respecting class members and their contributions, and refraining from conduct that is distracting or disruptive for the learning environment; and (3) the quality of your contribution to “SHR in the News” (see below).
SHR in the News:Students are encouraged to submit links to current or recent news articles related to topics covered in class. The most relevant and interesting articles will be posted on the course web site and might be discussed in class. Send your link(s) to [email address]. Only one article per student and per week will be considered.
(**) Case summaries (12% total):Six write-ups, due at the beginning of the relevant class session from sessions 2 to 7, both included. Students will receive 2% for each case summary handed in on time.These summaries must be AT MOST one page (one side) long, and they must summarize the key human resource challenge(s) faced by the organization in the case. Case analysis will take place during class discussion. I will award 1% if the deliverable does not demonstrate a reasonable level of effort, and 0% if the case is handed in late or not handed in at all.
(***) Quizzes (30% total): There will be two 30-minute quizzes, administered in sessions 3 and 5 at the beginning of class. Each quiz will be worth 15%. Students can skip at most one quiz, in which case the weight will be shifted to the final exam. If a student skips two quizzes, she or he will receive a ‘zero’ on the second skipped quiz.
(****) Final exam (38%):Three hours long, last week of class.
The Quizzes and the Final Exam might include multiple-choice questions, analytical problems, and essay-type questions concerning concepts discussed in class. The final exam might also include real-world cases (e.g., from news articles) and ask students to analyze them using course concepts. The tests will be evaluated based on the student’s demonstrated understanding of the concepts and ability to apply them. Analytical questions may include calculations. Full credit will be given if the calculations are correct and if the students clearly illustrate the logic behind their answers, and the process through which they got to the answer. Correct answers without explanation may receive only partial credit. Correct logic/explanation but wrong calculations will also receive partial credit.
The rubric below explains how the homework assignments, quizzes, and final exam will be assessed.
AssessmentCriteria / Not Good Enough
(0 score <6) / Good
(6 score <9) / Very Good
(9 score 10) / Score
Knowledge of the
theoretical concepts /
- Misunderstands some of the theoretical concepts
- Misrepresents the theoretical constructs
- Some of the concepts or frameworks necessary for the specific application are not mentioned
- Demonstrates understanding of the theory
- Correctly explains the theoretical constructs/frameworks used in the analysis
- Mentions all the necessary theoretical tools for the specific application
- Excellent understanding of theoretical concepts and frameworks
- Provides excellent representation of the theory and additional explanations
- Makes use of all the necessary concepts for the specific application
Application of theory to specific context/situation /
- Uses theoretical tools that do not fit the specific application/situation
- Analysis is sometimes incoherent and/or does not follow a logical flow
- (if quantitative) Errors in computation or set-up of the quantitative part
- Identifies the correct theoretical tools, concepts, and frameworks to be used in the application
- Provides coherent and logical analysis of the application through the lens of the theory
- (if quantitative) The quantitative part is executed correctly; there are no errors of computation
- Identifies the correct theoretical tools, concepts, and frameworks to be used in the application, but provides additional concepts that could be useful in analysis
- Provides an outstanding analysis of the application using theory, examples, and thorough explanations
- (if quantitative) The quantitative part is perfectly executed
Quality of explanation and discussion /
- The discussion and explanation are not very clear
- Does not use proper logic, and terminology is inappropriate or incorrect
- Steps followed to reach the conclusion are not clearly indicated
- The logic of the discussion and explanation is clear
- Appropriate terminology; clear writing
- The discussion and explanation are logical and provides all the necessary information to the reader
- Uses proper terminology and writing is excellent
Total Score / 100
Grading
Effective Fall 2017: The grade of A is reserved for those who demonstrate extraordinarily excellent performance as determined by the instructor. The grade of A- is awarded only for excellent performance. The grades of B+, B, and B- are awarded for good performance. The grades of C+, C, and C- are awarded for adequate but substandard performance.The grades of D+, D, and D- are not awarded at the graduate level (undergraduate only). The grade of F indicates the student’s failure to satisfactorily complete the course work.
Please note that for Core and Foundation courses, a maximum of 25% of students may be awarded an A or A-; the grade point average of the class should not exceed 3.3. For Elective courses, a maximum of 35% of students may be awarded an A or A-; the grade point average of the class should not exceed 3.4. (For classes with 15 students or fewer, the class GPA cap is waived.)
Tentative Course Calendar
The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.
Week / Topic / Reading / Due1 / Preliminaries
1.Hiring / SG Cowen (HBS)
2 / 2.Managing Turnover
3.Human Capital Investments / Ecolab (HBS)
Shockley Labs (PBS video) / Ecolab case write-up
3 / 4. Pay and Performance: Performance Measurement / Brainard, Bennis and Farrell (HBS) / Brainard, Bennis and Farrell case write-up
In-class Quiz 1
4 / 5.Pay and Performance: Incentives and Firm Strategy / Lincoln Electric (HBS)
Quota restrictions and goldbricking (D. Roy) / Lincoln Electric case write-up
5 / 6. Pay and Performance: Subjective Evaluation / Merck & Co. (HBS) / Merck case write-up
In-class Quiz 2
6 / 7. Team Production and Incentives
8. Promotions and CEO Pay / Continental Airlines (INSEAD via HBS) / Continental case write-up
7 / 9. Nonmonetary Pay and Mandated Benefits
10. Incentives and Employee Motivation / SAS institute (Stanford via HBS) / SAS case write-up
8 / Final Exam / In-class Final Exam
Outline of Topics and Readings
Note: An asterisk (*) denotes required readings; all other readings are optional. In all sessions, the most important reading to prepare before class is the case for discussion. (See the document “Cases Questions for Discussion” posted on Blackboard for a list of questions meant to guide case preparation for class discussion.) Other materials can be read later.
NOTE: Please come to the first session prepared to discuss the SG Cowen: New Recruits case
Preliminaries
-Lecture Notes*
-Lazear, “Labor Economics and the Psychology of Organizations” *
-Gibbs and Lazear, Introduction
1.Hiring
-Lecture Notes*
-HBS Case: “SG Cowen: New Recruits” *
-Gibbs and Lazear, Chapters 1 and 2
2.Managing Turnover
-Lecture Notes*
-HBS Case: EcoLab Inc.*
-American Experience Episode from PBS: Silicon Valley.* (
(
-Gibbs and Lazear, Chapter 4
3.Human Capital Investments
-Golder and Mitra, “Academic Research is Good for MBA Students,” FT
-Arcidiacono, et al., “The Economic Returns to an MBA”
-Bertrand, et al. “Dynamics of the Gender Gap”
-Gibbs and Lazear, Chapter 3
4.Pay and Performance: Performance Measurement
-Lecture Notes*
-HBS Case: Brainard, Bennis and Farrell*
-Prendergast,C., &Topel, R. “Discretion and Bias in Performance Appraisals”
- Pay and Performance: Incentives and Firm Strategy
-Lecture Notes*
-HBS Case: Lincoln Electric*
-Roy, D. “Quota Restrictions and Gold Bricking in a Machine Shop” * (Pages 427–431, 436–437, and 440–441 only)
-Perry, N. “Here Come Richer, Riskier Pay Plans”
-Quigley, J. M. (2008). "Compensation and Incentives in the Mortgage Business,”Economists’ Voice
-Gibbs, M. “Getting Staff on Your Side,” FT
-Gibbs and Lazear, Chapter 10
- Pay and Performance: Subjective Evaluation
-HBS Case: Merck & Co.*
-Culbert, Samuel, “Get Rid of the Performance Review!,” WSJ
-Gibbs and Lazear, Chapter 9
- Team Production and Incentives
-Lecture Notes*
-INSEAD Case: Continental Airlines: The Go Forward Plan*
-Gibbs and Lazear, Chapters 8 and 12
- Promotions & Executive Compensation
-Lecture Notes*
-Jensen, M., & Murphy, K. “CEO Incentives: It’s not How Much you Pay, but How” *
-Weisbach, M. “Review of ‘Pay Without Performance’ ”
-Edmans, A., &Gabaix, X. “Incentive Accounts: A Solution to Executive Compensation”
-Cantrell, A. “More than 100 Firms Probably Backdated Options,” CNNMoney
-Gibbs and Lazear, Chapter 11
- Nonmonetary Pay and Mandated Benefits
-Lecture Notes*
-Stanford GSB Case: SAS Institute*
-Needleman, S.E. “Burger Chain's Health-Care Recipe,” The Wall Street Journal, August 31, 2009
- Incentives and Intrinsic Motivation
-Lecture Notes*
-Ellingsen and Johannesson, “Paying Respect”
-Heyes, A. (2005). “The economics of vocation or ‘why is a badly paid nurse a good nurse’?”Journal of Health Economics, 24, 561–569.
-Nelson and Folbre (2006): “Why a Well-Paid Nurse is a Better Nurse,” Nurs Econ, 24(3), 127–130.
BU.911.611.XX – Strategic Human Resources – Instructor – Page 1 of 7
Carey Business School
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