PA 5104: Strategic Human Resource Management
Hubert H. Humphrey Institute of Public Affairs, U of MN
Fall, 2015 (Tuesdays, 6:00-8:45 pm.) - 3 Credits
HHH 30
“I believe that one man can make a difference.
That what is wrong can be made right.
That people possess the basic wisdom and goodness
To govern themselves without conflict.”
(Hubert H. Humphrey, 1968)
I. Course Description:
This course assesses the theory and practice of strategically developing, utilizing, and aligning human resources to improve the culture and outcomes of non-profit and public organizations. Topics include HR strategy, individual diversity, leadership, selection, training, compensation, classification, performance appraisal, motivation, and future practices for public and non-profit organizations. Some private sector practices will also be considered for comparison.
Strategic human resource management is a relatively new approach within the organizational behavior framework, going beyond the role of personnel administration. Effective human resources leadership fosters the maximum contribution from each member of an organization toward the attainment of organizational goals. Thus, it requires knowledge of the strategic long-range goals and objectives of the organization, as well as knowledge of the complexities of human behavior. It requires knowledge of motivational techniques and principles and demands the objective measurement of performance. It recognizes the fact that each employee is capable of making a valuable contribution and seeks ways in which individual goals may be merged with organizational goals.
Thus, human resource leadership recognizes the value of the employee as a key contributor. In so doing, it necessitates the personal as well as professional development of the employee. People are encouraged to unleash their potential and to be innovative and creative. All of these factors should promote increased organizational effectiveness in the form of improved financials, better planning, quality communication, greater delegation of responsibility, increased problem-solving activity, improved performance measures, and increased job satisfaction.
II. Course Outcomes:
• Understanding Important Theories of Organizational Development, Leadership, and Human Resources (consistent with Humphrey School competency to understand conceptions of the common good, acknowledge normative and ethical viewpoints, and promote social justice)
• Application of Theories to Practical Situations (consistent with Humphrey School competency to lead and manage in governance across sectors, institutions, and diverse populations and cultures)
• Knowledge of the Systems and Practices Used for the Management of Human Resources (consistent with Humphrey School competency to lead and manage in governance across sectors, institutions, and diverse populations and cultures)
• Appreciation of Individual Diversity (consistent with Humphrey School competency to communicate and interact productively with individuals in diverse and changing cultures and communities)
• Development of Higher Order Thinking and Reflection Skills (consistent with Humphrey School competency to analyze, synthesize, think critically, solve complex problems, and make decisions)
• Development of Listening, Discussion, Writing, and Presentation Skills (consistent with Humphrey School competency to communicate and interact productively with individuals in diverse and changing cultures and communities)
III. Course Leader:
My role as your course leader is not to “teach” you or to “distribute information” to you in this course. Rather it is to facilitate your learning; to encourage you to develop clearer beliefs and understandings of how to lead human resources for shared outcomes. Consider me a facilitator, co-learner, and resource.
Jay Kiedrowski, EdD Work Phone: 612-626-5026
Senior Fellow, E-mail:
Public and Nonprofit Leadership Office HHH Center # 248
Center Office Hours: M 3:30-5:30 and by Appointment
IV. Learning Design
A. Learning Methods:
• Reading All Assigned Materials, Reflecting on Them, and Being Prepared to Discuss Them in Class
• Small Group Discussion
• Class Discussion
· Moodle Posts/Discussion
• Research
• Guest Speaker Presentations
• Student Group Presentations
B. Major Assignments:
• Write a New Organization Leadership Memo on What You Would Do as a New Leader of a Public or Nonprofit Organization relating to strategic human resource management (using the readings and discussion). This is the equivalent of a take home exam.
5 Double-Spaced Pages (12 Type Font) With References
• Write a Pro/Con Analysis Performance Appraisal Memo of the performance appraisal system used in your or a theoretical one (in comparison to the ideas suggested in the readings). This is the equivalent of a take home exam.
5 Double-Spaced Pages (12 Type Font) With References
· Write a Compensation and Benefits Memo recommending and defending your position on how compensation and benefits should be granted in a nonprofit or government organization. This is the equivalent of a take home exam.
5 Double-Spaced Pages (12 Type Font) With References
· Group Presentation of Human Resources Group Field Assignment. (You will be assigned to a group that will prepare a presentation based on the team’s analysis of an assigned actual human resource management organization. The team will analyze all of the human resource systems and describe critically problems of the organization, if any, and make recommendations on how to solve the problems) –
30 Minute Power-Point Presentation and Discussion Led by the Group with Handouts.
• Quality Preparation and Participation.
Communication is critical to effective human resource practice. This class is designed to promote significant class communication. Each of us has a unique perspective that, if shared, can enrich the learning experience of all of us.
The classroom provides a learning environment where open and professional discussion and expression of many ideas are promoted, expected, and encouraged. Come to our classroom prepared to engage in meaningful exchanges of ideas and perspectives about the subject matter of that night and the assigned readings / activities. As a learning environment, the classroom will give you ample opportunities to express your viewpoints. Keep in mind that others may challenge or even disagree with your views on an issue discussed in the classroom as part of a healthy and professional learning environment (the classroom experience is designed to simulate a professional work/organizational setting). Personal criticism is, however, unacceptable.
Please do not assume that a student’s ethnicity, religion, sexual orientation, national origin, or other differences defines his or her position on topics we discuss. It is an expected skill of public policy professionals to separate distortions and misrepresentations from facts and judgments.
By presenting your views and listening to other possibly opposing arguments, you will learn a great deal about critical and creative thinking in the workplace. If you have difficulty with active participation in class discussions, please see me.
For each class, be prepared to answer that night’s question with support from the readings. You are expected to post one paragraph per reading on a thread in the Moodle Forum (Under Activities) each week. Your post should not be just your opinion, but should 1) present new information related to previous information shared in this course; 2) be a comment on the reading that stimulates further discussion; 3) give a critical thought on the reading from another source; or, 4) relate your personal experience to the reading. Your posts may respond to someone else’s post, but the same guidelines apply.
Grading for participation will be based on a sample of your comments in class and your posts on the Moodle Forum.
C. Resources:
Heil, G., Bennis, W., & Stephens, D. C. (2000). Douglas McGregor, revisited: Managing the human side of the enterprise. New York: John Wiley & Sons, Inc. (DMR)
Moodle 2 – The course website is an important part of the course and is located on Moodle 2 (see below for instructions on usage). You must check the website each week to attain the necessary readings, assignments, power points, and grades. We will also be using the website for timely class announcements.
Moodle 2 is a course management system that emphasizes online learning communities with built-in tools, including peer-review forums and glossaries that students build together. We will use the basic functions of Moodle and will also explore opportunities to facilitate online communication and group work within the class.
If you are not familiar with Moodle 2, a good way to get started is to watch the “student orientation” at https://umconnect.umn.edu/moodleorientation or visit the support page at http://www1.umn.edu/moodle/students/.
Moodle 2 sites can be accessed on any computer that has an internet connection and a web browser. The UMN Moodle 2 support team recommends using Mozilla Firefox. For more information, including a free Firefox download, go to http://www1.umn.edu/moodle/start/technical.html.
To access the Moodle 2 course website, go to http://moodle2.umn.edu. Once logged in, you will see links to the sites to which you have access. For additional questions, you may contact or me.
Optional Books:
Pynes, J. E. (2009). Human Resource Management for Public and Nonprofit Organizations (3nd Ed.). San Francisco: Jossey-Bass.
Condrey, S. E. (1998). Handbook of Human Resource Management in Government.
Mello, J. A. (2006). Strategic Human Resource Management (2nd Ed.), Mason, OH: Thompson – Southwestern.
Library Journals:
The Review of Public Personnel Administration
Public Administration Review
Human Resource Management
HR Focus: American Management Association’s Human Resources Publication
Personnel Psychology
Public Personnel Management
Nonprofit Management and Leadership
Nonprofit and Voluntary Sector Quarterly
Websites -
International Personnel Management Association: www.ipma-hr.org
National Association of State Personnel Executives: www.naspe.net
Society for Human Resource Management: www.shrm.org
International Association for HR Information Management: www.ihrim.org
American Society for Public Administration: www.aspanet.org
International City/County Management Association: www.icma.org
American Society for Training and Development: www.astd.org
D. Student Assessment:
Each assignment is due on-time or you will be assigned a reduced grade. If the assignment is on-time, I will review your work, make comments on it, and return it to you with a grade at the following class. Weightings of assignments are as follows:
• New Organization Leadership Memo 15 Points
• Performance Appraisal Memo 15 Points
• Compensation and Benefits Memo 15 Points
• Group HR Problem Presentation 30 Points
• Quality Preparation and Participation 25 Points
100 Points
Grading levels are as follows:
• A 93.3-100 Points
• A- 93.3 Points
• B+ 90.0 Points
• B 86.7 Points
• B- 83.3 Points
• C+ 80.0 Points
• C 76.7 Points
• C- 70.0 Points
• Below Competence/No Credit 70.0 Points
• I (Incomplete may be assigned at my discretion if, due to extraordinary circumstances, the student was prevented from completing their course work on time. The assignment of an Incomplete requires the written agreement of the instructor and the student specifying the time in which the student will complete the outstanding work.)
There is no “extra credit” available in this course.
E. Attendance:
All students are expected to attend class, be prepared to discuss that night’s question with support from the readings, and complete all assignments. Due to the participatory nature of this course and the fact that there are only 14 sessions, not attending class without cause will reduce your participation grade. If you are absent from a session, you must make arrangements to obtain notes and hand-outs from other students.
F. Student Conduct Code:
The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.
As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.
Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."
G. Use of Personal Electronic Devices in the Classroom:
Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.
H. Scholastic Dishonesty:
You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.
The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.
I. Makeup Work for Legitimate Absences:
Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.