MANA 5340-002Strategic Human Resource Management

UNIVERSITY OF TEXAS AT ARLINGTON

MANA 5340-002Strategic Human Resource Management

Instructor: George S. Benson, Ph. D.

Phone: 817-272-3856

Office: COBA 213

Wednesday 3:00 – 5:00 and by appointment

Location:Wed 7:00 – 9:50 pm

COBA 243

This course examines how modern corporations use human resource management (HRM) to enhance organizational capabilities and achieve strategic objectives. Through the assigned readings, case discussion and various class exercises we will examine how the acquisition, deployment, assessment and retention of an organization’s workforce impacts productivity and firm performance in various contexts.

Readings will cover the theory and research on strategic HRM as well as detail the various parts of a typical HR system. Some of the topics we will discuss include HR planning, recruitment strategies, selection, job and organization design, training, compensation and performance management processes. Case discussions are used to address specific strategic issues faced by companies including retention, talent management, mergers and acquisitions, incentive pay, and HR metrics.

The approach of the course will be practical guidance for making staffing and management decisions in organizations based on explanatory theory and scientific research. In addition to learning the theory and topics of human resource management through readings and classroom lecture, this course cover the skills required for analyzing business strategy, analyzing fit in HRM and driving change in organizations. The course material is not only useful for working in human resource departments, but for all managers who hire, train, and evaluate employees.

COURSE OBJECTIVES

1. Understand the practicesthat comprise human resource management in modern corporations.
2. Develop an appreciation for human resources as a strategic asset.
3. Learn concepts and approaches to align HRM systems with business strategy.
4. Develop skills in diagnosing HRM problems and developing solutions for organizations through a process of observing problem situations, diagnosing the issues, selecting a course of action from a set of alternative HR solutions, and implementing a chosen course of action.
5. Develop a philosophy of strategichuman resource management that will enable you to perform more effectively as a manager, both domestically and in a global environment.

TEXTBOOK ANDREADINGS

Jeffrey A. Mello, Strategic Human Resource Management, second edition (Southwestern-Thomson Learning, 2006). Web site,

Harvard Cases

Harvard cases can be purchased at the educational rate from Harvard Business School Publishing. Contact information:

Phone: 1-800-545-7685 or 617-783-7600 (outside U.S. and Canada)

Fax: 617-783-7666

Email:

Web:

Mail: HarvardBusinessSchool Publishing

60 Harvard Way

Boston, MA02163

Course Link:

Comcast New England: A Journey of Organizational Transformation (9-908-405)

Portman Hotel (9-489-104)

Sonoco Products Corporation (A): Building a World-Class HR Organization (9-405-009)

Research in Motion: Managing Explosive Growth (808M46)

Sapient Corporation (9-450-405)

Harrah’s Entertainment (5-403-155)

Ritz-Carlton (9-601-163)

Cypress Semiconductor (A) (HR-8A)

MacTemps: Building Commitment in the Interim Workforce (9-497-005)

Solvay Group: International Mobility and Managing Expatriates (09-409-709)

Additional cases, exercises, and other materials will be distributed posted on WebCT.

COURSE REQUIREMENTS

The final course grade will be determined by a weighted average of scores on quizzes, an individual paper, and a final case exam. Weights for these items are as follows:

Participation20%

Group Case Facilitation20%

Exam25%

Individual Book Analysis10%

Group Book Presentation10%

Individual Case Analysis15%

TOTAL 100%

PARTICIPATION

Attendance in class is expected. On-time attendance is important in this class, and missing classes will impact your final grade. Because this is an interactive class, outside work is important. All required readings should be completed and prepared for discussion before class. Class participation and completion of assignments is essential in order to gain maximum benefit from the course and will count as 20% of your final grade. Your participation is evaluated on your attendance, preparation for class, and the quality of contributions you make to discussions in the classroom. Students will be assigned various topics and will be responsible for leading the discussion during particular classes. Case discussion is critical in this class format. Case discussion includes (1) being prepared for class discussion based on assigned readings and cases, (2) contributing ideas in class, and (3) completing the briefing questions detailed in the syllabus. There are 10 sets of briefing questions for the cases and 8 will be graded.

GROUP CASE FACILITATION

This assignment requires you to work in groups of approximately 5 classmates which you will select after the first week of class. Each group will be given a single grade shared by each member of the group with the assumption of equal contribution to the material and/or case facilitation. Grades will be assigned based on: following instructions, clarity of summary, and quality of case discussion. The discussion should include a set of PowerPoint slides can be distributed electronically prior to the class. PowerPoint slides should be emailed to or upload to WebCT at least 24 hours before class.

Once formed, groups should set meeting and information sharing arrangements, task assignments, and completion procedures. Management of the case group process and its output are the responsibility of the group. Task and role assignments, group control functions, and leadership are to be determined by each group. Members of each group should agree early in the term as to the level and quality of acceptable performance of individuals and the group. I will not intervene in these matters unless extremely significant problems develop within the group. The product must be delivered and the “show must go on.”

Please read Learning by the Case Method prior to beginning your group case analysis. There is no “one best way” to analyze a case. After reading the above material, design your own process for case analyses. My expectation is that the case group assigned to a particular case, will present an overview of the case and then engage the class in a discussion of the case. All students should be prepared to discuss the case, but particularly the group or groups assigned to lead a given case. Groups should expect case presentation and discussion to take approximately 90-120 minutes to adequately cover the issues.Briefing sheets with relevant questions will be provided to each group for the assigned cases along with background readings as needed. Each briefing sheet provides a list of questions which should be answered addressed during case discussions.

EXAM

The mid-term exam will take place during normal class time and consist of short answer and essay questions about the course material. A bluebook is required.

INDIVIDUAL BOOK ANALYSIS

Assume that you have been selected by your employer to critically evaluate one of the books from the book list. Prepare a two-page (single-spaced, double between paragraphs) MEMORANDUMto management that evaluates and analyzes an important relevant theme from the book.

This discussion will provide: What does this book indicate about the issues that will face companies in the future? Do you agree or disagree? Based on your analysis, how significant are these issues to businesses and organizations? What are the “takeaways” from the book for how leaders should be dealing with these issues? Why?

Note: Please be creative! Somehow make the reader pay attention to this topic, theme, idea, and your recommendations. Papers that are just book reports, i.e., merely reporting what was said without significant analysis and applications of relevant theories, frameworks, course ideas, or are simply descriptive is not acceptable graduate level work.

GROUP BOOK PRESENTATION

Groups will form around each book. Everyone who has read the same book (book groups) should exchange copies of their individual two-page analyses and integrate their ideas into an interesting, formal 30 minute presentation to the class. The presentation should be a lively and engaging way to convey the important contents of the book, hold the class’s interest and attention, and is professional and polished, as it would be for an executive group. The presentation should briefly summarize the book’s important ideas to convey then to the class. At least half the presentation time should be devoted to questions and answers.

Spring 2010 HR Book Club List

Cable, Daniel, 2007. Change to Strange: Create a Great Organization by Building a Strange Workforce. Wharton School Publishing.

Cappelli, Peter, 2008. Talent on Demand: Managing Talent in an Age of Uncertainty. Harvard Business School Press.

Colvin, Geoff, 2008. Talent is Overrated: What Really Separates World-Class Performers from Everybody Else. Portfolio/Penguin Publishers.

Lawler, Edward E. III. 2008. Talent: Making People Your Competitive Advantage. Jossey-Bass Publishers.

Boudreau, John and Ramstad, Pete. 2007. Beyond HR: The New Science of Human Capital. Harvard Business School Press.

Fitz-end, Jac. 2009. The ROI of Human Capital: Measuring the Economic Value of Employee Performance. ANACOM.

INDIVIDUAL CASE ANALYSIS

You will read and analyze the case “Human Resources at AES Corp” (#HR3). The case analysis should be approximately 10 pages in length double-spaced (not including charts or appendices) and presented in a narrative form with headings and sub-headings. The case analysis should focus on your assessment using the analytical tools covered in the class and the facts from the case to support your arguments. Use the following questions to guide your analysis and the organization of your paper:

1. What are the core competencies and sources of competitive advantage of AES?
2. What are its basic values and operating principles?
3. How do the functional aspects of HRM occur at AES without an HR department?
4. How do AES’s HR practices fit with the corporate strategy?
5. Make the argument for why the company needs to and should add an HR function to the firm. What kind of HR function—the characteristics of its staff, what it does—do you have in mind? Alternatively, make the argument as to why the company shouldn’t add and HR function to the firm. Can AES continue to be successful using the same philosophy of radically decentralized HR?

ACADEMIC HONESTY

Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

“Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

STUDENT SUPPORT PROGRAMS

The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

AMERICANS WITH DISABILITIES ACT

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112--The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act--(ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the UniversityCenter) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

EVACUATION PROCEDURES

When the fire alarm sounds everyone must leave the building by the stairs. With the fire alarm system we now have, the elevators will all go to the first floor and stay there until the system is turned off. All those in the North tower side of the building should proceed to the fire escape stairs located on the East and West sides of that wing. DISABLED PERSONSplease go to the Northeast fire stairs. We have an evacu-track chair located on the 6th floor stairwell. We have people trained in the use of this chair and there will be someone that will go to the 6th floor to get the chair and bring it to any lower floor stairwell to assist disabled persons. Should this be a real emergency, the Arlington Fire Department and UTA Police will also be here to help.

DROP POLICY

It is the student's responsibility to complete the course or withdraw from the course in accordance with University Regulations. Students will not be dropped by the instructor for non-attendance. Students are strongly encouraged to verify their grade status before dropping a course after the first withdrawal date. A student who drops a course after the first withdrawal date may receive an "F" in the course if the student is failing at the time the course is dropped. Please refer to the Undergraduate and Graduate catalogs and the Schedule of Classes for specific university policies and dates.

POLICY ON NONPAYMENT CANCELLATIONS

Students who have not paid by the census date and are dropped for non-payment cannot receive a grade for the course in any circumstances. Therefore, a student dropped for non-payment who continues to attend the course will not receive a grade for the course. Emergency loans are available to help students pay tuition and fees. Students can apply for emergency loans by going to the EmergencyTuitionLoanDistributionCenter at E.H.HerefordUniversityCenter. Please check to assure policy has not changed. This is the students responsibility.

BOMB THREATS

Section 22.07 of the Texas Criminal Law states that a Class A misdemeanor is punishable by (1) a fine not to exceed $4,000, (2) a jail term of not more than one year, or (3) both such a fine and confinement. If anyone is tempted to call in a bomb threat, be aware that UTA has the technology to trace phone calls. Every effort will be made to avoid cancellation of presentation/ tests caused by bomb threats to the BusinessBuilding. Unannounced alternate sites will be available for these classes. If a student who has a class with a scheduled test or presentation arrives and the building has been closed due to a bomb threat, the student should immediately check for the alternate class site notice which will be posted on/near the main doors on the south side of the Business building. If the bomb threat is received while class is in session, your instructor will ask you to leave the building and reconvene at another location. Students who provide information leading to the successful prosecution of anyone making a bomb threat will receive one semester's free parking in the Maverick Garage across from the BusinessBuilding. UTA's Crimestoppers may provide a reward to anyone providing information leading to an arrest. To make an anonymous report, call 817-272-5245.

REVISED CLASS SCHEDULE

1. What challenges did Comcast New England following its acquisition of AT&T broadband?
2. What do you think of the SFP process?

1. What is the Portman business strategy?
2. Make a list of the top 5 behaviors, skills, and attitudes Portman will need from its Personal Valets to execute its strategy.

1. How are changes in the packaging industry impacting Sonoco?
2. What were Cindy Hartley’s objectives for changes at Sonoco?
3. What is the right HR structure for Sonoco?

1. What are the different options that RIM has for increasing its pool of software developers?
2. Which option should RIM pursue and why?

1. Describe Harrah’s strategy and the experience of gambling.
2. What role did employees and HR practices play in implementing Harrah’s strategy?

SPRING BREAK

1. What are the key tasks on which Sapient needs to execute in order to differentiate itself from its competitor’s?
2. What features of Sapient’s organizational structure impact (positively or negatively) on the company’s ability to execute on these tasks?

1. Describe Cypress Semiconductor’s strategy and organizational competencies required to execute that strategy?
2. How well do Cypress Semiconductors’ performance management and compensation systems support those critical competencies?

1. What is MacTemps competitive advantage?
2. Should MacTemps be concerned with the loyalty of temporary workers? What are the costs/benefits?
3. Where do contingent workers come from and why do firms use them?

1. What were the goals of Solvay’s expatriate programs?
2. How well did Solvay’s HR practices support expatriates?
3. How should Lorent begin to quantify the costs and benefits of international mobility at Solvay?

MANAGEMENT 5340