MANT 345

STRATEGIC HRM

Semester One
2010
Welcome to MANT 345: Strategic Human Resource Management!!
This course aims to consider the issues involved in the policy and practice of human resource
management in the context of the changing world of work. Specific HRM strategies focused around
entry to, maintenance of, and exit from the organisation are explored both theoretically and in an
applied sense in the context of a business organisation. Thus this course adopts a theoretical and
practical approach to the concepts and practice of SHRM.

Course outline
This course outline will provide you with just about every thing you need to know about the course.
Please read it!

Course material
There is no set textbook for the course, but I do recommend the following book:

Dreher, G., & Dougherty, T. (2002), Human resource strategy: A behavioral perspective for the
general manager. Boston: McGraw-Hill Irwin.

Also there are a number of suggested readings for the course and a reference list for these is
provided in this course outline. It is not expected or anticipated that you will read all of these; nor
should you constrain your reading to only these articles.

LECTURE ROOM: ………………….

LECTURE TIME: Tuesday 12.00 – 1.50pm

Contact Details
Dr Fiona Edgar
Commerce Room 8.14
Office hours: by appt only
Telephone: 479 8091
Email: fiona.edgar@otago.ac.nz

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Course Objectives
Developing an understanding of SHRM – Models of SHRM and how regulation and the
environment impact the practice of HRM.

Develop an understanding of Best Practice in HRM

Develop understanding of HRM systems and their implementation in a strategic sense – dimensions
covered include:

Staffing
Reward
Training and Development; and
Performance Management

Apply a consultancy process to the development of an HRM system (practices)

Understand the nature and process of specialist versus consultancy-type work by drawing on the
experiences of practitioners.

Teaching
The main form of teaching on this paper is lectures. The tutorials (see over page for tutorial times,
room details will be advised later) that run alongside of the lecture programme are aimed at
providing an opportunity to facilitate and extend upon information covered within lectures. They
also provide an opportunity for completion of internal assessment, some of which involves group
work.

The lectures are two hours on Tuesday’s from 12.00 – 1.50 pm. Attendance at lectures is not
compulsory but obviously strongly recommended. Some material from lectures will be available via
Blackboard. If you miss lectures it is your responsibility to catch up by using these sources. Any
additional information that you will need will be posted on the notice board on Blackboard and you
may from time to time receive e-mails via your student address. Please ensure that you have some
way of checking both Blackboard and your student e-mail on a regular basis.

As noted above, the focus of the tutorials will be helping students prepare for the assessment. The
first tutorial will be to organise groups for the assessment and to discuss in depth what is expected
of the course. IT IS ESSENTIAL THAT YOU ATTEND THE FIRST TUTORIAL. You must get
into groups at this stage. Use the first tutorial as an opportunity for you to find people that you can
work with for the duration of this course. From then the tutorials will involve considering aspects of
the assessment and provide opportunities for you to work towards the assessment. Please note in
your diary the dates of the tutorials to avoid mix-ups.

As noted in the preceding paragraph, attendance at tutorial 1 is compulsory and so too is attendance
at tutorials 4, and 5 – the presentation sessions. Tutorials 2 and 3 are optional. However, keep in
mind they are directed towards your assessment and will be structured so as to enable you to
complete some aspects of your group work.

Blackboard
Blackboard the electronic web resources will be used for this course. It will contain the lecture
material for each lecture. You can access the site through http://blackboard.otago.ac.nz
Your blackboard username and password is the one you also use for the library and PIMS. The
helpdesk at ITS can help with any difficulties.
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Tutorial Sessions:
There are five 2-hour tutorials for this course.
Week Commencing Room Time Activity

8 March Group Formation

and Contract
Writing

Understanding
SHRM

Essay Discussion –
prior to coming to
the tutorial please
read the Boxall and
Macky (2009)
article (reference is
with the essay
question), and bring
this along.
Firm Analysis –
22 March Gathering the
appropriate
information for
development of a
SHRM system

Exercise
Case Writing and
26 April Configuring the
HRM system

17 May ASSIGNMENT 2 –
Group presentations
GROUP 1
(maximum 2
presentations per
session)

24 May ASSIGNMENT 2 –
Group presentations
GROUP 2
(maximum 2
presentations per
session)

Tutorial Options:
Tuesday 3.00 – 4.50 Room ……….

Thursday 10.00 – 11.50 Room ………. Thursday 2.00 – 3.50 Room ……….

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Course Assessment

The assessment for MANT 345 is a mixture of internal and external. There is a final exam. There
are three pieces of internal assessment.

Assignment One - Individual Assignment (Marks 20%) (3000 Words)

“The notion of a high-performance work system (HPWS) constitutes a claim that there exists a
system of work practices for core workers in an organisation that leads in some way to superior
performance” (Boxall and Macky, 2009:3).

Explain and critically evaluate this proposition.

Boxall, P. & Macky, K. (2009). Research and theory on high-performance work systems:
progressing the high-involvement stream. Human Resource Management Journal, 19(1), 3-23.

Due Date: Friday, 9 April at 12 noon – hand in at Management Reception, 8th Floor, Commerce.

Assignment Two (a) - Group Written Assignment (7000-8000 Words)

Developing a SHRM System (Marks 20%)

• Development of an HRM System (applied SHRM) – Written Report (groups of 3-4

maximum)

Due Date Tuesday, 18 May by 12 noon, (these are to be handed in prior to commencement of
presentations) penalties apply thereafter - Hand in to Management Reception, 8th Floor, Commerce.

Using the SHRM model explained in lectures, and drawing on the ideas represented in a
configurational view of SHRM, develop an HRM System (providing practical, as well as theoretical
justification for all HR practices included) for a business unit/organisation.

Make sure your project includes:

• A comprehensive overview of the organisation for which the system is being
designed
• Identification of the business unit’s strategy;
• Technology factors that might impact HRM practices;
• Regulatory factors that might impact HRM practices;
• Environmental factors (politics; culture; societal views – eg: socially
responsible behaviours/practices) that might impact HRM practices.
• Identification and analysis of a core position within the business
unit/organisation (justify this choice) and in particular make sure you develop
detailed information about desirable job behaviours, knowledge, skills and
attitudes that you consider key to effective performance in this role The
behaviours will be core to design of your SHRM system because they act as the
key factors that determine the design/configuration of the HRM system. In other
words, the HRM system will be designed so that it supports and facilitates
acquisition of these behaviours.
• Coverage of all the attributes of the HRM system which are encompassed within
the four dimensions of HRM practice (i.e. staffing, reward, training and
development, and performance management). Also ensure consideration is given

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 to the order in which the various dimensions and attributes of this system are
developed – some are more pivotal than others. Not all practices will be able to
be shown to reinforce/mutually support the desired behaviours.
• Identification (along with justification) of ‘potential other’ practices/system
choices that might facilitate acquisition of the desired behaviours, skills, etc.,
required (see, for example, the list of potential choices developed by Schuler and
Jackson, 1987, for some possible ideas/additions here).

Assignment Two (b) - Group Presentation (3-4 Members) and Participation (Marks 10%)

• These are held week commencing 17 May and week commencing 24 May – Groups will be
advised of their presentation week in the first tutorial.

Maximum 40 minutes per presentation. This consultancy-style presentation MUST be based on the
written work submitted by the group. Students MUST stay for duration of tutorial. Students MUST
attend both presentation sessions and participate in the question and answer session.

NB: The final grade awarded to the group for (a) the written report and (b) the
presentation will take participation and attendance during presentation sessions into
consideration.

Exam- 50 marks (individual)

The exam will likely consist of four essay questions. More information will be provided in the final
class and during the semester.

Preparing assignments
All assignments must be typed, one and a half-spaced, page numbered and stapled. Your mark will
reflect the presentation of your work. On the front page of your assignments, please put your Name
or Student ID, and the Paper Code (i.e. MANT 345) in the top right-hand corner.

Note:
Remember to proofread assignments and complete a spell check. Spelling and grammatical errors
make work look sloppy. Good business communication is essential for everyone in business. Also
ensure that all references are included and that referencing is done in the APA style. Please refer to
Emerson or Manalo, Wong-Tai & Trafford (stage one recommended reading) if you are unsure.

Plagiarism
Students should make sure that all submitted work is their own. Plagiarism is a form of dishonest
practice. Plagiarism is defined as copying or paraphrasing another's work, whether intentionally or
otherwise, and presenting it as one's own (approved University Council, December 2004). In
practice this means plagiarism includes any attempt in any piece of submitted work (e.g. an
assignment or test) to present as one's own work the work of another (whether of another student or
a published authority). Any student found responsible for plagiarism in any piece of work submitted
for assessment shall be subject to the University's dishonest practice regulations which may result in
various penalties, including forfeiture of marks for the piece of work submitted, a zero grade for the
paper, or in extreme cases exclusion from the University.

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Handing work in late...
Any work, which is submitted late without a medical certificate, proof of family illness, crisis or
bereavement or other circumstances for which prior approval has been given, will be penalised.
There will be a 10% penalty off the total mark per day or per half day for ALL late assignments.
Also note that assignments handed in more than 1 week late will not be marked.

MANT 345 Internal Assessment Policies

Re-marking
If, upon receiving your work after marking you are concerned about the grade then you are able to
have it re-marked within one week of getting your assignment back. To do so you must submit the
following to the lecturer:
1. your marked assignment with markers comments
2. a clean copy of your assignment without any comments
3. a written explanation explaining:
- Why you believe that your assignment deserves more marks than assigned;
- Any material you feel was misunderstood by the marker; and
- Please note this is not an opportunity to resubmit your assignment but a chance for you
to clearly state why this assignment needs to be re-marked.
Re-marking will be carried out by another lecturer. Please note that your remark grade could be
lower than your original and the remark is the final grade.

Group problems
Groups will negotiate their own contract for work and reward distribution. This will happen in the
first tutorial. This agreement will become a binding contract on the group participants. Working in
groups can be difficult at times and this is not intended to be a set policy on how I will deal with
difficult groups, rather a set of guidelines for you as groups to follow if seemingly irresolvable
difficulties arise. The following guidelines are intended as a last resort, it is hoped that groups are
able to deal with difficulties themselves.

1. Each group member is to put in writing their version of events and submit to the lecturer with
the written group agreement established in Tutorial One.
2. A meeting will be held with all group members and the lecturer, during which conflict
resolution strategies will be used to try and resolve the difficulties. The lecturer will act as a
mediator and, if necessary, adjudicator, if should be need arise.
3. During the course of the meeting it is hoped that we can find some way to deal with the
situation at hand that works out best for all group members.

Students with disabilities

The Department of Management encourages students to seek support if they find they are having
difficulties with their studies due to a disability, temporary or permanent, injury or chronic illness.
Contact either the department's disability officer-Leanne Skryba on 479 8125 or email
leanne.skryba@otago.ac.nz or contact the disability office - 479 8235, email
disabilities@otago.ac.nz

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MANT 345 Assessment Grades Guidelines

0 – 15 Very little material; or irrelevant or incomprehensible material.

16 – 29 Wholly unsatisfactory, little or no evidence of preparation, analytical or evaluative skills. No evidence of

understanding of the material or ability to structure or present material. Hastily thrown together.
Presentation poor. Expression/style/grammar extremely poor

30 – 34 Unsatisfactory. Lacking evidence of preparation, evaluative or reflective skills. Largely irrelevant. Little
or no understanding. Expression / style / grammar / presentation very poor. Hardly any, or no, evidence of
reading / organisation.

34 - 39 Little or no reading at an appropriate level. Some material of relevance but with major omissions and
errors. Generally unsatisfactory but with redeeming features. e.g. some evidence of preparation, some
limited understanding, some reflective thought. Expression/style/grammar poor.

40 - 44 Some relevant material, few or no relevant examples. Little or no attempt to relate this to the question.
Very little reading. Many unsubstantiated remarks. Naive - i.e. simplistic and lacks control / awareness of
the subject material and reflective thought. Referencing poor. Limited understanding. Lacks a structure.
Material not well organised. Expression/style/grammar weak.

45 – 49 Weak. Argument obscure, weak or unbalanced. Only partially relevant. Has major omissions. Some
understanding, reflection, structure and referencing. Partially successful attempt to use relevant examples
and facts. Some reading. Conclusions weak. Expression/style/grammar limited.

50 – 54 An adequate piece of work which shows some structure, relevant use of examples and evidence of
background reading. Some limited referencing. Limited evidence of independent thought and the
development of a substantiated argument. Conclusions not well developed. Expression/ style/grammar
adequate.

55 - 59 A competent piece of work which shows reasonable understanding of the material and presents it
satisfactorily with appropriate examples and referencing. Structure is apparent and there is a coherent
(though possibly weak) argument with adequate conclusion. Evaluative/ critical / analytical skills present
but not highly developed. No obvious weaknesses except a lack of originality. Expression/style/grammar
moderately good.

60 – 64 A good piece of work. Shows a firm grasp of the majority of the relevant material. Argues well and
effectively. Is able to criticise and evaluate material. Well structured and shows good evidence of wider
background reading. Correctly and appropriately referenced. Some evidence of originality of thought.
Expression/style/grammar good.

65 – 69 A very good piece of work. Demonstrates all the qualities of 60-64 level essay to a higher degree of
development. Evidence of extensive background reading beyond the materials suggested. Sustained
argument throughout.

70 - 79 An excellent piece of work. High level of understanding of all relevant material with excellent, relevant
use of referencing and examples. Communicates clearly and effectively using a coherent structure
showing insight and perceptiveness. A commendable degree of academic originality.
Expression/style/grammar excellent.

80 – 89 An outstanding piece of work. Has total control of relevant material and shows an excellent synthesis of
factual and conceptual components. Work of a very high order. Expression/style/ grammar excellent.

90 – 100 A brilliant piece of work of outstanding quality and innovation. Has total control of all relevant material.
Shows outstanding insight and an ability to structure and synthesis material. Work of the highest order.
The candidate could be expected to achieve no more. Expression/style/grammar outstanding.

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MANT 345 – S1 2010
GROUP REPORT: MARKING GUIDELINE – ASSIGNMENT 2
Tutorial time & day:
Group:
„ Good knowledge of the development of an HRM System
A good strategic HRM system requires understanding of the strategy which is being pursued
by the organisation, an understanding of the legal and labour environment in which the
organisation is operating, an understanding of the way work and the workplace is designed,
and knowledge of what behaviours are required by the workforce and what HRM practices
are likely to be effective in delivering these behaviours so the organisation can achieve its
business objectives.
„ Analysis of the firm and congruent and coherent system configuration
As there are three to four people in each group a reasonable depth of theoretical knowledge
about each of the four functional areas of HRM comprising the HRM system, along with in-
depth case analysis was expected.
Case analysis – The expectation is that there is an in depth level of case analysis of the firm
carried out in regards to the issues impacting on the choice of HR System. The report should
show that students have researched the organisation and its environment, and also given
consideration to the implications that may arise from decisions made in relation to the HRM
system design.
HRM system design – The main aim is to develop an HRM system that is aligned with the
strategy of the organisation and is fully integrated (i.e. the HRM practices mutually support
each other). Using the template provided in lectures students need to ensure they make
logical decisions across all 18 attributes. These decisions need to be cost-effective.
Also make sure you have written confidently and knowledgably on the topics addressed
within the HRM system (i.e. staffing, rewards, T&D, PM) and with reference to the
organisation when deciding the format/configuration of the HR system. For those key HRM
decisions (i.e. the drivers of your HRM system design), students should ensure they
demonstrate a high level of descriptive knowledge about the particular practice and an
understanding of how this practice facilitates a particular behaviour or set of behaviours. In
order to achieve this, students will need to ensure they research and cite key
authors/contributions in relation to the HRM practice.
The list of attributes for HRM system design provided in lectures should not be considered
an exhaustive list. Additions to those attributes covered in class would show the group has
understood both the organisation and the process of system design and, provided they are
appropriate and justified, should add to the value of the project.
„ Conclusions and recommendations
Through the research, both literature and empirical, you will form opinions of the issue that
you are deciding in relation to the organisation. These should be outlined and argued, that is
backed up with evidence from your research. I am looking for some clear reasoning to
support your recommendations to the organisation for future human resource activities.
„ Mark /20%

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MANT345 PRESENTATION FEEDBACK

Group Members: ………………………………………………………………………………………

Tutorial date & time …………………………………………………………………………………..

Focus Comments

INTRODUCTION
attention, purpose, preview

ORGANISATION ANALYSIS
informative, accurate, succinct

SHRM SYSTEM DESIGN

strategically aligned,
integrated/congruent, logical, displays
complexity, cost-effective

CONCLUSION
succinct review, inspiration, actionable

CONTENT QUALITY
substance, research

VISUAL AIDS
appropriateness, effectiveness

TEAM DYNAMICS
coordination, interaction, support
INTERACTION
WITH AUDIENCE
articulate, enthusiasm, engagement,
questions & answers

OVERALL IMPACT

Mark / 10%
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 SUGGESTED READINGS

I have provided a comprehensive list of readings which you might find useful for your essay
and/or the HRM system design exercise. It is not my expectation you read all of these
readings, nor, however do I expect you to confine your reading to only that material included
in this list – utilise the library resources and read widely.

SHRM PERSPECTIVE
Armstrong, M., & Baron, A. (2002). Strategic HRM: The key to improved business performance.
Trowbridge: The Cromwell Press.
Becker, B. E., Huselid, M. A., Pickus, P. S., & Spratt, M. F. (1997) HR as a source of shareholder
value: Research and recommendations. Human Resource Management, 36(1), 39-47.
Delery, J. E., & Doty, D. H. (1996). Modes to theorizing in strategic human resource management:
Tests of universalistic, contingency, and configurational performance predictions. Academy
of Management Journal, 39(4), 802-835.
Ferris, G. R., Hochwarter, W. A., Buckley, R. M., Harrell-Cook, G., & Frink, D. D. (1999). Human
resource management: Some new directions. Journal of Management, 25(3), 385-415.
Kinnie, N., Hutchinson, S., Purcell, J., Rayton, B., & Swart, J. (2005). Satisfaction with HR
practices and commitment to the organisation: Why one size does not fit all. Human
Resource Management Journal, 15(4), pp. 9-29.
Lado, A. A., & Wilson, M. C. (1994). Human resource systems and sustained competitive
advantage: A competency-based perspective. The Academy of Management Review,
October, 19(4), 699-727.
Legge, K. (1996). Morality bound. People Management, December, 34-36.
Pfeffer, J. (1994). Competitive advantage through people. California Management Review, 36(2), 9-
28.
Pfeffer, J., & Veiga, J.F. (1999). Putting people first for organizational success. The Academy of
Management Executive, 13(2), 37-48.
Schuler, R. S. (1992). Strategic human resources management: Linking people with the strategic
needs of the business. Organizational Dynamics, 21(1), 18-32.
Schuler, R. S., & Jackson, S. E. (1987). Linking competitive strategies with human resource
management practices. The Academy of Management Executive, 1(3), 207-219.
Ulrich, D. (1987). Strategic human resource planning: Why and how? Human Resource Planning,
10(1), 37-56.
Ulrich, D. (1987). Organisational capability as a competitive advantage: Human resource
professionals as strategic partners. Human Resource Planning, 10(4), 169-184.
Walton, R. E. (2001). From control to commitment in the workplace. Harvard Business Review, 99,
77-84.
Youndt, M. A., Snell, S. A., Dean, J. W., & Lepak, D. P. (1996). Human resource management,
manufacturing strategy, and firm performance. Academy of Management Journal, 39(4),
836-866.

SHRM ROLES
Conner, J. (1996). Human resource roles: Creating value, not rhetoric. Human Resource Planning,
19(3), 38-49.
Ulrich, D., Brockbank, W., Yeung, A. K., & Lake, G. G. (1995). Human resource competencies: An
empirical assessment. Human Resource Management, 34(4), 473-495

11
STRATEGY
Campbell-Hunt, C., Brocklesby, J., Chetty, S., Corbett, L., Devenport, S., Jones, D., & Walsh, P.
(2001). World famous in New Zealand: How New Zealand’s leading firms became world-
class competitors. Auckland: Auckland University Press.
Gubman, E. L. (1995). Aligning people strategies with customer value. Compensation and Benefits
Review, 27(1), 15-22.
Gubman, E. (1998). Finding the talent solution. ACA News, 41(10), 14-17.
Gubman, E. (2004). HR strategy and planning: From birth to business results. Human Resource
Planning, 27(1), 13-23.
Hilton, M. (2008). Skills for work in the 21st century: What does the research tell us? Academy of
Management Perspectives, November, 63-78.

BEHAVIOUR
HRM – Academia vs Practitioner
Rynes, S. L., Giluk, T. L., & Brown, K. G. (2007). The very separate world of academic and
practitioner periodicals in human resource management: Implications for evidence-based
management. Academy of Management Journal, 50(5), 987-1008.

Motivation
Abelson, M. A., & Baysinger, B. D. (1984). Optimal and dysfunctional turnover: Toward an
organizational level model. The Academy of Management Review, 9, 331-341.
Camerer, C., & Vepsalainen, A. (1988). The economic efficiency of corporate culture. Strategic
Management Journal, 9, 115-126.
Harder, J. W. (1991). Equity theory versus expectancy theory: The case of major league baseball
free agents. Journal of Applied Psychology, 76(3), 458-464.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task
performance: 1969–1980. Psychological Bulletin, 90(1), 125-152.
Rousseau, D. M. (2004). Psychological contracts in the workplace: Understanding the ties that
motivate. Academy of Management Executive, 18(1), 120-127.

BEST PRACTICE
Delery, J. E. (1998). Issues of fit in strategic human resource management: Implications for
research. Human Resource Management Review, 8(3), 289-309.
Guthrie, J. P. (2001). High-involvement work practices, turnover, and productivity: Evidence from
New Zealand. Academy of Management Journal, 44(1), 180-190.
Macky, K., & Boxall, P. (2008). High-involvement work processes, work intensification and
employee well-being: A study of New Zealand worker experiences. Asia Pacific Journal of
Human Resources, 46(1), 38-55.
Marchington, M., & Grugulis, I. (2000). ‘Best practice’ human resource management: Perfect
opportunity or dangerous illusion? International Journal of Human Resource Management,
11(6), 1104-1124.
Pfeffer, J. (2005). People. Stanford Social Innovation Review, 3(1), 26-33.
Pfeffer, J. (1998). Seven practices of successful organizations. California Management Review,
40(2), 96-124.
Pfeffer, J. (1996). When it comes to “best practices” – why do smart organizations occasionally do
dumb things? Organizational Dynamics, Summer, 33-44.
Ulrich, D. (1998). A new mandate for human resources. Harvard Business Review, January-
February, 124-134.
Wood, S., & Albanese, M. T. (1995). Can we speak of a high commitment management on the shop
floor? Journal of Management Studies, 32(2), 215-247.

12
ETHICS
Banner, D. K., & Cooke, R. A. (1984). Ethical dilemmas in performance appraisal. Journal of
Business Ethics, 3, 327-333.
Cascio, W. F. (2006). Decency means more than “always low prices”: A comparison of Costco to
Wal-Mart’s Sam’s Club. Academy of Management Perspectives, August, 26-37.
Fishman, C. (2006). The Wal-Mart effect and a decent society: Who knew shopping was so
important. Academy of Management Perspectives, August, 6-25.
Freeman, R. E. (2006). The Wal-Mart effect and business, ethics, and society. Academy of
Management Perspectives, August, 38-40.
Ghemawat, P. (2006). Business, society, and the “Wal-Mart effect”. Academy of Management
Perspectives, August, 41-43.
Greenwood, M. R. (2002). Ethics and HRM: A review and conceptual analysis. Journal of Business
Ethics, 36(3), 261-278.
Inkson, K. (2008). Are humans resources? Career Development International, 13(3), 270-279.
Soderquist, D. (2005). The Wal-Mart way. Nashville: Thomas Nelson Publishers.
Wiley, C. (2000). Ethical standards for human resource management professionals: A comparative
analysis of five major codes. Journal of Business Ethics, 25(2), 93-114.

FUNCTIONAL HRM
Compensation
Devers, C. E., Cannella, A. A., Reilly, G. P., & Yoder, M. E. (2007). Executive compensation: A
multidisciplinary review of recent developments. Journal of Management, 33(6), 1016-
1072.
Freedman, S. M., & Montanari, J. R. (1980). An integrative model of managerial reward allocation.
The Academy of Management Review, July (5), 381-390.

Diversity
Jayne, V. (2008). Championing diversity. Management, November, 26-30.

Performance Management
Caruth, D. L., & Humphreys, J. H. (2008). Performance appraisal: Essential characteristics for
strategic control. Measuring Business Excellence, 12(3), 24-32.
McKay, R. (2008). Zero tolerance for poor performance. New Zealand Business, April, 22-23.
Porath, C. I., & Erez, A. (2007). Does rudeness really matter? The effects of rudeness on task
performance and helpfulness. Academy of Management Journal, 50(5), 1181-1197.
Tackey, N. D. (2001). Eliminating bias in performance management. The British Journal of
Administrative Management, September/October, 12-13.

Teamwork
Lembke, S., & Wilson, M. G. (1998). Putting the “team” into teamwork: Alternative theoretical
contributions for contemporary management practice. Human Relations, 51(7), 927-944.
Morgeson, F. P., Reider, M. H., & Campion, M. A. (2005). Selecting individuals in team settings:
The importance of social skills, personality characteristics, and teamwork knowledge.
Personnel Psychology, 58(3), 583-611.
Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for
teamwork: Implications for human resource management. Journal of Management, 20(2),
503-530.

Training
van Eerde, W., Tang, K. C. S., & Talbot, G. (2008). The mediating role of training utility in the
relationship between training needs assessment and organizational effectiveness. The
International Journal of Human Resource Management, 19(1), 63-73.
13
INTERNATIONAL
Ashmalla, M. A. (1998). International human resource management practices: The challenge of
expatriation. Competitiveness Review, 89(2), 54-65.
Brewster, C. (1997). International HRM: Beyond expatriation. Human Resource Management
Journal, 7(3), 31-41.
Guthridge, M., & Komm, A. (2008). Why multinational struggle to manage talent. The McKinsey
Quarterly, May, 1-5.
Varner, I. I., & Palmer, T. M. (2002). Successful expatriation and organizational strategies. Review
of Business, 23(2), 8-11.
Wright, P. M., Snell, S. A., & Dyer, L. (2005). New models of strategic HRM in a global context.
International Journal of Human Resource Management, 16(6), 875-881.

MEASUREMENT
Boselie, P., Dietz, G., & Boon, C. (2005). Commonalities and contradictions in HRM and
performance research. Human Research Management Journal, 15(3), 67-94.
Gerhart, B., Wright, P. M., McMahan, G. C., & Snell, S. A. (2000). Measurement error in research
on human resources and firm performance: How much error is there and how does it
influence effect size estimates? Personnel Psychology, 53(4), 803-834.
Guest, D. E. (1999). Human resource management – the workers’ verdict. Human Resource
Management Journal, 9(3), 5-25.
Guest, D. E. (2007). Don’t shoot the messenger: A wake-up call for academics. Academy of
Management Journal, 50(5), 1020-1026.
Paauwe, J., & Richardson, R. (1997). Introduction. The International Journal of Human Resource
Management, 8(3), 257-262.
Ulrich, D. (1997). Measuring human resources: An overview of practice and a prescription for
results. Human Resource Management, 36(3), 303-320.
Wright, P. M., & Boswell, W. R. (2002). Desegregating HRM: A review and synthesis of micro and
macro human resource management research. Journal of Management, 28(3), 247-276.
Wright, P. M., Gardner, T. M., Moynihan, L. M., & Allen, M. R. (2005). The relationship between
HR practices and firm performance: Examining casual order. Personnel Psychology, 58(2),
409-446.
Wright, P. M., Gardner, T. M., Moynihan, L. M., Park, H. J., Gerhart, B., & Delery, J. E. (2001).
Measurement error in research on human resources and firm performance: Additional data
and suggestions for future research. Personnel Psychology, 54(4), 875-901.
Wright, P. M., & Haggerty, J. J. (2005). Missing variables in theories of strategic human resource
management: Time, cause, and individuals. Management Review, 16(2), 164-173.
Wright, P. M., & Nishii, L. H. (2007). Strategic HRM and organizational behaviour: Integrating
multiple levels of analysis. Cornell University Working Paper 07-03.

TOPICAL ISSUES
Generational Differences
Cennamo, L., & Gardner, D. (2008). Generational differences in work values, outcomes and person-
organisation values fit. Journal of Managerial Psychology, 23(8), 891-906.
Macky, K., Gardner, D., & Forsyth, S. (2008). Generational differences at work: Introduction and
overview. Journal of managerial Psychology, 23(8), 857-861.
Wallace, J. C., & Edwards, B. D. (2008). Insights into attracting and retaining talent from
Generation Y. HR News Magazine, June, 8-11.

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MANT 345 TIMETABLE 2010
Week Type Date Topic Lecturer Tutorial Written Assessment
L1 Introduction Fiona Edgar
9 LECTURE Tues 2 March
Models of SHRM
Group Formation and Contract
Writing
10 TUTORIAL W/C 8 March
Understanding SHRM
Essay development
L2 Best Practice in HRM Fiona Edgar
10 LECTURE Tues 9 March
Psychometric Testing – What’s Mark Cumisky
it all about? Manager, Careers Office
L3 Business Strategy – Colin Campbell-Hunt
11 LECTURE Tues 16 March Strategic choices and the
Flexible Firm
Firm Analysis – Gathering the
appropriate information for
development of a SHRM
12 TUTORIAL W/C 22 March
system

Exercise
L4 HRM Systems – The model, Fiona Edgar
and the process. HRM system
design - introduction
12 LECTURE Tues 23 March
Practitioner’s Perspectives Frances Anderson
Galloway, Cook, Allan
Jason Sargeant
DCC
L5 HRM Systems –functions of Fiona Edgar ASSIGNMENT 1 –
reward and staffing and training Written Essay (20%)
13 LECTURE Tues 30 March and performance management Due Date Friday, 9 April - 12 noon
Kevin Sharpe
A practitioner’s perspective NZ Ski
EASTER AND MID-SEMESTER BREAK
FRIDAY 2 APRIL TO SUNDAY 11 APRIL INCLUSIVE
L6 HRM Systems –functions of Fiona Edgar
reward and staffing and training
15 LECTURE Tues 13 April
and performance management
(continued)

15
Week Type Date Topic Lecturer Tutorial Written Assessment
L7 HRM Systems –functions of Fiona Edgar
reward and staffing and training
and performance management
16 LECTURE Tues 20 April (continued)

A practitioner’s perspective Helen Mason

University of Otago
Case Writing and Configuring
17 TUTORIAL W/C 26 April the HRM system – A Case
Study Example
L8 Ethics in HRM Fiona Edgar
17 LECTURE Tues 27 April
A practitioner’s perspective Christine Theissen,
Invercargill City Council
L9 Regulation in HRM Alan Geare
18 LECTURE Tues 4 May
Measurement in HRM Fiona Edgar
L10 Regulation in HRM Alan Geare
19 LECTURE Tues 11 May
International HRM Fiona Edgar
ASSIGNMENT 2 – Group ASSIGNMENT 2 – Development of an
presentations GROUP 1 HRM System (applied SHRM)
Written Report (groups of 3-4)
20 TUTORIAL W/C 17 May
Due Date Tuesday 18 May (12 noon) -
(these are to be handed in prior to
commencement of presentations)
L11 Practising HRM today – PJ Bardsley
20 LECTURE Tues 18 May The role of the SHRM Polson Higgs
Consultant
ASSIGNMENT 2 – Group
21 TUTORIAL W/C 24 May
presentations GROUP 2
L12 Current Trends in HRM Fiona Edgar
21 LECTURE Tues 25 May

L13 Course revision & Exam Fiona Edgar

22 LECTURE Tues 1 June
Preparation

16