Course Outline

Course Title Course Code Instructor Day / Time / Classroom Human Resource Management MGT2040C Dr. Victor Lau Tuesday / 11:30 - 12:15 / TCW304 Thursday / 14:30 - 16:15 / ERB703

Course Description

Building upon the introductory courses about the

general principles and concepts in business or/and management (i.e., HMG1010, MGT1010 or MGT1020), this course is designed to focus particularly on the human resource management functions within working organizations. The course covers the main HR functions, including recruiting, selecting, training and development, rewarding, and managing employees. It also conveys the message that today's organizations must place HRM at a strategic level in order to outperform their rivals. The best students in this course are those who know how to critically analyze and strategically solve the HRM problems based on primary and secondary data they have collected, in addition to what they have learned from the course.

Learning Outcomes
Upon completion of this course, the students should be able to:

Grasp the theories, techniques, and practices of

human resource management functions, such as recruiting, selecting, and training, etc.

Gain insight into human resource management

from a new perspective. (or contemporary) strategic

Apply

what they have learned to critically analyze and strategically solve the problems of human resource management in the real world.

Learn and learn how to learn human resource

management issues through independent study using a problem-based learning approach.

Schedule
1 2 3 4 5 6 PART 1: HRM AND STRATEGIC HRM Introduction to HRM Strategic HRM & HR Scorecard PART 2: RECRUITING Job Analysis and Design HR Planning and Recruiting / National Day Holiday PART 3: SELECTING Employee Testing and Selection Interviewing Candidates / Mid-Term Test
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7 8 9 10 11 12 13

PART 4: TRAINING AND REWARDING (Consultation Session) Training and Developing Employees / Group Presentations Performance Management and Appraisal / Group Presentations (Consultation Session) Establishing Pay Plans / Group Presentations PART 5: MANAGING EMPLOYEES Ethics and Justice in HRM / Group Presentations Collective Bargaining and Employment Relations / Final Test

Course Assessments
Mid-Term Test (20%) Group Presentation (30%) Final Test (40%) Participation (10%)

Mid-Term Test
The mid-term test consisting of MC questions will be held on 15 October 2009 (Thursday, Week 6). The mid-term test will cover all the topics you have learned before the test. To prepare for the mid-term test, the teaching materials would be the primary source, while the textbook of this course would be the supplementary source. The mid-term test will be assessed on an individual basis and worth 20% of your total score of this course.

Mid-Term Test (20%) (MC Questions)

Group Presentation
Throughout the semester, each group is required to present formally in the class. The group presentation is an important pedagogical activity in this course. Eight group presentation sessions will start from 29 October 2009 (Thursday, Week 8). Each group will become the host group (i.e., the group that is responsible for the presentation and discussion) in turn. To strengthen your group presentation, each group will be assigned to attend one Consultation Session on either one of the four dates (20 Oct, 22 Oct, 10 Nov, or 12 Nov), depending on your group order. The consultation session is "student-oriented", in which you are the one to determine its directions and contents, so that you can get most of what you want to get from the teacher.
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Group Presentation (30%) (Presenation and Discussion)

The consultation session is definitely NOT the kickoff point of your preparation for the presentation, as it will be arranged close to your presentation date. Instead, it is for you to fine-tune your presentation or, if any, to remedy (or stop) any "fatal" mistakes of your presentation at the last moment. You are welcome to make an appointment with me for extra consultation session before (or even after) the "official" consultation session if you want. Your group is required to critically analyze and strategically solve problems of a specific HRM topic for one public company, preferably based or subsidized in Hong Kong. The specific HRM topics are likely, but not confined to, the topics in this course. Some examples are: Job Analysis and Job Design HR Planning and Recruiting Employee Testing and Selection Training and Developing Employees Performance Management and Appraisal In principle, you are free to choose any company as well as any specific HRM topic you prefer to study. However, to make different groups study different company and different topic, your proposed study company and study topic should be subject to my approval. Note that your proposed study company and study topic will be on a first-come first-served (and thus first-approved) basis. Strategically speaking, therefore, you are advised to make your group decision on the study company and study topic earlier (the earlier the better). You should learn from more reference books in order to get familiar with your chosen HRM topic. What the teaching materials and the textbook cover probably would NOT be able to provide sufficient information for your company study. In other words, you are encouraged to use some concepts and materials beyond (but related to) this course covers. The books listed (i.e., Further Readings for Specific HRM Topics) could be used as a starting point (i.e., the readings are definitely NOT inclusive) of your study for the group presentation. The situations and problems of the company that you address must be real, and your analyses and suggestions should be professional and "usable" for the company. You are required to analyze the company critically and provide your recommendation to the company. To conduct a high quality company study, gathering accurate and reliable intelligence or data is very important. Therefore, the company you selected should be able to allow you to collect abundant press and public information, and thus the accessibility to information could be easier. As a relatively advanced management course, collecting primary data (such as from interviews and/or questionnaires) and secondary data (such as from publications, internet, and the like) is necessary to support your analyses and arguments. Thus, it must be an advantage if your group members have sort of networks with your chosen company. You must be able to apply appropriate HRM theories or frameworks to diagnose, evaluate, criticize, and comment on
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the selected company with concrete examples. It is important for you to understand my marking scheme of the company study in order to prepare your presentation in the right direction. Your presentation is expected to be professional. Good visual aid and supplementary materials will definitely be useful for you to build up a better impression. Powerpoint is required to be your visual aid, and you are required to upload a soft copy of your Powerpoint file to the WebCT for other classmates before your presentation. One objective of your presentation is to make sure that other classmates keep interested in your study company and study topic. The presentation could be integrated by a variety of skills, such as role-playing, multimedia, or the like, provided that they can enhance the quality of your presentation. However, the coverage and depth of the contents and analyses are still the main concern for your presentation. Formal dressing is expected, unless you have other considerations, say, for the sake of role-playing, etc. The presentation is expected to be in Cantonese, while the PowerPoint file is expected in English. The time limit for the presentation is 45 minutes, including a Q&A or discussion session that is NOT less than 15 minutes. Good control of time is necessary. No written report is required, but a hard copy of your PowerPoint file is expected to hand in to me on or before the date of your presentation. The company study will be assessed on a group basis, while individual members would be differentiated by peer evaluation. The company study will be worth 30% of your total score. For the rest groups, active participations in Q&A or discussions are also important, because your involvement will be assessed as class participations. This course will follow the University's policy of ZERO tolerance on cheating and plagiarism. Please read some information at the end of this course outline and click http://www.cuhk.edu.hk/policy/academichonesty for details.

Final Test
The final test consisting of MC and essay questions will be held on 03 December 2009 (Thursday, Week 13). The final test will cover all the topics we have addressed throughout the semester. To prepare for the final test, the teaching materials would be the primary source, while the textbook of this course would be the supplementary source. The principles of the overall assessment criteria are also applicable to evaluate the quality of your essay answers. Note that your answers in the essay part should be "essay writing". Answering in "point form" (or "note form") may make a bad impression that the students may be poor in essay writing. It will be assessed on an individual basis and worth 40% of your total score.
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Final Test (40%) (MC and Essay Questions)

Participation
Participation refers to your positive and active learning attitude in the course, including your regular attendance, punctuality, involvement, and contribution during class discussions, etc. No attendance record or participation rating sheet will be used. However, your learning attitude can still be easily identified. I will rate your class participation after the end of the semester. Participation will be assessed on an individual basis and worth 10% of your total score.

Participation (10%) (Attendance, Punctuality, and Involvement)

My Teaching Approach: (1) Problem-based Learning Approach

What is Problem-Based Learning Approach? Problem-based learning (PBL) is experiential learning, organized around the investigation and resolution of messy, real-world problems. A method of curriculum organization in which subject or discipline-based courses are replaced by a series of problems, situations or issues that might be encountered in the relevant profession or subject. Nature of Problem-Based Learning Approach An interactive approach rather than a top-down approach. Problem analysis and problem solving become an important task of learning. Small group interaction and discussion rather than lecture-domination and seminars become an important media of teaching and learning. Self-directed learning instead of spoon feeding.

My Teaching Approach: (2) Cooperative Learning Approach

Broadly speaking, there are 3 main approaches in learning or teaching... Competitive Approach: I swim, you sink; I sink, you swim. Individualistic Approach: work alone. Cooperative Approach: we sink or swim together. The first two approaches are commonly used in
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Hong Kong. The instructor's job is to give knowledge, while the students' job is to get it individually or competitively. Students are passive recipients of knowledge. In contrast, the Cooperative Learning Approach suggests that knowledge is jointly constructed by the instructor and students, and students are active constructors, discoverers, and transformers of their own knowledge. The Cooperative Learning Approach can trace back to the social psychologists such as Morton Deutsch and Kurt Lewin. In the 1960s, David Johnson and Roger Johnson began reviewing the research, conducting experiments, and training instructors to make use of this approach. Currently, Professor Dean Tjosvold at the Department of Management, Lingnan University, makes great efforts to allege this approach in Hong Kong. The Cooperative Learning Approach is my preferable one, and I would encourage the students to adopt.

WebCT

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Textbook
Title: Human Resource Management: An Asian Perspective, 2/E

Authors: Publisher: Year:

Dessler, G., & Tan, C.H. Pearson 2009

Further Readings for Specific HRM Topics

Title: Strategic Human Resource Management: A General Managerial Approach, 2/E Creer, C. R. Prentice Hall 2010 Title: Strategic Staffing, 1/E

Authors: Publisher: Year:

Authors: Publisher: Year:

Phillips J. M., & Gully, S. M. Prentice Hall 2009

Title: Authors: Publisher: Year:

Effective Training, 4/E Blanchard, N. P., & Thacker, J. Prentice Hall 2010

Title: Authors: Publisher: Year:

Performance Management, 2/E Aguinis, H. Prentice Hall 2009

Title: Authors:

Strategic Compensation, 5/E Martocchio, J.

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Title: Authors:

Labor Relations and Collective Bargaining, 9/E Carrell, M. R., & Heavrin, C.

Publisher: Year:

Prentice Hall 2009

Publisher: Year:

Prentice Hall 2010

Title: Authors: Publisher: Year:

Business Ethics, 1/E Freeman, R. E., Werhane, P. H., & Martin, K. E. Prentice Hall 2010

Title: Authors: Publisher: Year:

, ,

2007

Title: Authors: Publisher: Year:

, ,

2008

Title: Authors: Publisher: Year:

, ,

2009

Honesty
Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at http://www.cuhk.edu.hk/policy/academichonesty/ . With each assignment, students will be required to submit a statement that they are aware of these policies, regulations, guidelines and procedures. Section 1 What is plagiarism Section 2 Proper use of source material
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Section 3 Citation styles Section 4 Plagiarism and copyright violation Section 5 CUHK regulations on honesty in academic work Section 6 CUHK disciplinary guidelines and procedures Section 7 Guide for teachers and departments Section 8 Recommended material to be included in course outlines Section 9 Recommended declaration to be included in every assignment handed in Section 10 Electronic submission of term papers Source: http://www.cuhk.edu.hk/policy/academichonesty/index.htm

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