INSTITUTE OF BUSINESS MANAGEMENT

Department of Management & HR

HRM- 410 – Managing Human Capital

PART A: COURSE-SPECIFIC INFORMATION

1. STAFF CONTACT DETAILS

Ms. Aisha Wali Muhammad Rahimoon
Email: aishawali.vf@iobm.edu.pk

2 COURSE DETAILS
2.1. Teaching Times and Locations

HRM 410: 4.15 to 7.15 pm Sunday

2.2. Units of Credit

The course comprises of 45 hours of credit.
Lecture hours: Course spread over 15 weeks. 14 sessions of 3 hours for Weekend classes

2.3. Summary of Course

An organization achieves its objectives through HR. An effective organization is one that produces, in a cost
effective manner, requisite levels of the following three HR outcomes: Commitment, Coordination and
Competence. This course introduces you to the central processes that make up human resource management
practice in organisations. We consider various options for attracting, retaining and developing employees and
ensuring that employers meet their legal and ethical obligations in relation to workforce management. You will
cover the key HR functions of recruitment and selection, learning and development, workforce planning,
performance and reward management, occupational health and safety, and diversity management. In this course
students have the opportunity to develop their professional skills and knowledge in managing the employment
cycle.

In a nut-shell, the course aims to: 1) facilitate an understanding of what it is that HR Managers do and how they
do it, and, 2) promote an evidence-based approach to examining the effectiveness of the various options for
managing an organisation’s workforce.

2.4. Students’ “Intended learning outcomes” of the course (ILOs)

By the end of this course, you should be able to:

a. Knowledge and understanding:

- Describe and explain the functions performed by HR Managers, including workplace
planning, job analysis, recruitment, selection, development, remuneration, occupational health
and safety, and diversity management.
b. Intuitive Skills:
- Problem Solving and Critical Thinking.
- Recognizing Contemporary Management Challenges.
c. Research/Academic Skills:
 - Access relevant evidence-based articles on human resource management topics
- Learn the value of original work and adhere to international standards of academic
referencing
d. Professional Skills
- Engage in group discussions and conduct group work based on human resource management
activities
- Evaluate and apply findings from the evidence-based literature to address problems arising in
human resource management
Topic Reading and Learning methodology Learning Outcomes
Week Session preparation
1 Introduction to No Readings Ice Breaker Activity; Basic functions of HR
1 HRM Role of HR managers in
Video and discussion organizations

The Strategic - Chap # 2 Class Discussions Understand how HR is

Role of HRM: linked with Business
Employer - Assigned Strategy
Branding Readings
2 HR Planning - Chap # 3 Analysis of the assigned Analyze how HRM has
(Trends video case-study evolved into SHRM;
2 Analysis, Supply Understand the
of Labour) contemporary challenges
faced by the HR function
HR Planning - Webin Class Discussions, Article Understand the need for
(Succession ars Discussion efficient resource planning
Planning) and the tools which help in
the process
Job Analysis,
3 Job Specs and - Chap # 4&5 Practical exercise on how to Evaluate the benefits of Job
3 Job Design conduct Job Analysis and Analysis, Job Descriptions
write Job Descriptions and Job Specifications
Understands the basics of
Job Analysis
4 Talent - Chap # 4&5 - Analysis of Google’s Understand recruitment
4 Acquisition - Assigned Recruitment Strategies via process
Video & “Inside Google’s Analyze the effectiveness of
Readings Recruitment Machine” Internal and External
sources of Recruitment

Employee - Chap # 6 - Hotel Paris exercise (book) Understand the importance

5 testing and of Right selection of HR
5 selection & - Assigned - Interview Role Play
Interviewing Readings Activities Analyze the benefits of
Candidates Interviews. Also understand
+ Orientation how interviews are being
conducted in Pakistani
organizations
6 Talent - Chap # 7 - Case Study Solution Understand Training process
6 Management- Analyze the competitive
Training and - Assigned - Conduct TNA and write advantage of training
Development of Readings Training Plan function
Employees -Webinar
Coaching, - Chap # 7 Learn importance and
13 Mentoring & Discussion on Collective effectiveness of a coaching,
7 Talent - Assigned Intelligence - IBM mentoring program
Management Readings
14 HR Performance - Chap # 8 Class Discussions Understand basics of
 Management Performance Management
- Assigned Analyze the functions of
Readings PMS
15 HR Performance - Chap # 9 Case Study Solution Understand basics of
Management - Performance Management
8 - Assigned Analyze the functions of
Readings PMS

16 HR Performance - Chap # 10 Understand the basic

Management - concepts of compensation
management and their
effect on employee
motivation
17 Compensating - Chap # 11 - Video Demonstration Understand the concept of
9 Employees pay for performance
- Assigned - Case Study Solution Evaluate the alignment of
Readings compensation plan with
performance management
Compensating - Assigned Case Study Understand, what
18 Employees Case Study competencies are required
for future HR professionals
Analyze why these
competencies are critical for
HR success
Ethics in HR and - Chap # 12& Discussion on Assigned Develop basic concepts of
HR And 13 Readings Ethics; Analyse the issues
10 19 Employee Well and challenges related to
Being ethics for HR Practitioners.
Also understand the
importance of employees’
WLB, Safety and Health
HR Analytics Assigned Discussion on Assigned Understand the changing
20 Readings Readings face of business in today’s
transient economy
Evaluate how HR Analytics
can help attain competitive
advantage in start-ups,
entrepreneurial ventures
11 21 & HR Analytics - Assigned Class Discussion Understand and develop
22 Course Re-Cap Readings concepts related to global
HR
Analyze the global issues of
HRM
12
23 & PROJECT PRESENTATION
24
13 PREPARATORY WEEK

14 FINAL EXAMS

15 To be announced (will be adjusted against an activity which will be happening in 7 th week)

3. LEARNING AND TEACHING ACTIVITIES
3.1. Approach to Learning and Teaching in the Course

This course emphasises both the acquisition and application of knowledge. At IoBM we believe that learning
occurs most effectively when theory is taught in conjunction with application. This is reflected in teaching
approach to this course, which combines conceptual knowledge about the functions of human resource
management along with activities that illustrate how such functions are performed in practice and best
implemented in organisations. We believe that teaching should take into account individual differences in the
needs and attributes of learners and should be responsive to feedback. We seek on-going feedback from students
in relation to the positive and negative aspects of the teaching approach. It is however to be made clear that the
role of the lecture is that of a “facilitator” of your learning. The onus of real learning is upon the student. The
classroom is a simulation of the real world and therefore it is encouraged that the students actively take
responsibility for their own learning.

3.2 Learning Activities and Teaching Strategies

The lectures are designed to convey theoretical and practical knowledge about the functions performed by HR
Managers as well as hands-on activities and discussions of readings to enable transfer of learning to the world of
work. For example, students will have the opportunity to conduct a job analysis, complete personality tests used
in personnel selection, design a performance appraisal system, and engage in training activities that are currently
being used to train managers in organisations. Lectures will also be used to review the evidence base for various
human resource activities in order to promote a best practices approach to human resource management.

4. ASSESSMENT
4.1. Formal Requirements
In order to pass this course, you must: achieve a composite mark of at least 60% and
make a satisfactory attempt at all assessment tasks (see below).

Assessment Type Weightage Due Date

Final 30 16th Week

Quiz 10 As required

Assignment 20 As required

Class Participation 5 -

Project 15 -

Midterm 20 8th Week

4.2. Term Project

This course of Human Resource Management aims to prepare you as future managers and develop your skills in
order for you to be successful leaders, managers and positive change agents. With the workplace changing at the
current break-neck speed, it is imperative that you are aware of the contemporary issues presently facing the
Human Resource Function. To further develop your professional skills it is also imperative to introduce you to
current research in all areas of Human Resource Management. The term project will aim to do just that. Details
of the Term Project will be announced in Week 6.

4.3. Assessment Criteria (Marking Rubrics)

CRITERION STRONG AVERAGE WEAK

25% Identifies and Identifies and Identifies and
Identification of demonstrates a demonstrates an demonstrates acceptable
sophisticated accomplished understanding of some of
Main Issues /
understanding of the understanding of most the issues/problems in
Problems main issues/problems of the issues/problems. the case study.
in the case study.
35% Presents an insightful Presents a thorough Presents a superficial or
Analysis and and thorough analysis analysis of most of the incomplete analysis of
of all identified issues identified; missing some of the identified
Evaluation of Issues
issues/problems; some necessary issues; omits necessary
/ Problems includes all necessary calculations. calculations.
calculations.
20% Supports diagnosis and Supports diagnosis and Little or no action
Recommendations opinions with strong opinions with limited suggested and/or
arguments and well reasoning and evidence; inappropriate solutions
/ Implementation
documented evidence; presents a somewhat proposed to the issues in
Plan presents a balanced one-sided argument; the case study.
and critical view; demonstrates little
interpretation is both engagement with ideas
reasonable and presented.
objective.
10% Makes appropriate and Makes appropriate but Makes inappropriate or
Links to Course powerful connections somewhat vague little connection between
between identified connections between issues identified and the
Readings and
issues/ problems and identified concepts studied in the
Additional Research the strategic concepts issues/problems and readings; supplements
studied in the course concepts studied in case study, if at all, with
readings and lectures; readings and lectures; incomplete research and
supplements case demonstrates limited documentation.
study with relevant command of the
and thoughtful analytical tools studied;
research and supplements case study
 documents all sources with limited research.
of information
10% Demonstrates clarity, Occasional grammar or Writing is unfocused,
Writing Mechanics conciseness and spelling errors, but still a rambling, or contains
correctness; clear presentation of serious errors; poorly
and Formatting
formatting is ideas; lacks organization organized and does not
Guidelines appropriate and follow specified
writing is free of guidelines.
grammar and spelling
errors.

Case Study Grading Rubric

Written Report Grading Rubric

Criteria Exemplary Proficient Below Expectations

> 85%
Reasoning Clear and accurate
and Analysis answers; insightful,
specific.
35% of Score
Focus on Answers address the
Topic questions clearly and
fully, showing higher level
25% of Score analysis and synthesis of
concepts and uses course
vocabulary.
Accuracy of All facts are accurate and
Facts and relate back to the answer.
Citations Provided 2-5 citations
throughout paper using
the text, interview and or
20% of Score
other related
documentation.
Mechanics/ Use of correct grammar,
Organization spelling, and punctuation;
well organized; one idea
20% of Score follows another in a
logical sequence with
clear transitions;
70 – 85%
Reasons support answers
with some / an important
reason(s) overlooked;
general examination and
assessment.
The answers are not as
detailed and/or concise
as needed; and/ or use
limited course
vocabulary.
All facts are accurate and
relate back to the answer,
yet there was a
disproportionate amount
of opinion based
statements then facts.
Provided 2-5 citations
throughout paper using
the text, interview and or
other related
documentation.
Enough errors to distract
the reader; organization
problems; questions not
stated before answers;
and / or format difficult to
navigate.
< 70%
Weak reasons and/or
irrelevant or confusing
reasons given that don't
support the answers;
incomplete answers.
Some of the
documentation relates to
the assigned topic;
misuses or uses limited
course vocabulary.
No direct quotes or "work
consulted" used or
referred to in the paper.
Incorrect facts and / or
citations.
Numerous errors, paper
hard to read; questions
are not stated before
answers; format details
are not adhered to.
 questions stated before
answers; format easy to
navigate.

Student Presentation Rubric

Criteria Poor Satisfactory Good Excellent

Organization Audience cannot Audience has Student presents Student presents

understand difficulty following information in information in
25% of Score presentation presentation logical sequence logical, interesting
because there is because student which audience sequence which
no sequence of jumps around can follow the audience can
information follow
Subject Student does not Student is Student is at ease Student
Knowledge have grasp of uncomfortable with expected demonstrate full
information; with information answers to all knowledge (more
35% of Score student cannot and is able to questions, but than required) by
answer questions answer only fails to elaborate answering all class
about subject rudimentary questions with
questions explanations and
elaboration
Quality of Presentation has Presentation has Presentation has Presentation has
Visual Aids four or more three misspellings no more than no misspellings or
spelling errors and/or two misspellings grammatical
15% of Score and /or grammatical and/ or errors. Graphics
grammatical errors. Occasional grammatical explain and
errors. Poor or graphics used errors. Graphics reinforce screen
no graphics used relate to text and text and
presentation presentation
Elocution Student Student’s voice is Student’s voice is Student uses a
mumbles, low. Student clear. Student clear voice and
15% of Score incorrectly incorrectly pronounces most correct, precise
pronounces pronounces some words correctly. pronunciation of
terms, and terms. Audience Most audience terms so that all
speaks to quietly members have members can audience members
for students in difficulty hearing hear can hear
the back of class
to hear
Eye Contact Student reads all Student Student Student maintains
& Body of report with no occasionally uses maintains eye eye contact with
Language eye contact eye contact, but contact most of audience , seldom
still reads most of the time but returning to notes
10% of Score report frequently
returns to notes

Online/In-Class Participation/Preparation Rubric

Category Excellent Good Satisfactory Needs
(85 – 100%) (70 – 85%) Improvement
(65 – 70%)
(65% and below)

Contributions Routinely provides Usually provides Sometimes provide Rarely provides

useful ideas when useful ideas when useful ideas when useful ideas when
participating in the participating in participating in participating in
classroom. A classroom classroom discussion. A classroom
definite leader who discussion. A strong satisfactory student who discussion. May
contributes a lot of student who tries does what is required. refuse to
effort and who hard. participate or is
makes class frequently absent
discussions better. from class.

Attitude Student is always Rarely is critical of Often or occasionally Often is critical of

respectful of his or ideas or work of has a positive attitude the work or ideas
her self, others, and others. Often has a about the task(s) and of others. Rarely
teacher, has a positive attitude behaves in a respectful behaves in a
positive attitude, about the task(s). manner. respectful manner.
and does not Usually treats
criticize anyone others and self with
else’s ideas or respect.
work. Students feel
safe participating in
her presence.

Preparedness Always comes to Very rarely late, Sometimes late to class, Frequently late to
& Focus class on time, almost always often brings materials class, rarely brings
follows all brings needed but sometimes needs to needed materials
classroom material to class, borrow. Usually follows and/or is rarely
procedures, brings almost always procedures and is ready to get to
needed materials follows classroom usually in her seat ready work by the start of
to class and is procedures and is to work by the bell. class.
always in her seat ready to work by Focuses on the task and
ready to work the bell. Focuses on what needs to be done Has difficulty
before the bell in-class work and some of the time. Often focusing on class
 rings. Consistently what needs to be must be reminded by work and
stays focused on in- done most of the the teacher about what procedures.
class work and time. needs to get done.
what needs to be
done. Self-directed
and highly
motivated.

Quality of Provides work of Provides quality Provides work that Provides sloppy
Work the highest quality work that reflects meets the requirements, work that reflects
that reflects the effort from the but more effort or time very little effort or
student’s best student. could have been given. does not turn in
efforts. any work.

Behavior Student is awake Student is awake Student is awake most Student frequently
and engaged in and engaged in class of the time but has sleeps and/or
class on a daily nearly every day, fallen asleep or has been disrupts class.
basis. Student and shows no distracting for a few
shows no disruptive disruptive behavior. classes.
behavior.

Always= every single day Often= 2-3 times per week

Usually= on most days Sometimes= 1-2 times/ month
Frequently= 4+ times per week Rarely= 1-2 times per quarter

LMS Discussion Forum Participation/Preparation Rubric

Excellent Good Fair Poor No

100 points 80 points 60 points 40 points Credit/N
o
Submissi
on

Content Discussion Discussion Discussion Discussion Student

50 % postings postings postings postings do not did not
actively contribute to sometimes contribute to attempt
stimulate the class' contribute ongoing activity
and sustain ongoing to ongoing conversations or
further conversations conversati respond to
discussion by as evidenced by ons as peers' postings.
building on stimulating evidenced There is no
peers' additional by evidence of
responses discussion with stimulating replies to
including limited additional questions.
— affirming supporting discussion ==============
statements experience or with ===
or references research limited Discussion
to relevant ============= supporting postings are at
research or === experience midpoint or later
— asking Discussion or in the
related postings research. week/module or
questions or, respond to contributions are
 — making an most postings only posted on
oppositional of peers within the last day of
statement a 48 hour the module.
supported by period.
any personal
experience
or related
research.
Attitude & Written Written Some of Written Student
Etiquette interactions interactions on the written interactions on did not
20 % on the the discussion interaction the discussion attempt
discussion forum show s on the forum show activity
forum show respect and discussion disrespect for
respect, interest in the board the viewpoints
interest, and viewpoints of show of others.
sensitivity to others. respect
peers' and
gender, interest in
cultural and the
linguistic viewpoints
background. of others.
Quality of Written Written Written Written Student
Writing/Proofrea responses responses are responses responses did not
ding are free of largely free of include contain attempt
20 % grammatical, grammatical, some numerous activity
spelling or spelling or grammatic grammatical,
punctuation punctuation al, spelling spelling or
errors. The errors. The style or punctuation
style of of writing punctuatio errors. The style
writing generally n errors of writing does
facilitates facilitates that not facilitate
communicati communication. distract the effective
on. reader. communication.
Timeliness/Frequ Meets All required All Missing required Student
ency posting posts with no required posts and/or all did not
10 % timeline more than one posts with late. attempt
guidelines in late. several late activity.
syllabus or or missing
special required
assignment. posts.
- Points are awarded “Per Forum Post”.
- 100 points = 1 mark

Writing Assignment Rubric

Criteria Below Proficient Exemplary
Expectations
Reasoning Weak reasons and/or Reasons support answers with Clear and accurate
and Analysis irrelevant or some / an important reason(s) answers; insightful,
confusing reasons overlooked; general specific.
40% given that don't examination and assessment.
support the answers;
 incomplete answers.
Focus on Some of the The answers are not as Answers address the
Topic documentation detailed and/or concise as questions clearly and fully,
relates to the needed; and/ or use limited showing higher level
20 % assigned topic; course vocabulary. analysis and synthesis of
misuses or uses concepts and uses course
limited course vocabulary.
vocabulary.
Accuracy of No direct quotes or All facts are accurate and All facts are accurate and
Facts and "work consulted" relate back to the answer, yet relate back to the answer.
Citations used or referred to in there was a disproportionate Provided 2-5 citations
the paper. Incorrect amount of opinion based throughout paper using
10% facts and / or statements then facts. the text, interview and or
citations. Provided 2-5 citations other related
throughout paper using the documentation.
text, interview and or other
related documentation.
Mechanics/ Numerous errors, Enough errors to distract the Use of correct grammar,
Organization paper hard to read; reader; organization problems; spelling, and punctuation;
questions are not questions not stated before well organized; one idea
10 % stated before answers; and / or format follows another in a logical
answers; format difficult to navigate. sequence with clear
details are not transitions; questions
adhered to. stated before answers;
format easy to navigate.

Article Review Rubrics

Criteria Exemplary Effective Minimal Unsatisfactory

In depth and well Content is adequately Content is minimally Content is not

Content of organized content organized and organized organized
Review Meets length comprehensive Length requirement is Length requirement is
requirement with Length requirement is not met; minimal not met; poor content
50% quality content met with adequate content Incomplete summary
Excellent summary content Basic summary Evidence of plagiarism
Adequate summary
Appropriat Relevant to assigned Relevant to assigned Minimal relevance to Not relevant to
e Topic subject matter and subject matter assigned subject assigned subject
peer interest Article content meets matter matter
25% Article content expectations Article content fails to Fails to meet content
exceeds requirements meet all requirements requirements
Article has great Article has some Article has little Article has no
significance significance significance significance
Significance Student summary Student summary Summary meets Summary does not
exceeds average peer meets project minimal expectations meet minimal
to Class /
perspective and expectations Little understanding of expectations
Relativity to understanding Some understanding article’s relevance to No understanding of
Class Student displays of article’s relevance topic article’s relevance
understanding of to topic
15% article’s relevance to
topic
Article Article formatted well Article formatted Article attached to No article
Submission Display of article above average summary
includes correct Display of article Partial documentation
citation includes correct of article
 10% citation

5. COURSE RESOURCES

There will be regular contact by the course facilitator through email and Google Docs. The
responsibility is on the student to be prompt in maintaining that contact and avail all the resources
provided.

The prescribed textbook for the course is:

 Human Resources Management (10th edition). By Stephen P. Robbins . Pearson.

Additional Reference:

 Human Resources Management- An Experiential Approach (4 th edition). By John Bernardin.

McGraw-Hill.
 Armstrong, M. (2010). Armstrong’s Essential Human Resource Management Practice: A
Guide to People Management. Kogan Page Limited.
 Pfeffer, Jeffery (1998). The Human Equation: Building Profits by Putting People First.
Harvard Business School Press

Readings and other material for in-class participation will be periodically emailed or handed in
personally. Students are encouraged to explore the following websites and Journals for individual
learning:

- www.shrm.org
- www.astd.org
- www.fastcompany.com
- www.workforce.com
- www.hrmasia.com
- www.citehr.com
- www.ahri.com.au
- www.hbr.org
- www.linkedin.com
- www.meettheboss.com
- The International Journal of Human
Resource Management
- Asia Pacific Journal of Human
Resources
- International Journal of Training and
Development