Saint Mary's University of Minnesota Schools of Graduate and Professional Programs

Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs

Fall 2018
HRM 601, Section D2, Human Resources Management Strategy

Credit Hours: 3
Online
Course Dates/Hours: October 29, 2018 - December 23, 2018

Prerequisite or Concurrent Courses
None
Faculty Contact Information: David Lucia, PhD
Email: dlucia@smumn.edu
Phone: 218-341-6088
Office Hours: As arranged upon request
All Emails and messages will receive a response within 24 hour:
Course Description
Prerequisite to all other HRM courses
This course examines human resource management in the context of business policy and
competitive strategy. The core competencies required to become a successful human resource
manager are discussed. Topics include an overview of business policy, role of human resource
planning, strategic human resource management, and using technology for planning and
administering human resource functions.
Student Learning Objectives
Upon completion of this course, students are expected to be able to do the following:
1. Outline the core competencies needed to become a successful human resource
manager.
2. Analyze how business strategy, competition, labor markets, technology, labor unions,
and government regulations affect human resource planning activities, including skill
inventories and supply/demand forecasting.
3. Formulate how human resource policies, systems, and organizational design support an
organization’s business strategy.
4. Appraise employment practices related to recruitment, selection and performance
management.
5. Evaluate training and development practices such as career counseling, needs
assessment and career pathing.
The SLOs stated here are derived from the broader program learning outcomes (PLO). The
Human Resources program learning outcomes document is uploaded in the course. Please
access it on the Engage website.
1
Engage Access
Link: https://engage.smumn.edu
Required Textbook(s)
Required Textbook: Snell, S. (2016). Managing human resources (17 th ed.). Cengage Learning.
Available on CourseSmart.
 Print ISBN: 9781285866390, 1285866398
 eText ISBN: 9781305480735, 1305480732
Other Resources
Society of Human Resources
Saint Mary’s University Writing Center
Saint Mary’s University Writing Center: APA Templates
U.S. EEOC Home Page
U.S. Department of Labor
National Labor Relations
Christensen, R. (2006). Roadmap to Strategic HR. Turning a great idea into a business reality.
New York: American Management Association.
Technical Requirements
Engage has been designed to support a broad range of browsers and other technologies
including the most recent versions of Chrome, Firefox, Internet Explorer, and Safari. For more
information, click here: Technical Requirements
Technical Support
Personal Support Center
Please see the footer of any course page in Engage for Personal Support Center contact
information.
Topical/Activity Course Outline

Week/Title Topics/Activities Assignments
Week 1/ Human Resource Synchronous Meeting Readings
Management in Perspective / Check course for link and Snell, S. (2016). Managing Human
Meeting Human Resource timings. Resources (17th ed.)
Requirements
Discussion ● Chapter 1
Week 1 Discussion 1 ● Chapter 2
Week 1 Discussion 2
Resources
Society of Human Resources: review
the qualifications for professional
2
certifications and resources available
Saint Mary’s University Writing Center:
read the section on writing reflection
papers
APA Templates: obtain the template
for APA Template for General papers
for Management Masters
Media
Power Points Chapters 1 & 2 (Snell,
2016)
Assessments
Week 1 Discussion - Human Resources
Website Review
Week 1 Discussion – What do I hope to
learn in the course? Week 1 C.A.R.B.
Story (Optional)
Week 2/ Equal Employment Discussions Readings
Opportunity: Job Analysis Week 2 Discussion - Snell, S. (2016). Managing Human
and Job Design Employment Discriminatory Resources (17th ed.)
Practice ● Chapter 3
● Chapter 4
Week 2 Discussion - EEOC
Resources
certifications and resources available.
Website: read the section on writing
reflection papers.
U.S. EEOC Home Page
Media
3
Power Points Chapters 3 & 4 (Snell, 2016)
Assessments
Week 2 C.A.R.B. Story
(Optional)
Case Study #1
Week 3/ Expanding the Discussions Readings

Talent Pool: Week 3 Discussion – Snell, S. (2016). Managing Human
Recruitment and Careers / Recruitment Website Critique Resources (17th ed.)
Employee Selection
Week 3 Discussion - SHRM Video  Chapter 5
Episode April 25 Deepak Chopra ● Chapter 6
on Leadership Book available via Coursemart.
E-Book
This resource is available via the Saint
Mary's University Library as an ebook:
Christensen, R. (2006). Roadmap to
Strategic HR. Turning a great idea into a
business reality. New York: American
Management Association.
● Chapter 5
Resources
Website: read thesection on writing
reflection papers.
Media
SHRM Video Episode April 25 Deepak
Chopra on Leadership
PowerPoint Chapter 5 & 6 (Snell, 2016)
Assessments
4
Week 3 C.A.R.B. Story (Optional)
Job Analysis Assignment
Week 4/ Training and Discussions Readings
Development / Week 4 Discussion - Snell, S. (2016). Managing Human
Performance Management Performance Management Resources (17th ed.)
Week 4 Discussion - SHRM Video ● Chapter 7
August 1 ● Chapter 8
Book available via Coursemart.
Resources
reflection papers.
Media
SHRM Video Episode August 1 plus
bonus video
PowerPoint Chapter 7 & 8 (Snell, 2016)
Assessments
Case Study #2 - Option 1
Week 5/ Managing Discussions Readings
Compensation / Pay-for - Week 5 Discussion - Snell, S. (2016). Managing human
Performance: Incentive Employment Decisions resources (17th ed.)
Rewards  Chapter 9
Week 5 Discussion - SHRM Video
 Chapter 10
Episodes: Supervisory Status and
Onboarding
Resources
5
reflection papers.
Media
SHRM Video Episodes: Supervisory
Status and Onboarding
PowerPoint Chapter 9 & 10 (Snell,
2016)
Assessments
Week 6/ Employee Benefits Discussions Readings
/ Promoting Safety and Week 6 Discussion - Employer Snell, S. (2016). Managing Human
Health Benefits Program Resources (17th ed.)
 Chapter 11
Week 6 Discussion - SHRM Video
 Chapter 12
Episodes June 6: Aliah Wright
and Patrick Lencioni
Resources
reflection papers.
Media
SHRM Video Episode June 6: Aliah
Wright and Patrick Lencioni
6
2016)
Assessments
Case Study #2 - Option 2
Final Research Paper Topic Outline
Week 7/ Employee Rights Discussions Readings
and Discipline / The Week 7 Discussion - National Snell, S. (2016). Managing Human
Dynamics of Labor Relations Labor Relations Board Resources (17th ed.)
Week 7 Discussion - Academic  Chapter 13
Resources ● Chapter 14
Resources
reflection papers.
Media
2016)
Assessments
Case Study #3
Week 8/ International HRM Week 8 Discussion 1 – SHRM Readings
(optional) / Implementing Video Episode May 23 (plus Snell, S. (2016). Managing human
HR Strategy: High bonus video) resources (17th ed.)
Performance Work Systems
Week 8 Discussion 2 - What Did I  Chapter 15 (optional)
Learn in the Course?  Chapter 16
7
Resources
Saint Mary's University Writing Center
reflection papers.
Saint Mary's University Writing Center:
Media
SHRM Video Episode May 23
PowerPoint Chapters 15 & 16 (Snell,
2016)
Assessments
Week 8 Discussion 1 SHRM video, May
23
Week 8 Discussion 2 What Did I Learn
in This Course
Final Research Paper
Course Time Standards

Master’s and specialist level courses:
One graduate credit requires 15 contact or instructional hours. In addition, it is suggested that
students invest a minimum of two hours per contact/instructional hour in outside study. (i.e.,
15+30=45 hours per credit x 3 credits = 135 total course hours divided by 8 weeks = 16.875
hours per week)
Synopsis of Assignments and Rubrics
1. Weekly Discussions
There will be weekly discussions on selected topics that address all five learning objectives
defined for this course. Students are expected to post to discussion forums posted in each
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week according to the criteria defined for each forum. Postings should be thoughtful
responses, critically analyzing the topic, draw upon readings assigned, and whenever
appropriate should reference external sources. Students will be graded upon the quality of
their initial posts and also their participation in the discussion with the other students.
Citations must be in the APA format. Students are also expected to follow APA writing
guidelines when responding.
CRITERIA Needs Developing Performing Excelling
Improvement 25-50% 50-75% 75-100%
0-25%
Initial Post Post does not Adequate post Well-developed Well-developed
evidence with superficial post that thought that
understanding thought and addresses the fully addresses
of the preparation; tasks, but lacks and develops
assignment or doesn’t address substantive concepts; >250
the concepts; all aspects of thought about words
<250 words the question; the concepts;
≤250 words 250 words
Replies to No replies Limited Elaborates on Demonstrates
classmates contribution to existing post analysis of
discussion; does with further classmates’
not enrich comment, posts; extends
discussion; ≤2 observation or meaningful
replies facts; 2 replies discussion by
building on
previous posts;
>2 replies
Frequency No participation Participates on a Participates on 2 Participates on
single day that different days at least 3
week throughout the different days
week throughout the
week
References No references or Uses personal Incorporates at Uses references
& Support supporting experience or least 1 reference to readings,
information or opinion, but no this week from research and
experiences reference to readings or personal
readings or research experiences to
research support
comments
2. Challenge, Actions, Result, Benefit Story (C.A.R.B. Story)

One week between weeks 1-7 of the course, of the student's choice during the term, post a
2-3 page report (in the C.A.R.B. Discussion Board) with references, if applicable, of a
personal HR experience or an observed or reported employment related experience,
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project, or incident that you would describe as either a success story or a missed
opportunity. This should be a lesson learned that is relevant to the readings in the course.
Each account should follow the format:
Each C.A.R.B. Story should follow the format:
● Challenge: Identify the situation.
● Actions: What steps were taken to address the situation or solve the problem?
● Result: What happened (+/-) as a result of the steps taken?
● Benefit: How was the company, department, customer, or employee affected by this
action? What was the lesson learned?
All students are also required to read and provide a brief response (150-word minimum) to
each posted C.A.R.B. story.
Expectations for C.A.R.B. Story Assignment
Students are expected to read posted C.A.R.B. stories each week, and are encouraged to
respond and share observations or other experiences relevant to the posting
Rubric for C.A.R.B. Assignments
Criteria Needs Developing Performing Excelling
Improvement 25-50% 50-75% 75-100%
0-25%
Follows C.A.R.B. Does not Identifies some Clearly identifies Clearly identifies
Structure and identify any of but not all of the all of the all of the
content the C.A.R.B. C.A.R.B. C.A.R.B. C.A.R.B.
components components components in a components in a
coherent coherent
manner and manner, utilizes
utilizes core terminology,
terminology and identifies
strategic
implication
Mechanics/APA several errors a few very few or no no errors and
Style in spelling, overlooked errors, but excellent
punctuation, errors, APA style sentence sentence
capitalization, but several structure could structure and
and/or sentence errors in improve - APA fluency
structure content, style with a few appropriate APA
showing pagination, errors style
carelessness, format (margins
does not follow & indentation),
APA style citation &
reference
format, etc.
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3. Job Analysis Assignment
Using the template and the Job Analysis Information Form, students will interview someone
they work with, or someone they may not work with but know well enough so that they are
comfortable gathering the data required.
Additional instructions for this assignment are available in the course. This assignment is due in
Week 3. The Job Analysis Assignment will be graded using the rubric for written assignments.
Rubric for Written Assignments:
Needs Developing Performing Excelling
Improvement 25-50% 50-75% 75-100%
0-25%
Purpose The purpose or The central The writing has The writer's
argument is purpose or a clear purpose central purpose
generally argument is not or argument, or argument is
unclear. consistently but may readily apparent
clear sometimes to the reader.
throughout the digress from it.
paper.
Content Central purpose Information Information Balanced
or argument is supports a provides presentation of
not clearly central purpose reasonable relevant and
identified. or argument at support for a legitimate
Analysis is vague times. Analysis central purpose information that
or not evident. is basic or or argument clearly supports
Reader is general. and displays a central
confused or may Reader gains evidence of a purpose or
be misinformed. few insights. basic analysis of argument and
a significant shows a
topic. Reader thoughtful, in-
gains some depth analysis
insights. of a significant
topic. Reader
gains important
insights.
Organization The writing is In general, the The ideas are The ideas are
not logically writing is arranged arranged
organized. arranged logically to logically to
Frequently, logically, support the support the
ideas fail to although central purpose purpose or
make sense occasionally or argument. argument. They
together. The ideas fail to They are usually flow smoothly
reader cannot make sense clearly linked to from one to
identify a line of together. The each other. For another and are
11
reasoning and reader is fairly the most part, clearly linked to
loses interest. clear about the reader can each other. The
what writer follow the line reader can
intends. of reasoning. follow the line
of reasoning.
Quality of There are Most of the Most of the References are
References virtually no references are references are primarily peer-
sources that are from sources from sources reviewed
professionally that are not that are not professional
reliable. The peer-reviewed peer-reviewed journals or other
reader seriously and have and have approved
doubts the value uncertain uncertain sources (e.g.,
of the material reliability. The reliability. The government
and stops reader doubts reader doubts documents,
reading. the accuracy of the accuracy of agency manuals,
much of the much of the …). The reader is
material material confident that
presented. presented. the information
and ideas can be
trusted.
APA Format of the There are APA format is APA format is
document is not frequent errors used with minor used accurately
recognizable as in APA format. errors. Sources and consistently
APA. References Although are legitimate throughout
are seldom cited attributions are and support paper.
to support occasionally claims; Compelling
statements. given, many attribution is evidence from
statements fairly clear. professionally
seem legitimate
unsubstantiated sources is given
. to support
claims.
Attribution clear
and fairly
represented.
4. Written Case Studies

Students will submit three (3) written reports on cases at the end of the text chapters
chosen from those identified by the Instructor. One case will be chosen by the student from
elective cases identified in Weeks 3 or 6. One case will be assigned by the instructor in
Week 2. There is also one team case study assignment in Week 7. Therefore, the three case
studies for the course are; one assigned by the instructor in Week 2; one selected by the
student during either Week 3 or Week 6; and, the team case study in Week 7. The individual
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case assignments are expected to be 2-3 pages in length and demonstrate the student’s
understanding and knowledge of the topic, with references and application to the student’s
work life and career. A grading rubric is provided for the cases. The team case study consists
of four specific questions and the expectation is that each question response should be a
minimum of 500 words for the team case study assignment.
The team will submit one paper for this case and all team members will receive the same
grade for the project. A team project grading rubric is also provided.
Rubric for Case Studies:
Needs Developing Performing Excelling
Improvement 25-50% 50-75% 75-100%
0-25%
Identification Identification of Identifies and Identifies and Identifies and
of the Main the Main understands understands understands
Issues/ Issues/ some of the most of the most of the
Problems Problems issues in the main issues in main issues in
case study the case study the case study
Analysis of the Incomplete Superficial Thorough Insightful and
Issues analysis of the analysis of some analysis of thorough
issues of the issues in most of the analysis of all
the case issues the issues
Comments on Little or no Superficial Appropriate, Well-
effective action and/or well thought documented,
solutions/ suggested, inappropriate out comments reasoned and
strategies and/or solutions to about pedagogically
inappropriate some of the solutions, or appropriate
solutions to all issues in the proposals for comments on
of the issues in case study solutions, to solutions, or
the case study most of the proposals for
issues in the solutions, to all
case study issues in the
case study
Links to Course Incomplete Limited research Good research Excellent
Readings and research and and and research into
Additional links to any documented documented the issues with
Research readings links to any links to the clearly
readings material read documented
links to class
(and/or
outside)
readings
APA Format of the There are APA format is APA format is
document is frequent errors used with used accurately
13
not in APA format. minor errors. and
recognizable as Although Sources are consistently
APA. attributions are legitimate and throughout the
References are occasionally support claims; paper.
seldom cited to given, many attribution is Compelling
support statements fairly clear. evidence from
statements. seem professionally
unsubstantiated legitimate
. sources is given
to support
claims.
Attribution is
clear and fairly
represented.
5. Final Research Paper on a Human Resource Topic

In a 7-8 page paper, students will explore an issue or topic of particular interest that relates
to an area of human resource management. Areas could include strategic HR competencies,
human resource practices or policies, labor relations, performance management, and
current/future HR issues or challenges. Students should use this opportunity to learn more
about the subject by compiling and summarizing their research.
References should include scholarly peer-reviewed journals (minimum of three sources) and
citations should be noted in APA style (6th edition). Relate the issue or topic to your own
work experiences, environment, or career aspirations. Evaluation will be based on your
ability to demonstrate knowledge of the subject, value of study, and to convey thoughts in a
clear and concise manner.
Keep in mind: Although students may select their topic, the instructor needs to be informed
of the topic selection (an email is acceptable), and approve the selection, not later than
Week 5 of the term. A final paper outline assignment is required in Week Six.
Please refer to all due dates on the course site.
Final topic papers are evaluated based on the following criteria:
● Introduction is a concise statement of the topic and structure of the paper
● Discussion (the main body of the paper)
● Recommendations or Conclusions
● References
Use the rubric for written assignments when completing this final paper.
Student Expectations
14
Students are expected to participate in the course as is required to turn in graduate level work.
Please review the due dates for all assignments and contact your instructor if you are facing any
problems. For technical issues, please call the 24/7 personal support center.
Assessment of Student Performance/Grading Policies
Category Points SLOs Assessed
Weekly Discussions 160 SLOs 1-5
C.A.R.B Story 30 SLOs 1-5
Job Analysis Assignment 75 SLOs 2, 3, and 4
Case Studies 105 SLOs 1-5
Final Research Paper Outline 30 SLOs 1-5
Final Research Paper 100 SLOs 1-5
Course Total Points 500
Graduate Grading Scale

A 90-100% 450 – 500 points
B 80-89% 400 – 449 points
C 70-79% 350 – 399 points
NC below 70% <350 points
Access Services for Students with Disabilities

Saint Mary's University is committed to ensuring that students with documented disabilities
have access to equal educational programs and activities at the university. If you have, or
believe you may have, a disability that may interfere with your ability to participate in the
activities, coursework, or assessments of this course, you may be entitled to
accommodations. Please contact Mary Ann McCann, Access Services Coordinator, as early in
the semester as possible to arrange a confidential discussion about your need for
accommodations.
Email: mmccann@smumn.edu
Student Ratings of Teaching and Learning

Students are expected to provide feedback about teaching and learning in the course. Near the
end of the course, find a link to the student rating of teaching and learning in your SMUMN
email and on your course site in either Blackboard or Engage. Please be assured the system
records responses anonymously.
University Conduct and Academic Policies

See the course Engage site for a direct link to all University policies.
Writing Center and Library Services
See the course Engage site for direct links to these departments.
15

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Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

HRM 601, Section D2, Human Resources Management Strategy

Course Dates/Hours: October 29, 2018 - December 23, 2018

Topical/Activity Course Outline

Week 3/ Expanding the Discussions Readings

Course Time Standards

2. Challenge, Actions, Result, Benefit Story (C.A.R.B. Story)

4. Written Case Studies

5. Final Research Paper on a Human Resource Topic

Graduate Grading Scale

Access Services for Students with Disabilities

Student Ratings of Teaching and Learning

University Conduct and Academic Policies

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