O Alverno
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INSTRUCTIONAL SYLLABUS
TITLE: COURSE NUMBER: INSTRUCTOR: GLOBAL HUMAN RESOURCE MANAGEMENT MIB 315 SECTION: 01 - WEC Saturday's 1-5pm CO 120
Jim Henderson, CO 423, Phone: [phone] Email: [e-mail] School of Business This course is designed for all students interested in international business and management, rather than just for `specialists' or majors in human resource management. This course will introduce you to the critical business issues associated with managing people and organizations in the context of the global marketplace. Normally, students must have taken MGT 370 HR Management, as a prerequisite before taking MIB 315. Exceptions may be permitted on an individual basis, at the recommendation of your Academic/Faculty Advisor and with the PRIOR approval of the Instructor.
DEPT/DIV: INTRODUCTION:
Read Chapters 1 + 2 in BOTH texts before the first class !!
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0806
WEC - FALL 2006
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MIB 315 - GLOBAL HUMAN RESOURCES MANAGEMENT
Course Syllabus FALL 2006 - WEC - Saturday's, 1:00 - 5:00pm - CO 120
Jim Henderson Office: Ph: 382-6394 Email: [e-mail]
REQUIRED TEXTS: There are TWO required textbooks for MIB 315.
1. "Human Resource Management: An Experiential Approach", 2007 4th Edition - by H. John Bernadin - McGraw-Hill Soft cover/paperback version 2. "International Human Resource Management" - 2004 4th Edition - by Dennis Briscoe + Randall Schuler Routledge Soft cover/paperback version
You should READ Chapters 1 and 2 in BOTH textbooks before the 1st class !!
Introduction
In this new economy, effective human resource management is all the more necessary to gain true competitive advantage in the marketplace, as competitors strive to win the war for talent. Four challenges companies face are the global challenge, the challenge of meeting stakeholder needs, the high performance work practices challenge, and the challenge of competing in the new economy. In MGT 370, we brought these challenges to life by highlighting real-world examples pertaining to these 4 issues and relating it to overall HRM concepts. MGT 370 provides students with the technical & strategic management background needed to be a knowledgeable consumer of human resource (HR) products and services, to manage HR effectively, or to be a successful HR professional. While clearly strategic in nature, MGT 370 also emphasizes how managers can more effectively acquire, develop, compensate, and manage the internal and external environment that relates to the management of human resources. The Challenge of Meeting Stakeholders' Needs
Company effectiveness and competitiveness are determined by whether the company satisfies the needs of stakeholders. Stakeholders include stockholders (who want a return on their investment), customers (who want a high quality product or service), and employees (who desire interesting work and reasonable compensation for their services). The community, which wants the company to contribute to activities and projects and minimize pollution of the environment, is also an important stakeholder. In MIB 315, we expand this stakeholder perspective, into a global environment.
The Balanced Scorecard: Measuring Performance to Stakeholders
The balanced scorecard gives managers an indication of the performance of a company based on the degree to which stakeholder needs are satisfied; it depicts the company from the perspective of internal and external customers, employees, and shareholders. The balanced scorecard is important because it brings together most of the features that a company needs to focus on to be competitive. These include being customerfocused, improving quality, emphasizing teamwork, reducing new product and service development times, and managing for the long term. The balanced scorecard differs from traditional measures of company performance by emphasizing that the critical indicators chosen are based on the company's business strategy and competitive demands. Companies need to customize their balanced scorecards based on different market situations, products, and competitive environments.
Using the Balanced Scorecard to Manage Human Resources.
Communicating the scorecard to employees gives them a framework that helps them see the goals and strategies of the company, how these goals and strategies are measured, and how they influence the critical indicators. The balanced scorecard should be used to (1) link human resource management activities to the company's business strategy and (2) evaluate the extent to which the HRM function is helping the company meet its strategic objectives. Measures of HRM practices primarily relate to productivity, people, and process. Productivity measures involve determining output per employee (such as revenue per employee). Measuring people includes assessing employees' behavior, attitudes, or knowledge. Process measures focus on assessing employees' satisfaction with people systems within the company. People systems can include the performance management system, the compensation and benefits system, and the development system.
MIB 315 - DESCRIPTION OF COURSE:
`Globalization' has surfaced as a buzzword of our times with specific trends which reached a threshold where they become mutually reinforcing. This process of internationalization will not stop, and it makes less and less sense to consider any aspect of management without taking into consideration its international context particularly its strong impact on our understanding of human resource management. Few factors have sensitized us more to the importance of HRM than the rise and `fall' of post-war Japan, reinforcing our awareness that when competitive success factors change, so must these management practices. The most common issues related to international HRM remain (e.g. expatriation and the adaptation of practices to different cultures). But globalization has brought forth new challenges and its tensions have increased the complexity of organizations and business. Looking to the future, a firm's competitive advantage will increasingly come from its ability to transfer know-how not just from the parent-company to the developing world, but also between subsidiaries in an international network. While information and communications technology can assist, the challenges are largely those of people and organizational culture, of social interaction and global citizenship. If our future depends on leaders who can respond to these global challenges in socially responsible ways, then the obvious question for human resource management is how we today should develop the global leaders of tomorrow. While continuing the core integrating frameworks of the balanced scorecard, multiple stakeholders, competitive advantage, and organizational capability, this course will add the complex `filters' and perspectives of international culture (including significant international gender issues), political/legal/legislative environments, economic systems, and global human capital. As a continuum from MGT 370 HRM, the course will continue to explore and examine the competitive challenges facing organizations today and the changing role of the HRM function in `adding value' to stakeholders' needs and to high performance organizations i.e. the key factors that must be addressed to strategically manage human resources in an international context. Similar to MGT 370, this study of human resource management will not be myopic and `functional' (dissecting "HR" into the traditional domains of selection, training, compensation and so forth). The true performance value of HRM comes not from the practices themselves, but from the way in which they fit consistently together in terms of organizational problems, organizational productivity, innovation, foreign competition, etc. Therefore, this course will EXTEND the traditional field of HR management to cover localization of management, international coordination, global leadership development, cultural due diligence and integration in cross-border acquisitions, and the emerging cultural challenges of global knowledge management, to name but a few of the relevant issues and the domains of possibility in this course and in its outcomes for the student. This course is designed for students interested in general international management, rather than for specialists in human resource management. This course will introduce you to the major issues associated with managing people in the context of the global marketplace. The emphasis in this course will be upon developing skills to enable the student to be an effective manager in a multinational enterprise. In this regard, an effective manager must evidence fluency in the theories and concepts required to achieve congruence between an organization, its environment, its organizational structures and systems, the key tasks which the organization has to perform, and the
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organization's human, technological, financial, and other resources. Yet, conceptual skills alone are not sufficient. An effective manager must also evidence the skills required to manage the task, people, structures, and systems, as well as the ability to apply those skills to complex situations. This course will use experiential methods in an effort to create an environment conducive to active, participative learning. RATIONALE IN RELATION TO THE OVERALL ACADEMIC PROGRAM:
Because the legal, political, and socio-economic environment of each country and market may be substantially different and rapidly changing, students engaged in global business activities need to develop an awareness of these areas and have the ability to interpret their likely impact on business operations and decisions. The student will find herself exposed to many different theoretical perspectives in this course in fact, what is truly exciting about the international HRM field is that it must be interdisciplinary in its orientation. The course will provide the student with practical advice and opportunities to interpret and apply various theoretical perspectives and concepts, on her own and in intensive social interaction with peers, external resources/contacts, international businesses, trade associations, and foreign government representatives. In addition, she will aspire to understand and experience the mindset and the abilities, which are needed to thrive in a world increasingly characterized by paradox and duality. The course emphasizes the further development of positive, effective social interaction at the individual, group, and organizational levels, as well as higher levels of development of global perspectives.
These General Course Goals support the advanced level outcomes of the Business and Management major and support. The specific objectives of this course will be: 1. To increase students' awareness of the complexity of managing multinational operations, and how to effectively operate within this dynamic milieu. 2. To understand the impact of cultural differences on the management of people in multinational organizations and to assess the impact of global conditions on the strategic management of human resources in the context of overseas subsidiaries, acquisitions and joint ventures. 3. To identify key environmental, strategic and organizational variables which influence international operations, how these variables interact, and how these variables may be managed. 4. To compare and contrast critical human resource issues in the contexts of domestic and international operations and stages of firm internationalization. 5. To enhance students' skills in analyzing complex management issues, as well as in developing practical plans for effectively implementing recommendations for addressing these issues. COURSE OUTCOMES: 1. Uses discipline models and theories to analyze interdependence among systems, organizations, individuals, and events in global settings.
In this course, students develop and demonstrate their understanding of the complexity of Human Resources management and international business management in a global context by: Analyzing, stating and exploring the sources of GLOBAL organizational capability, high performance, organizational change, and sustained organizational/business performance, through the use of: Global Human Resources management concepts, frameworks, & best practices Balanced Scorecard global strategies + International Stakeholder Perspectives Global Systems Thinking International Teamwork, Partnerships, & Alliances Global Citizenship and Mindset
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2. Applies business and management principles to develop and deliver quality products or services in global markets.
In the context of this course, students study how managers and businesses utilize Global HRM principles, methods & practices to effectively interpret, influence, manage and change international organizational, team, individual, and business performance by: Analyzing one or more particular international businesses or organizations to research, identify, define, draw conclusions, and develop/recommend appropriate solutions/actions to contemporary global HRM & organizational challenges, business opportunities, and positive social interaction, through: A group international Business/Organizational Portfolio Project & presentation An individual, international corporate and country-focused strategic HRM audit Individual case studies, other assessments, & Individual presentations
3. Uses team and organizational skills to work effectively with diverse individuals, teams, and organizational units to meet global stakeholder and organizational goals.
In this course, students further develop and demonstrate their social interaction, communications, analysis and problem solving abilities within the business and management discipline by: Working effectively with diverse individuals, teams, and other organizations within a variety of settings to develop, manage, and achieve project goals; Evaluating, articulating and further developing their own problem solving processes and becoming more aware of both their own personal skills/attributes and those of team members that contribute to global high performance, effective & positive social interaction, and their own global leadership potential; through: Individual and Team videotaped Presentations and social interaction In-class team exercises and social interaction Case study and other individual assessments Peer feedback and assessment Team/group self-assessment Individual Self-assessment + Use of the DDP
4. Integrates global, social, economic, cultural, and political frameworks with other disciplines to analyze international business issues and practices.
Within the context of this course, students will experience and apply the realities and the challenges of complex HRM issues and practices, while integrating multi-disciplinary global frameworks, in a variety of hands-on learning experiences by: Researching, interpreting and applying diverse international labor & immigration laws, precedents, adjudication, and local/regional/cultural interpretation and application; Profiling, comparing and contrasting working in other countries/regions vs. in the USA; Researching, interpreting and developing analyses cost-benefit for various HR management strategies, such as global outsourcing, contracting for services or personnel, negotiating international contracts, etc.; Refining her application of inter-disciplinary, cross-cultural, and global frameworks and perspectives via focus on a particular country and/or region for detailed study and analysis; Analyzing and interpreting the complexities of critical global management issues, such as ethics, child labor, discrimination, gender, corruption, etc.; through: Business/organizational portfolio projects Specific problem/task assignments + Case Studies Intercultural simulations and/or role plays Interaction with Guest speakers Meetings/visits with local international business/organizations/leaders
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OPERATIONAL DEFINITIONS OF ABILITY LEVELS
Analysis (Level 5): The student demonstrates the ability to: Effectively use theoretical frameworks, models, principles, etc. to analyze complex business-management functional areas of/within a specific situation as a basis for action Provide sufficient evidence to make a case (evidence is linked with the theory-framework) Address implications (why is this important) Include consideration of student's personal value system Analysis (Level 6): The student demonstrates the ability to: Effectively identify common elements among apparently diverse elements of a given business-management situation...as a basis for action Detect less obvious factors-issues-trends-competing influences within and among complex situations, and is certain to fully communicate the rationale for analyses
Problem Solving (Level 5): The student demonstrates the ability to: Effectively use varied strategies to solve complex business-management situations, and; Recommendations are based on a theory-framework or specific business-mgmt concept(s) Recommendations are specific and detailed - appropriate to the specific situation Recommendations per accurate reading (analyzing) a particular situation Recommendations per appropriate and clearly stated goal(s) Recommendations per consideration of moderating (intervening) variables Recommendations include behaviors-action steps (more than just advice) Recommendations are sensitive to issues of social responsibility (ethics) Recommendations include strategies for evaluation - how will you know if the recommendation is successful Problem Solving (Level 6): The student demonstrates the ability to: While problem solving at Level 5, student is able to prioritize issues and actions and respond accordingly
Valuing in Decision Making (Level 5): The student demonstrates the ability to: Identify & reflect upon the valuing frameworks of a major field of study or profession and considers those values within the context of the values of other disciplines, cultures & perspectives Articulate disparate aspects of values within a major field of study or profession Use the valuing frameworks in addressing significant issues in personal, professional and societal contexts. Valuing in Decision Making (Level 6): The student demonstrates the ability to: Consistently examine and cultivate her own value system in order to take initiative as a responsible self in personal, professional and societal contexts.
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Developing a Global Perspective (Level 5): The student demonstrates the ability to understand and articulate her perspective on diversity and global interconnections, by: Integrating her own global perspective with critically selected theoretical approaches to analyze and evaluate a topic with global dimensions and significance to generate a contextualized and pragmatic response: o Evaluate, select and use appropriate theoretical constructs and strategies o Examine a topic with global significance, selectively gathering, organizing, and synthesizing information, and carefully defining her topic of study o Use concepts accurately, and provide clear explanations of choices o Present a pragmatic response that indicates awareness of the topic's complexity and the implications of her response o Explain how frameworks she uses shape her own perspective and understanding o Accurate ongoing self-assessment to refine her work, identifying the strengths and limitations inherent in her theoretical approach Developing a Global Perspective (Level 6): The student demonstrates the ability to understand and articulate her perspective on diversity and global interconnections, by: Independently and creatively applying her own perspective on global interconnectedness and using appropriate theoretical approaches from various disciplines to analyze and evaluate a topic of global significance and generate a contextualized and pragmatic response. o Integrate all of her learning, independently constructing a comprehensive analysis o Takes the initiative to develop and define an area of study with global dimensions. o Present a pragmatic and focused response that reflects her understanding of diversity and global interconnections as they relate to her personal and/or professional development o Determine possible courses of action as they relate to her personal and professional development, and if appropriate, take action o Habitually engage in thorough reflection and self-assessment to refine her work, and to articulate goals for further development of her own global perspectives
WELCOME
As is the case with all formal undertakings, we have established basic requirements for this course. Rather than requirements, let's think of them as strategies. These strategies usually relate to the timely submission of work, attendance and punctuality, and communication between you, other students, and the instructor. In some cases, these strategies are subject to or influenced by college-wide policies. You and the other students in this section will determine the class' "learning culture" during our first class session. Your suggestions to improve this course or to enhance your individual learning are always welcome. Let's examine some of our basic strategies. First, your instructor is committed to providing you with a relevant and quality learning experience. This means (at the very, very least) being fair in general and specific situations, coming to class prepared and on time, facilitating valid learning experiences during and between class sessions, and returning your work on time with helpful feedback. For you to gain full advantage from this course, your attendance is required for all WEC MIB 315 sessions. IF we are truly a learning community, then all students need to be present on a thoroughly consistent basis. One absence is permitted. However, please make every effort to notify your instructor in advance of your absence. You will never be asked why you will be absent. Generally, but not automatically, two absences result in a drop, withdrawal, or unsatisfactory for the course. If faced with two absences, talk with your instructor.
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The timely and successful completion of all course work is critical to your academic success. If your work will be late, notify your instructor in advance. You may be able to negotiate another deadline. Unless you are part of a team project, submit only independent work completed by you. Representing the work of another as your own or submitting another's work without his or her permission is plagiarism. Plagiarism is governed by a college wide policy. Punctuality is important to your academic success and to that of other students. Arriving late for class usually results in missed information and may be disruptive to others. Chronic tardiness is a non-verbal behavior that reflects poorly on one's responsibility and professionalism. Tardiness is certainly not effective problem solving at any level. Excessive tardiness (either elapsed time or frequency) may be treated as an absence.
ASSESSMENT All assessments integrate competencies with the course content. The criteria for satisfactory performance will reflect achievement of related course objectives. Specific criteria for satisfactory performance will be distributed with each assessment. COURSE REQUIREMENTS All students must meet the following requirements to obtain 3 semester hours of credit for this course: Attend classes*. Be ON TIME. Participate. Engage in class discussion. Effective class-student CITIZENSHIP. READ assigned sections of text and other handouts or materials. Demonstrate achievement of course objectives and knowledge of course content through the completion of ALL individual or group assignments and assessments ON TIME. 5. Effective GROUP/team participation & contribution throughout semester in Group Project. 6. Effective, relevant & substantive self-assessment, team assessment, & peer evaluations. * NOTE: If you must be absent, you are asked to please telephone or email me AHEAD of class at least 24 hours (by Friday at 1 p.m.). An unexcused absence or excessive tardiness may result in your being dropped from the class. Two absences (excused or unexcused) usually will require you to drop the course. You MUST attend the first class. PAPER SUBMISSION: All assignments or other course work must be submitted to the instructor in an electronic format, via e-mail. All written feedback will be provided back to students via Email in an electronic format. INSTRUCTIONAL STRATEGIES: The course includes some lecture and periodic guest speakers, open discussion, group discussion, case studies, experiential learning, dyad work, small group work, group and individual presentations,...