General Class Information

 

   Instructor Name and Contact Information: Laura Frey Horn, Ed.D.

Lfh2y@virginia.edu and lfheureka@yahoo.com

540.454.2648

 

Subject Area and Catalog Number: Human Resources Management HR4060

 

Year and Term: Fall 2014

 

Class Title: Strategic Human Resources Management

 

Level (Graduate or Undergraduate): Undergraduate

 

Credit Type: 3 Undergraduate Credits

 

Class Description (Use the SIS 400 characters from catalog description):

 

Required Text (Include ISBN, specific edition): Articles Only. No Textbook

 

Learning Outcomes: See Syllabus

 

Assessment Components:

 

Delivery Mode Expectations: Delivery Mode includes Weekly NON-Synchronous Readings, FORUM Dialogs/Questions & Responses between Students/Instructor; SYNCHRONOUS Weekly Class Sessions on TUESDAY Evenings; READINGS; Group Project Paper and Presentation and A Research Exploration Paper

 

Required Technical Resources and Technical Components: Access to a computer with excellent online performance; an excellent gaming quality internet headset, and excellent internet service for access to the Collab website and online weekly Synchronous (LIVE) class sessions as well as the ASYNCHRONOUS weekly assignments.

 

Class Specific Information

 

Class Instruction and Activities: Weekly asynchronous Forum sessions, Weekly synchronous live class sessions, weekly readings of assigned articles. In addition, independent readings and selections of readings for individual exploratory/research paper and group project.

 

Class Requirements: Read all reading assignments and participate actively in forums and live class sessions. Work weekly towards the written assignments, individual paper and group projects. DO NOT HESITATE to request guidance and assistance as needed from the instructor whenever needed.

Evaluation Standards and Assessments:

Class Schedule: The week begins on Monday and ends on Sunday. Live class sessions are scheduled for Tuesday evenings from 7-8:30 p.m. unless re-scheduled in advance. (This usually only happens if a guest speaker requests a different day.) There will occasionally be some weeks when we may not hold a live class session.

Communication & Student Response Time: Students are expected to post an initial response to the weekly Forum questions during the scheduled week and begin to respond to each others’ (and the instructor’s) posts during the next week or two following the initial posts.

Assignments: Assignments are expected on time. If you are struggling with any of the materials, please contact me, bring it up in the forums or in class. Chances are you are not the only one! The FORUMS are a great avenue for sharing any confusion about the new constructs we will be discussing in this course. (And, there will be several new ideas and constructs.)

Resources: In addition to the weekly articles assigned that will be linked in the syllabus, there is a Resources section in the course. There will be additional articles and links to sites for additional information for you to access.

Grading: As adult learners, we learn not only by reading and writing, but also by participating and sharing our learned experiences. In addition to writing an exploratory research paper and working together on a group project, students will earn grades on their participation and sharing their learning and ideas in the asynchronous forums and in the live class sessions. This does NOT mean that students have to understand all of the concepts or be experts in Strategic Human Resources Management, only be willing to be open, learn and share and show growth as the semester progresses.

 

 

Technical Specifications: Computer Hardware

·        Computer with basic audio/video output equipment

·        Internet access (broadband recommended)

·        Microsoft Word

 

Technical Support Contacts

·        Login/Password: scpshelpdesk@virginia.edu

·        UVaCollab: collab-support@virginia.edu

·        BbCollaborate (Elluminate) Support: http://support.blackboardcollaborate.com

 

UVa Policies

SCPS Grading Policies: Courses carrying a School of Continuing and Professional Studies subject area use the following grading system:  A+, A, A-; B+, B, B-; C+, C, C-; D+, D, D-; F.  S (satisfactory) and U (unsatisfactory) are used for some course offerings. For noncredit courses, the grade notation is N (no credit). Students who audit courses receive the designation AU (audit). The symbol W is used when a student officially drops a course before its completion or if the student withdraws from an academic program of the University. Please visit www.scps.virginia.edu/audience/students/grades for more information.

 

Attendance: Students are expected to attend all class sessions. Instructors establish attendance and participation requirements for each of their courses. Class requirements, regardless of delivery mode, are not waived due to a student's absence from class. Instructors will require students to make up any missed coursework and may deny credit to any student whose absences are excessive. Instructors must keep an attendance record for each student enrolled in the course to document attendance and participation in class.  

 

University Email Policies: Students are expected to check their official UVa email addresses on a frequent and consistent basis to remain informed of University communications, as certain communications may be time sensitive. Students who fail to check their email on a regular basis are responsible for any resulting consequences.

 

University of Virginia Honor System:  All work should be pledged in the spirit of the Honor System at the University of Virginia. The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers:  “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)”.  The pledge must be signed by the student. For more information, visit www.virginia.edu/honor.

 

Special Needs: It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws. Any SCPS student with a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note-taking, etc.), should contact the Student Disability Access Center (SDAC) and provide them with appropriate medical or psychological documentation of his/her condition. Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and implementation of accommodations. Accommodations for test taking should be arranged at least 14 business days in advance of the date of the test(s). Students with disabilities are encouraged to contact the SDAC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434-243-5188/Fax. Further policies and statements are available at www.virginia.edu/studenthealth/sdac/sdac.html

For further policies and statements about student rights and responsibilities, please visit www.scps.virginia.edu/audience/students

 

University of Virginia

School of Continuing and Professional Studies

Northern Virginia Center

 

I.          Course 

HR 4060, Strategic Human Resources Management; three (3) hours of undergraduate credit 

II.         Instructor 

               Dr. Laura Frey Horn

               Home:  540.554.2805

Cell: 540.454.2648     

E-Mail: lfh2y@virginia.edu

                lfheureka@yahoo.com

  

III.        Dates, Time, Location

August 25 – December 16, 2014

Location – On-Line on Collab/BbCollab Live Sessions 

(Live Class Sessions are on Tuesday evenings @ 7 PM)

 

IV.        Course Prerequisite

The completion of previously required Undergraduate Certificate in Human Resources (UVA SCPS) courses, or by permission of the instructor. 

V.         Course Description 

This capstone course takes a “metasystemic” or “whole systems” approach in examining the processes and techniques that comprise Strategic Human Resources Management. This course highlights the need to explore a broader definition of strategy or “strategic” human resources management. Topics will include workforce management, including building and retaining an effective and diverse workforce. These topics, combined with an exploration of effective training and development with a focus on strategic planning, coaching, mentoring and peer assessments, as well as understanding the role of HRM systems. These and current topics, including issues like workforce bullying, will create an integrated approach to strategic human resources management. The articles and other materials and assignments are intended to expand the students’ knowledge and understanding as a professional of the principles and practices of Strategic Human Resources Management.

Students will participate in a combination of weekly online live (synchronous) class sessions/meetings that may include dialogue/discussions on weekly topics and their relationships to current topics and workplace issues; guest speakers with expertise in subject matter or relevant topics and offline (asynchronous) forum discussion questions. Students will be challenged to apply new learning to workplace experiences and situations, using all the materials presented to frame a larger perspective of the construct of STRATEGIC Human Resources Management. Students will also regularly use reflection, perspective and analysis to challenge assumptions in weekly forums and throughout the semester to recognize potentially new approaches, learning and processes in Strategic HRM.

Course Focus:

This course will provide students with a metasystemic (whole systems) framework and skills necessary to understand and begin the implementation of critical strategic human resources functions, including an understanding of legal responsibilities of the organization, human resources planning, and understanding and managing an increasingly diverse workforce. Upon completion of the course, students should also understand foundations and reasons for the rapidly changing and complex needs of the organization and employees and why there is a call for a whole systems approach to Strategic Human Resources Management. This includes, but is not limited to training and development, including the need to develop an effective succession planning process, and the advantages of mentoring and coaching in developing and retaining valued employees. Students will also understand the need for an effective compensation and benefits program while acknowledging that, in some sectors, there are different “drivers” that play a greater role in retaining skilled employees while serving the needs of the organization and culture. And finally, in a society where the ability of an organization when required (and often quickly) plays a significant impact on the success and future of the organization, students should be able to consider the needs of the organization’s mission and goals in assessing the needs to implement necessary and effective organizational change.

Course Objectives:

Upon completion of this course, students will be able to:

·        Reframe the construct of “strategic” within a “whole systems” and developmental framework in placing Human Resources Management’s role in a more organic and effective role in the organization.

·        Create new understanding of the concepts and constructs role that Strategic Human Resources Management can bring to an organization.

·        Understand rapidly changing demographics of an increasingly diverse workforce and serve the organization in adapting and incorporating the needs of the workforce and the organization.

·        Have an understanding of compensation and benefits and the critical role they play in remaining competitive in the field as well as understand the importance of each in attracting and retaining valuable employees.

·        Understand the need for an effective training and development program to further the mission of the organization of the organization with effectively developed employees, including coaching, mentoring and peer review that furthers the long term health of the organization.

·        Understand the value and importance of a comprehensive organization wide, long term succession program.

·        Understand the dynamics and consequences of organizational change and the need for an integrative, metasystemic approach to a successful and whole systems approach to change that serves the organization’s mission and long term vision and goals.

 

Reading Materials:

Assigned articles are listed within each week’s assignments below and links are embedded in the syllabus as well as within the online Resources section of the course. Additional optional materials can also be found in the Resources section.

Text TBD. 

VI.         Weekly Syllabus 

Session	Topic	Assignments
Week 1	Introduction to course Defining the constructs of STRATEGIC and Whole Systems.   Live Class Session: Navigating through 4060 Course and the Collab Site & Live Class and a start to Reframing the Construct of “Strategic” in HRM and just what is a Whole System.	Readings: Mella: Systems Thinking: The Art of Understanding the Dynamics of Systems   http://en.wikipedia.org/wiki/Systems_thinking   Ramona & Anca: Human Resource Management - From Function To Strategic Partner   Week 1 Forums
Week 2	Understanding the Importance of Human, Organizational & Cultural Development on Whole Systems, ns and STRATEGIC Human Resources Management.   Live Class Session:	Readings: Beck: Stages of Social Development   Beck: Human Capacities in the Integral Age   Tonkin: Stratified Democracy     Week 2 Forums
Week 3	Integrating Whole Systems & Human/Organizational and Cultural Developmental into Strategic Human Resources Planning *Live Class Session: Guest Speaker, UVA Research Librarian Meagan Catherine Kinsley	Readings: Brock: Synthesizing a Systems Perspective and Organizational Change: Principles of a Whole-Systems Metrics Model   Bennett & Brush: The Annual HR Strategic Planning Process: Design & Facilitation Lessons From Corning Incorporated Human Resources   Cunningham & Kempling: Promoting Organizational Fit in Strategic HRM: Applying the HR Scorecard in Public Service Organizations Week 3 Forums
Week 4	Talent Management and the “Human Capital Resources-Based” Perspective on Retention and Attracting a Talented Workforce *Live Class Session: Alternate Date for Meagan Kinsley	Readings: A. Smith et al: To have and to hold: modelling the drivers of employee turnover and skill retention in Australian organisations   J. Shaw et al: A Resource-Based Perspective on Human Capital Losses, HRM Investments, and Organizational Performance   Teresa Burke Wright: Start Right end End Well: Hiring & Termination of Employees from A to Z   Optional Reading:  Oladapo: The Impact of Talent Management on Retention Week 4 Forums
Week 5	Succession Planning   Live Class Session: Guest Speaker   Due: Research Paper Outline	Readings: M. Moradi: Managers Succession Planning for Human Capital Development   S. Kowalewski et al:  Succession Planning: Evidence from “Best Companies in New York”   M. Virick & C. Greer: Gender Diversity in Leadership Succession: Preparing for the Future     Week 5 Forums
Week 6	Changing Demographics and Workforce Diversity     Live Class Session:	Readings: A. Podsiadlowski et al: Managing a culturally diverse workforce: Diversity perspectives in organizations Stevens & Ogunji: Managing Diverse Organizational Environments for Strategic Advantage: Exploring the Value of Developing Business Diversity Curriculum in Higher Education Optional Reading: F. Martin-Alcazar et al: Transforming Human Resource Management Systems to Cope with Diversity  Week 6 Forums
Week 7	Work/Life Issues and Conflicts in a Diverse Workforce   Live Class Session:	Readings: M. L. Morris et al: Human Resource Executives’ Perceptions and Measurement of the Strategic Impact of Work/Life Initiatives   K. J. Olson et al: Acculturation and Individualism as Predictors of Work-Family Conflict in a Diverse Workforce   Multimedia: Week 7 Forums
Week 8	Legal Issues in Strategic HRM   Live Class Session: Guest Speaker   Due: Required: Draft of Research/Discovery Paper to Peer for Review (Optional—Draft to Professor for Feedback)	Readings: Teresa Burke Wright, Esq. :  SHRM Employment Law Questions & Answers   Week 8 Forums
Week 9	HR  Development Strategies and Training & Development Live Class Session: Due: Peer Reviewed Paper Returned to Author	Readings: P. Neirotti: How do human resource development strategies influence performance? A contingency perspective   Select one or both: M. Vidal-Salazar et al:  Training as a generator of employee capabilities   And/or:   A. Chatzimouratidis: Decision support systems for human resource training and development   Week 9 Forums
Week 10	Coaching, Mentoring and Action Learning Coaching for Strategic Organizational and Individual Effectiveness   Live Class Session:   Due: Group Collaborative Project Outline	Readings: O’Neil and V. J. Marsick:  Action Learning Coaching   Fajana and Gbajumo-Sheriff: Mentoring: An Human Resource Tool for Achieving Organisational Effectiveness     Optional: Egan and Hamlin: Coaching, HRD, and Relational Richness: Putting the Pieces Together Week 10 Forums
Week 11	Workplace Bullying: A Growing or Finally Recognized Threat in the Workforce?   Live Class Session	Readings: Ciby and Raya: Exploring Victims’ Experiences of Workplace Bullying: A Grounded Theory Approach   Oladapo and Banks: Management Bullies: The Effect on Employees   Sidle: Eye of the Beholder: Dues Culture Shape Perceptions of Workplace Bullying?    Week 11 Forums
Week 12	Strategic Drift and Inertia and Renewal in Organizations (Hint: They are NOT always what you might think!) NO Live Class Session/Group PREP Sessions Due: EXPLORATORY Research Paper	Readings:            Hopkins et al: Proposed Factors Influencing Strategic Inertia/Strategic Renewal In Organizations   Harris et al: Strategic Drift in International Non-Governmental Development Organizations—Putting Strategy In The Background of Organizational Change  Week 12 Forums
Week 13	Strategic HRM in Emerging and Developing Small Organizations   Live class Session	Readings: Hargis and Bradley: Strategic Human Resource Management in Small and Growing Firms: Aligning Valuable Resources Mayson and Barrett: The ‘science’ and ‘practice’ of HRM in small firms Optional: Cardon and Stevens: Managing human resources in small organizations: What do we know? Krenn: Strategic Human Resource Management in Emergent and Developing Small Entrepreneurial Firms  Week 13 Forums
Week 14	Future Focus Live Class Session:  Group Collaborative Project Presentation   Due: Group Collaborative Project Oral Presentation with Written Component and Analyses  and Individual Assessment of Group Project	Readings: No Readings Currently Scheduled     Week 14 Forums
Week 15	Course wrap up. Final Analyses.   Live Class Session: Group Collaborative Project Presentation And Course Wrap Due: Final Individual Self-Assessment based on SDi and Whole Systems Analysis	Week 15 Forums

 VII.          Readings: Assigned Readings are linked and are also available in Resources Section of Collab

VIII.       Evaluation and Grading Criteria

Each student will be formally evaluated on his/her performance on the assignments/activities shown in this syllabus. While effort is an important element in the learning process, learning is shown through development of your ideas and expressing them in the written discussion questions, papers and live sessions. PLEASE NOTE: I AM WILLING TO REVIEW YOUR WRITTEN ASSIGNMENTS WITH YOU AND DISCUSS SUGGESTED IMPROVEMENTS IF YOU MAKE THE REQUEST AND SUBMIT YOUR DRAFT 10 DAYS BEFORE THE FINAL ASSIGNMENT IS DUE.    

Grading Scale:

Assignments	%  of  Total Grade
Exploratory Research Paper on Strategic HRM Topic: Challenge yourself to go beyond your comfort zone and select a topic about which you have a passion to explore in the field of Strategic Human Resources Management. In addition to using the readings presented in the course, you must include at least one peer-reviewed research article and one other article that informs your area of interest and paper. The paper should include an analysis of developmental levels using the concepts of STRATEGIC and Whole Systems, and including the developmental concepts of organizations and individuals/organizations using Spiral Dynamics but may also include other foundational materials. You may also choose a topic or issue covered in the course, but study it at a much deeper level. BE BRAVE! TAKE A LEAP and try out new ideas! This paper should reflect the development of the new ideas and constructs you are learning as you apply them to the topic you have chosen to explore within critical issues in this field. Be sure to clarify your own opinions and those of the authors of your resource materials. And, be sure to cite the sources of the materials you use within the paper. 10-16 pages. Use of APA format. Student (Peer) to Student (Peer) Review of Classmate’s Paper: Each student will also have the responsibility to review another classmate’s paper and make suggestions for improving content, clarity and suggesting ways to improve the paper. THIS IS NOT A GRAMMAR AND SPELLING REVIEW. And, your ability to provide constructive, useful feedback to serve another student/co-worker is a part of your grade. We will cover this concept in our first live class session. In addition, I always make myself available to every student to read drafts of papers to make suggestions on drafts up to two weeks prior to final due dates. Again, this is NOT a grammar/spelling review, but to provide feedback on your ideas, ask for clarity, etc. *IF you are not sure about a topic or want to brainstorm about an idea, always feel free to contact me about your ideas.	30%
Group Presentation on A Significant Field or Challenge in Strategic HRM: Just as your personal paper is an opportunity to explore new constructs, ideas and topics in STRATEGIC HRM on an individual level, the GROUP project provides an opportunity to work together with a team to use new constructs and ideas to select a topic in which the group members have an interest or passion to study. Or, pick a topic where you feel you know little but want to learn more about the subject. In the past, groups have used this assignment to gain insight and guidance from others in their group about a challenge they have each faced within their various organizations and use the group and the project to create innovative solutions. (Remember, these are often “beginnings” to the solutions, but often innovative beginnings!) This can be in any area of STRATEGIC HRM or organizational challenge and can include topics we’ve discussed within the course. However, it should then be researched and covered more deeply and in greater detail. The presentation should include a STRATEGIC, whole systems focus and addressed in an organizational/cultural developmental way (SDi), as well as other details and appropriate materials. Each participant is expected to contribute equally. The group should find and use at least one peer-reviewed research article to support the group project. If the project is a deeper dive into a topic covered within the course, additional materials should be presented. In addition to presenters’ presentation notes, PowerPoint and new articles used as resources. Each presenter will evaluate the group process (what worked, what didn’t and how the group could improve if there was a “next time.” This should be an honest assessment and is turned in individually. The individual assessments of the group project are delivered directly to the instructor.	20%
Weekly Forums The weekly forums are our opportunity to share ideas, respond to “trigger questions” (designed to trigger ideas and new thoughts) and, most especially to respond to each other. These forums offer opportunities to go online asynchronously (available 24/7) in a way to fit your schedule. They are an important component of creating a community and to learn from each other and your professor. It is important that you not only respond to the initial weekly questions, but that you return and respond to the ideas and thoughts of each other.	30%
Weekly Live Class Sessions The live class sessions also provide an opportunity to share ideas and create a community, but these sessions also allow for teaching new materials and to address learning challenges students may have. In addition, we may occasionally have guest speakers who are experts in their field and provide opportunities for students to “meet” and chat with individuals who might not be otherwise available. Each student is expected to prepare for the live sessions as appropriate. If a guest speaker is scheduled, information or a biography will be made available, and students are expected to read the materials in advance of the class. In addition, students are expected to prepare for sessions with questions for the speaker or professor. Please see the preparation guide for guest speakers in the Resources section of our Collab course.	20%

RUBRIC for Strategic Research Discovery PAPER
Formulates Clear Objectives of the Project	Writer has limited grasp of the objectives for this research topic	Writer has solid grasp of objectives for the paper and cites or describes them	Writer demonstrates knowledge of required assignment objectives using class materials, course discussions, and selected topics	Writer demonstrates full knowledge of objectives—more than required—including additional research (required) of chosen topic with explanations and elaborations with knowledge beyond materials covered in the course	20%
Conducts Appropriate Research	Writer utilizes at least 2 academic sources, including articles from academic journals*   Sources noted on assignment (*See me regarding SDi & Whole Systems articles)   APA format in bibliography	Utilizes at least 3-4 academic sources including articles from academic journals*   Sources noted on assignment   APA format in bibliography	Utilizes at least 5 academic sources including articles from academic journals*   Sources noted on assignment Citations of original works within the body of the paper follow APA guidelines APA format throughout paper.	Utilizes at least 6-7 academic sources including articles from academic journals*   Sources noted on assignment Citations of original works within the body of the paper follow APA guidelines APA format throughout paper.	20%
Integrates Appropriate Source Materials in an Orderly/Logical Format	Writer does not consistently integrate materials into a proper document format or a research paper. Paper was not clearly organized	Writer integrates materials and writer chooses proper document formats and shows understanding of materials	Writer integrates materials effectively and chooses proper document format. Also demonstrates understanding of the materials and the assignment	Writer integrates materials effectively and maximizes use of the materials within the assignment and those research materials selected	20%
Entrepreneurial and Use of Creative/Innovative Ideas	Writer’s topic shows little or no reach or interest in the field	Writer’s topic and approach demonstrated some interest in the topic without expressing great “exertion” to learn or stretch	Writer’s topic, approach and interest was clear and compelling. Clear to see that the writer’s work was driven by more than the assignment	Writer’s paper was interesting and showed a passion for the topic, the learning and the exploration. Writer showed a willingness to challenge self and express creativity and innovation in ideas.	22%
Format Follows Proper Grammar and Appropriate Length	Writer’s presentation has 4 or more spelling errors and/or grammatical errors. Paper is 1500 words or less	Writer’s presentation has 3 misspellings and/or grammatical errors. No more than 3 sentence or paragraph errors. Paper is 2000 words or less	Writer’s presentation has 1-2 misspellings or grammatical errors. Sentences are well constructed. Paper is 2500 words or more. Fully APA formatted	Writer’s presentation has no misspellings or grammatical errors. Sentences are well designed. Paper is 3000 words or more. Fully APA formatted	18%

APA Resources:

Publication Manual of the American Psychological Association, Sixth Edition. (2009). American Psychological Association.

Alternatively, guidance can be accessed through http://apastyle.apa.org/, and/or by googling “APA style”.

There is also a handy UVA editorial style guide at http://artsandscience.virginia.edu/communication.editorial style guide.html.  

Recommended APA Software: wwwperrla.com

 

                       Written Assignments Due: 

	Week 5 ***Research Paper Outline
	Week 8 ***Required: Draft of Research/Discovery Paper to Peer for Review (Optional—Draft to Professor for Feedback)
	Week 9 Peer Reviewed Paper Returned to Author
	Week 10 ***Group Collaborative Project Outline
	Week 12  ***Research/Discovery Paper
	Week 14/15 ***Group Collaborative Project Oral Presentation with Written Component and Analyses Individual Assessment of Group Project
	Week 15 ***Group Collaborative Project Oral Presentation with Written Component and Analyses, Course Wrap up

IX.        Course Delivery

This course will be taught using online combination live sessions—including occasional guest speakers, class discussion via interactive Discussion Questions, and other exercises. Various activities will include analyzing case studies, applying learning and organizational models/theories/experience to workplace situations, and using related textbook frameworks and concepts. 

X.       Course Objectives/Outcomes 

On completion of the course, you will be able to: 

 

Understand and apply the constructs of Strategic, Whole Systems, and Spiral Dynamics theory to Human Resources management and organizations.

 

Develop an understanding of how leaders and others within the field of Human Resources Management and others within organizations operate strategically within a whole system beyond and within their own developmental levels and how their understanding of these levels impact the complexity of their departments and the organization.

 

Develop an understanding of processes through which you as leaders within the field of Human Resources and in your organization may develop a vision that fits developmentally to the organization within the whole system internally and externally to strategically meet the current and future needs are able to see how functions flow together. You will be able to see your organizations holistically so you may transfer knowledge from one setting to another.

 

Develop an understanding of the emerging and current issues that impact the future needs of organizations from a STRATEGIC Human Resources Management & Capital perspective and develop critical thinking skills and data-based decision-making, through the use of forums, group projects, analysis and discussion.

 

Develop the ability to apply the strategic process to lead organizations for both the need for stability and change.

 

Increase your understanding of the varying issues that face the specialists and generalists in applying STRATEGIC Human Resources processes in effective management for both current and future focus in organizations and cultures.

 

XI.      Instructor’s Expectations of Students 

Weekly Discussion Dialogues (Forum Discussion Questions)

This course will be conducted as an online course over a period of fifteen weeks. There are weekly Discussion Questions that require interactive dialogue with your classmates and professor. You will be expected to respond to help maintain a meaningful dialogue with your classmates and professor. I am looking forward to lively discussions throughout the semester (in the live online sessions as well). You are encouraged to respectfully share your opinions, and I invite multiple views, including disagreement. Please consider how you would like to share your views with thoughtful regard to the others in the course. Please remember that there are many different lenses from which we see the world and the goal is to have an open and challenging dialogue that welcomes and requires thought and thoughtful analyses. Each session lasts for an entire week. Thus, we can take advantage of an online course’s flexibility. I will keep the Discussion/Dialogue (Worksite Discussion Questions section) open for two weeks, but expect most of the participation to occur in the assigned week. 

 

 

 

Live Online Sessions (BbCollab Live Sessions)

Live online sessions will be scheduled throughout the semester. These sessions may occasionally include guest speakers with expertise in different areas in Strategic HRM, whole systems and Spiral Dynamics integral theory. Sessions may also include classroom sessions on specific topics with only your classmates and professor. You are expected to actively participate in every live session, including dialogue and questions with guest speakers, your classmates and the professor. The live sessions are mandatory. If, for any reason, you are unable to participate in the live session, you will be responsible for listening to the recorded session and completing an alternative required assignment. If, for any reason, you are unable to participate “live,” you must contact Dr. Horn prior to the scheduled session. On occasion, the speaker might find it necessary to re-schedule a session. Every effort will be made to reschedule on a date that works for everyone. Please remember that these speakers are highly regarded and experts in their field and give up their time to meet with us.  

How to Contact Me     

I will be checking into the course regularly and will also post messages and announcements. I’ve also set up an email list for additional contact. I am very open to having students contact me as needed. You can reach me by email 24 hours/day (lfh2y@virginia.edu). However, please always feel free to contact me by phone (Cell: 540.454.2648; Home: 540.554.2805). Home is usually the best number at which to leave a message.

               Papers and Group Collaborative Project

All papers must cover a course topic. However, the topic should be of interest and meaningful to you. (For example, if your field is education, social work or sports—to name just a few—select a topic/field that will interest and challenge you intellectually and professionally.) Please see the assignments section for more specific information on the different assignments.

Final "Research" Paper:

The final paper should be 10-16 pages typed not including the cover page and separate Reference Page. It should be in APA format.  You are asked to identify a STRATEGIC HRM workplace issue that may (or may not—speak with me about this) relate to a topic covered during the term. The student should discuss the issue, its impact on the workplace, and suggest a resolution and why this resolution is appropriate. The foundation of the paper should use the constructs of STRATEGIC and Whole Systems as the foundation and address or at least consider where appropriate developmental considerations using the concepts of Spiral Dynamics integral where there are considerations for strategic human resources management and organizational  development. Using at least two research articles from peer reviewed journals is required for this project. Refer to the grading rubrics for more complete details on how this project will be graded.

 

Group Collaborative Project:

The Group Collaborative Project will include a written component—the written pieces of each participant’s collaboration. In addition, EACH participant is required to submit a short written personal evaluation of the process, including what worked well and areas where the group process/es could be improved as well as an individual assessment. All resources used by the group should be consolidated into one Reference list. This project description is less defined than the individual paper to provide the opportunity for the group to explore and create in many different formats. If a group wants to try new ideas, or a different type of format, please explore your options with me. I am open to new ideas—this is your chance to experiment.

SUBMISSION OF ASSIGNMENTS

All assignments for this course should be submitted via the Assignment section in Collab as an attachment. Papers should be in MS Word format (.doc). See the Assignments section of Collab for further instructions. Document titles should follow this format, your name and assignment so it would like this – “John Smith, Subject”. Directions on how to use the Assignment submission in Collab can be found under course materials. When saving your document save it as your name and assignment. This makes it easy for your professor to track your work. If you would also like to submit a copy of your work via email, as a “backup,” that works also. Every assignment must have your name on it and if it is more than one page, each page must be numbered using the Header and Footer option under the view key in Microsoft Word.

Allot extra time to do your online work until you become familiar with the procedures in this classroom. You will be pleased how quickly you become comfortable with the features of the online classroom. 

COURSE PROCEDURES

There are several key elements you will need to fully understand prior to enrolling in this course:

Courses require extensive interaction and the completion of assignments according to a weekly schedule. Keeping up with the schedule is essential to your success. Your personal schedule should allow you to keep up with the due dates for the readings and other assignments as found in the Course Schedule in the Syllabus section of Collab. If you have any questions or challenges that have an impact on your participation and your success in the course, PLEASE CONTACT ME IMMEDIATELY! We can work on an effective solution, but it is important that you not wait.

Full participation constitutes an initial online Discussion Answer to the Discussion Question(s) posted each week. You will need to post replies to others in the class based on their initial posts. Each week, you should have an initial post and 2 responses to classmates’ responses to your post and theirs. Thus, we are building a thread. I will comment also.

              

 

Confidentiality

To facilitate communication and learning in this environment, it is very important that class members agree to respect the confidentiality of what has been shared in this class. Please DO NOT reveal/discuss any personally identifiable information (such as work site, comments about organization or persons, views of policies, etc.) verbally or by copying the information, without the express permission of the speaker/writer. 

Hints for Success in this Online Course        

 Designate certain times each week that you will work on this course. Plan ahead.

Actively participate in Discussion Boards. The discussions are set up to help you better understand specific aspects of the course. Taking part in the interchange for that unit will lead to a better understanding of the topic and also contribute to the personality and warmth of the classroom community.

If you are assigned to an online team, work with your team members. Your ideas and experiences will help others, you will benefit from those of your team members, and you will be able to depend on each other to complete your assigned tasks.

Practice an informal but organized, concise, and clear writing style that aids online communication.

Ask questions. Head off problems early by asking questions of the online help desk staff, the librarians, your teacher, and/or fellow students as soon as a difficulty arises.

Use the University’s Library System. If you do not already have remote access, our research librarian, Meagan Catharane Kinsley (mck6n@virginia.edu), works with us to help you set up your remote access account.

Do all the work and submit it on time and placed in the Assignment section of Collab for paper assignments.

XI.          University of Virginia Purpose Statement             

The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining a spirit of free inquiry directed to understanding the nature of the universe and the role of mankind in it.  Activities designed to quicken, discipline, and enlarge the intellectual and creative capacities, as well as the aesthetic and ethical awareness, of the members of the University and to record, preserve, and disseminate the results of intellectual discovery and creative endeavor serve this purpose.  In fulfilling it, the University places the highest priority on achieving eminence as a center of higher learning.

XII.         Content and Discourse in Professional Education Courses (Classes)

The University and its School of Continuing and Professional Studies do not discriminate in any of their programs, procedures, or practices against any person on the basis of age, citizenship, color, handicap, national origin, political affiliation, race, religion, sex, sexual orientation, or status as a disabled veteran or veteran of the Vietnam era.  The University operates equal opportunity and affirmative action programs for faculty, staff, and students.  The University of Virginia is an Equal Opportunity/Affirmative Action Employer (http://www.virginia.edu/eop/EEOAAStatement.html). 

Any applicant for admission or employment, or any student who feels discriminated against should contact the University’s Office of Equal Opportunity Programs (EOP) at Washington Hall, East Range, Charlottesville, Virginia 22904. Telephone number 434-924-3200, For more information please visit U.Va. EOP Website.

XII.         University of Virginia Honor System

University of Virginia Honor System:  All work should be pledged in the spirit of the Honor System of the University of Virginia.  The instructor will indicate which assignments and activities are to be done individually and which permit collaboration.  The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers:  “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)”.  The pledge must be signed by the student. For more information please visit Honor System.

XIII.        Special Needs

It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws.  Any SCPS student with a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note-taking, etc.), should contact the Learning Needs and Evaluation Center (LNEC) and provide them with appropriate medical or psychological documentation of his/her condition.   Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and implementation of accommodations. 

If students have difficulty accessing any part of the course materials or activities for this class, they should contact the instructor immediately.  Accommodations for test taking should be arranged at least 14 business days in advance of the date of the test(s). Students with disabilities are encouraged to contact the LNEC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434-243-5188/Fax.  For more information visit U.Va. Special Needs Website.

XIV.       FERPA (Family Educational Rights & Privacy Act)

Students attending, or who have attended, the University of Virginia are given certain rights under the Family Educational Rights and Privacy Act of 1974 as amended (20 U.S.C. 1232g) and Rules of the Department of Education (34 C.F.R. Part 99) implementing this Act.

For more information visit U.Va. Ferpa Website.