Saxion University of Applied Sciences - Kastu.lt · Chapter 10 of Robbins & Judge ... Level 1...

Saxion University of Applied Sciences School of Applied Psychology and Human Resource Management

INTERNATIONAL HUMAN RESOURCE MANAGEMENT

TIONAL HRM

COURSE OUTLINE GROUPDYNAMICS 2

Course: Groupdynamics 2 Author: Marjan Detert Lecturer: Marjan Detert Version: 2012 - 2013

1. OBJECTIVES

This course gives students an in-depth view to the discipline of group dynamics. Through experiencing differences within different groups, students will be able to look from an expert point of view and will learn how to handle these differences consequently. At the end of the course students will know how to analyze different roles within a team, will know which roles would match best within the teams, and will know how to lead teams with a clear and consequent focus. Whereas, Group Dynamics 1 has been focusing on the introduction of group dynamics (Year 1), Group Dynamics 2 will focus more on the in-depth issue managers will face when leading groups. Therefore, this course is set-up as a Training Course. By getting trained and thus experiencing themselves, students will not only get more knowledge, but also the skills to cope with groups, the different personalities within groups and the processes between these individuals. The main subjects in this course will be:

Development of Teams Analyzing Roles Team Coaching How to deal with unhealthy teams: Coping with Resistance and Problem Solving Motivating: getting the best out of your team members

2. PLACE WITHIN THE OVERALL PROGRAM AND PRE- REQUISITES

Group Dynamics 2 is part of the 3-

Quarter 1 Quarter 2 Quarter 3 Quarter 4 Year 1 Professional Skills

Basic Communication Skills 1.1 ------------- Intercultural Communication 1.1

Basic Communication Skills 1.2 --------------- Professional Communication Skills 1

Basic Communication Skills 1.3 --------------- Group Dynamics 1

Research skills

Year 2 Professional Skills of Year 2 SDP

Intercultural Communication Skills 2

Group Dynamics 2 Research Skills 2

Year 3 Professional Skills or Year 2 SDP

Professional Communication Skills 2


Management Advisory Skills

Students are required to take the courses in the order indicated by the number of the courses. Each course is a pre-requisite for the next one in horizontal and vertical direction.

Professional Communication Skills: Group Dynamics

Year 1 Quarter 2

Group Dynamics 1

Introduction theory and reflection

Year 2 Quarter 2

Group Dynamics 2

Teambuilding theory and practical exercises

3. CONTENT AND STRUCTURE OF THE COURSE

There are many reasons why things go wrong in the way teams work together. In this course, the students will be taught to what degree certain factors can influence the way your team operates. The starting point for a lot of the questions and assignments is always your team. The student s that work in my team? What do I want to improve? a procedure that can be used within the team

. There are no one-way answers to the issues within groups and how to lead teams. We will therefore offer tools to cope with different issues, and will practice different situations to learn how to use these tools. The course Group Dynamics 2 consists of eight sessions, combining theory and practical application. Detailed weekly schedule Organization Theory 2.1 week Type of session Subject / activity Tasks student prior to

attending class 1 Theory in

combination with Training/Workshop

Development and Effectiveness of Teams

Read Chapter 1 & 2 of Schouten et al (Improving Teams)

2 Theory in combination with Training/Workshop

Group Dynamics and the Different Roles within a Team

Read Chapter 4 of Schouten et al, and read Chapter 10 of Robbins & Judge (Essentials of Organizational Behavior)


Different sorts of teams and the Downsides of a Team

Read Chapter 3 & 6 of Schouten et al, and read Chapter 9 of Robbins & Judge


Team Coaching: Role Management Read Chapter 3 & 5 of Schouten et al


How to deal with unhealthy teams: Coping with Resistance and Problem solving

Read Chapter 7 & 8 of Schouten et al


Motivating: getting the best out of your team members

Read Chapter 9 of Schouten et al

7 Training/Workshop given by students

Per group: students should give a workshop/training to their team (the other students) by choosing one of the themes

Choose 1 of team-themes from blackboard

8 Training/ Workshop given by students

Per group: students should give a short workshop/training to their team (the other students) by choosing one of the themes

Choose 1 of team-themes from blackboard

9 10 Exam: Assessment

4. EVALUATION

The course will be evaluated by an assessment, which consists of an assignment which they should work out in small groups.

Students are required to participate in work groups of 3 students doing a learning task, consisting of giving a workshop/training by choosing one of the themes which are presented on Blackboard. These themes are in line with the issues they have dealth with in the classes as well. This task is mandatory before being able to take the Assessment at the end.

Feedback on the results of the training/workshop will be presented directly after the group has given this.

Feedback on the exams will be provided in week 3 or 4 of the quartile following the course.

5. METHOD OF INSTRUCTION

Each session is a combination of providing theory and practicing with the tools they have received. Interaction and active participation is key in this course.

6. LITERATURE

Robbins, S.P. & Judge, T.A. (2011). Essentials of Organizational Behavior. 11th edition. Harlow: Prentice Hall. Schouten, J., Baak, A. & Kamminga,W. (2010). Improving Teams. Zaltbommel: Thema Uitgeverij B.V.



TIONAL HRM

COURSE OUTLINE INTERNATIONAL HUMAN RESOURCE MANAGEMENT 2.1: OPERATIONAL

Course: International Human Resource Management 2.1: Operational Author: Harry Wagter Lecturer: Harry Wagter Version: 2012 - 2013

1. OBJECTIVES

The school of Applied Psychology & Human Resource Management approaches Human Resource Management based on the holistic model. Based on the complex skill of Human Resource Management (HRM), students will develop knowledge and understanding of the connection between strategic, tactical and operational level regarding HRM.

From our vision on HRM, we consider our students as starting professionals who can be in role of junior HRM manager, junior change agent or junior strategic partner. In these roles students develop the (strategy) implementation, advice and the support of line managers regarding HRM. In terms of a leading author in the field of HRM (Dave Ulrich), three roles are directly relevant in the

Organizational Context Strategic level HRM Tactical level HRM Operational level HRM

social cultural legal

Strategy

Structure

Culture

HR philosofy

HR Tactics

HR practice

Principles HRM-workfield

HRM-organisation (roles, processes)

Priciples & other organzational positions

Use of HR-instruments

HRM daily practice

HR outcomes

first year of the program: Change Agent and Strategic Partner. Understanding of Employee Advocate and Human Capital Developer is mandatory. Basically students are millipedes. They need to understand financial aspects (management accounting and human resource accounting), how to engage and motivate people, how to coordinate and plan the flow of communication in an organization. In addition organizations change and innovate regularly, a situation in which HR professionals have a key role. The ability to balance the interests is crucial to HR, both inside and outside the organization. HR professionals have to deal with the interest of the organization, the top management, shareholders/board of directors, customers, employees, other divisions or departments, their own interests as well as interests of team members or the department. Interests may not always completely agree and itmanagement and negotiating skill are important. Being able to deal with a large amount of information is also important and sometimes a complex aspect of the job. What kind of information is important for whom, at what time and in what form?

target group into account. International and intercultural aspects are becoming more and more important in the work field. We notice this for example in dealing with employees from a diverse background or in hiring employees from other countries. Organizations internationally and within the EU also work together more regularly, especially regarding outscoring processes or services to countries with lower wage costs. The following nine activities are relevant for all complex HRM skills

Develop, implement and use HR polices and instruments Planning Organizing Leading Controlling Accomplishing acceptance Advising Negotiate and manage conflict Communicate

The skills must be handled in connection and are relevant for each course within HRM. The evaluation schedule displays how the activities of this course contribute to developing relevant skills. Throughout the course (Operational HRM 2.1) students will develop knowledge and understanding of: Being able to give advice to an organization (based on a short advisory report) about how to introduce HR instruments with a holistic approach in order to solve HR problems. Students are

aware of the responsibilities involved in implementing the advice, the role and position of and HR professional and the economic processes that must be taken into account. Students are able to understand the link between operational, tactical and strategic level, as defined in the Integral Model.


Within the complex HRM skills, we distinguish between three levels. Each level contains one or two courses including several assignments. The tree levels are:

Level 1 Introduction HRM and Operational HRM: Course outline 1 and 2.1 Level 2 Tactical HRM 1 and Tactical HRM 2: Course outline 2.2 and 2.3 Level 3 Strategic HRM 1 and Strategic HRM 2: Course outline 3.1 and 3.2

International HRM 2.1: operational is part of the 3-

Quarter 1 Quarter 2 Quarter 3 Quarter 4 Year 1 International HRM

1.: Introduction

Year 2 International HRM 2.1: Operational

International HRM 2.2: Performance Management

International HRM 2.3: Tactical 2

Year 3

International HRM 3.1: Strategic

International HRM 3.2:High Performance Organization & Worksystem



Within eight weeks, we will discuss the following topics: Specific and holistic use of instruments by the HR professional Economic aspects for HR professionals; Organization structure, organization culture and

strategies in relation to internal and external developments of an organization Impact on role and position of the HR professional in cooperation with the directors, managers

and employees Problem analysis General written communication of an HR professional and writing advisory reports

During the weekly sessions, we will discuss the basic principles of the relevant topic in lectures and workshops. Students work on assignments individually as well as in work groups. Students

develop an advisory report to a fictive organization based on the covered topics. During the last week, students get the opportunity to consult the lecturer about the relevant assignment.

Detailed weekly schedule International HRM 2.1: operational week Type of session Subject / activity Tasks student prior to

attending class 1 Lecture/workshop Introduction Operational HRM;

Integrated approach and model; Relations between HRM instruments.

2 Lecture/workshop Organizations external environment;

culture; Contingency approach; Competitive Strategic positioning of organizations(Porter); Organizational structures (Mintzberg).

3 Lecture/workshop Organizational cultures (Harrison); Relationship between HRM- instruments and organizations strategy, -structure and culture; Relationship between organization context, social policy and HRM- instruments.

4 Lecture/workshop Roles and position HRM; Intervention strategies; Ethical dilemmas HRM

5 Lecture/workshop Systematical Problem Analyses (SWOT/SPA)

6 Lecture/workshop Human Resource Accounting:

7 Lecture/workshop Group counselling: Advisory Report 8 Lecture/workshop Facultative 9 10 Exam:

4. EVALUATION

After successfully completing the course students will get 5 credit points. The course evaluation in based on the written advisory report. Students write an advisory report for a fictive organization about how to use and implement HR instruments in oder to improve staff deployment. This assignment is performed individually.

The advisory report needs to contain: Overview of the organization Problem analysis Desired situation Advice in the form of implementing a number of HR instruments Planning in regards to implementing and conducting the advice

Within the advisory report, students need to correctly apply the theory regarding:

Organization strategy, structure and culture Implementation of the HR instruments in mutual contexts Role and position of HR in the organization Written advice by the HR professional

Basic conditions

Students submit the assignment in safe-assign on Blackboard and also a paper version in mailbox of the lecturer

Declaration of own work Advisory report must meet the quick-scan requirements

The advisory report must be submitted on the last day of week 9 in quarter 1.


During the first set of two lectures (full-time), the relevant topic will be explained and internalized by using small exercises and questions. During the second set of two lectures, we will further discuss the topic by using exercises, short explanations and complements.

6. LITERATURE

Armstrong, M. (2009). Practice (11th ed.). London: Kogan Page Ltd. Schuler, R.S. (2011). International Human Resource Management, Policies and Practices for Multinational Enterprises (4th ed.). London: Taylor & Francis Ltd. Additional: Reader

On Blackboard, we will provide presentation slides and additional articles every week



TIONAL HRM

COURSE OUTLINE INTERNATIONAL HUMAN RESOURCE MANAGEMENT 2.2: PERFORMANCE MANAGEMENT

Course: International Human Resource Management 2.2: Performance Management Author: Harry Wagter Lecturer: Harry Wagter Version: 2012 - 2013

1. OBJECTIVES





Strategy

Structure

Culture

HR philosofy

HR Tactics

HR practice





HRM daily practice

HR outcomes

first year of the program: Change Agent and Strategic Partner. Understanding of Employee Advocate and Human Capital Developer is mandatory. Basically students are millipedes. They need to understand financial aspects (management accounting and human resource accounting), how to engage and motivate people, how to coordinate and plan the flow of communication in an organization. In addition organizations change and innovate regularly, a situation in which HR professionals have a key role. The ability to balance the interests is crucial to HR, both inside and outside the organization. HR professionals have to deal with the interest of the organization, the top management, shareholders/board of directors, customers, employees, other divisions or departments, their own interests as well as interests of team members or the department. Interests may not always completely agree and imanagement and negotiating skill are important. Being able to deal with a large amount of information is also important and sometimes a complex aspect of the job. What kind of information is important for whom, at what time and in what form?



The skills must be handled in connection and are relevant for each course within HRM. The evaluation schedule displays how the activities of this course contribute to developing relevant skills. Throughout the course (Tactical HRM 1) students will develop knowledge and understanding of: An holistic approach to Human Resource Management by matching the HR instruments with the organizational goals as well as aligning the HR instruments with each other. In addition students will get knowledge of performance management (PM) the HR instruments to support PM.

Students will discuss this topic by using a case. Case study includes a problem analysis, a social policy proposal and advice on how to use HR instruments. The course provides students with the opportunity to develop important steps starting from the idea and applying HR instruments to support the organization as well as possible. Students work in groups (maximum of four people). In organizations/companies this kind of project will often be performed by project groups: therefore this project is designed for groups.


Within the complex HRM skills, we distinguish between three levels. Each level contains one or two courses including several assignments. The tree levels are:

Level 1 Introduction HRM and Operational HRM: Course outline 1 and 2.1 Level 2 Tactical HRM: Course outline 2.2 and 2.3 Level 3 Strategic HRM 1 and Strategic HRM 2: Course outline 3.1 and 3.2

International HRM 2.2: Performance Management is part of the 3-Professio


1.: Introduction



International HRM 2.3: Tactical

Year 3





HRM is mainly focused on the wide range of Human Resource Management and corresponding instruments. Within Tactical HRM (2.1) we will concentrate on the use of HR instruments for the following contexts: the social policy and the organization as a whole.

Students work in the role of HR Adviser in a case study. The students have to complete an assignment providing advice on consequences for the social policy and the use of HR instruments regarding the organization goals.

During this course we will provide lectures, workshops and the opportunity for consultation.

In each lecture we will discuss the current theory. Topics such as social policy, HR Implication Matrix (HRIM), Performance Management, project-work and workshops are covered. During each workshop we will practice applying relevant theory and concepts both orally and in writing, analysis, interpretation of assignments and feedback on work produced. Consultations with the lecturer can be used to ask questions about the final assignments. The topics discussed during the lectures or workshops are aligned with the current assignment. First of all, the course focuses on developing HR instruments that are aligned with the organization goals, as well as on Performance Management. Detailed weekly schedule International HRM 2.2: Performance Management week Type of session Subject / activity Tasks student prior to

attending class 1 Lecture/workshop Introduction;

Integrated model; Explanation assignment.

2 Lecture/workshop Social Policy; Exercise translating organizational; strategy into goals of social policy; Work on assignment.

3 Lecture/workshop Translate social policy goals into HR-instruments; HR Implication Matrix: Exercise. Work on assignment.

4 Lecture/workshop Performance management; Work on assignment.



7 Lecture/workshop Performance management: implementation and planning

8 Lecture/workshop Consultation assignment 9 10 Exam:

4. EVALUATION

Assignment: Advisory report Write an advisory report for the management of Move and More which clearly describes the

The reason for the advisory report with a clear analysis of the problem; The goals of the social policy with a clear justification (strategic level); The social policy developed and supported by PIM on a tactical level, as defined in an appropriate form of performance management; A plan of action, substantiate the social policy on an operational level

The assignment:

will be conducted in groups (maximum of 4 students); is based on the Move and More case study; consists of at least eight and up to ten pages.


During the lectures we will explain the relevant theory and further discuss it by using chapters from several HRM books used by previous IHRM lectures

During the workshops students will work on exercises that will help them apply the theory. Students will also get the opportunity to get feedback on parts of the assignments.

6. LITERATURE

Armstrong, M. (2009). Practice (11th ed.). London: Kogan Page Ltd.

Weiss T.B & Hartle F. (2000). Reengineering Performance Management. Boca Raton: CRC Press

Additional: Reader On Blackboard, we will provide presentation slides and additional articles every week.



TIONAL HRM

COURSE OUTLINE INTERNATIONAL HUMAN RESOURCE MANAGEMENT 2.3: TACTICAL

Course: International Human Resource Management 2.3: Tactical Author: Harry Wagter Lecturer: Harry Wagter Version: 2012 - 2013

1. OBJECTIVES





Strategy

Structure

Culture

HR philosofy

HR Tactics

HR practice





HRM daily practice

HR outcomes

first year of the program: Change Agent and Strategic Partner. Understanding of Employee Advocate and Human Capital Developer is mandatory. Basically students are millipedes. They need to understand financial aspects (management accounting and human resource accounting), how to engage and motivate people, how to coordinate and plan the flow of communication in an organization. In addition organizations change and innovate regularly, a situation in which HR professionals have a key role. The ability to balance the interests is crucial to HR, both inside and outside the organization. HR professionals have to deal with the interest of the organization, the top management, shareholders/board of directors, customers, employees, other divisions or departments, their own interests as well as interests of team members or the department. Interests may not always completely agree and imanagement and negotiating skill are important. Being able to deal with a large amount of information is also important and sometimes a complex aspect of the job. What kind of information is important for whom, at what time and in what form?



The skills must be handled in connection and are relevant for each course within HRM. The evaluation schedule displays how the activities of this course contribute to developing relevant skills. Throughout the course (Tactical HRM 2) students will develop knowledge and understanding of:

The importance of dealing with a holistic-strategic approach to issues of HRM; Content and form of HR policies are aligned with the specific organization characteristic; The connection between developing strategy, developing policy and operationalizing an HR

policy (strategic, tactical and operational level); The goals and forms of developing strategy and policy regarding the field of HRM; The steps and processes (initiate, observe/improve); Roles and responsibilities within organization in regards to developing HR policies, including roles and responsibilities of an HR advisor; Terms and definitions of HR policy, Human Resource Management and Personnel Management; The most famous, classical and modern HR approaches and basic models; Terms and conditions for a successful developing of HR policies; Effectively operationalizing and implementing HR policies; The structure regarding the relationship between manager - staff and the role of the HR advisor in this; The different influencing factors on the efficiency of an HR policy; The structure of the HR position within an organization; The development stages of HR policies; The different vision / understanding regarding people, work and organization (known as HR paradigm); The opinion on the current and future position of HR departments and HR advisors; The changing and divergent expectations regarding HR advisors; The images, experiences and developments regarding the professionalism of HR advisors; The ethical dimension of HR issues and the task / role of an HR advisor in this.


Within the complex HRM skills, we distinguish between three levels. Each level contains one or two courses including several assignments.

The tree levels are:

Level 1 Introduction HRM and Operational HRM: Course outline 1 and 2.1 Level 2 Tactical HRM: Course outline 2.2 and 2.3 Level 3 Strategic HRM 1 and Strategic HRM 2: Course outline 3.1 and 3.2

International HRM 2.3: tactical is part of the 3-


1.: Introduction



International HRM 2.3: Tactical

Year 3





This course contains 3 credit points and involves three assignments and an exam. In addition this course contains the preparation of an individual paper regarding the personal professional vision of HRM. This paper will be evaluated in International HRM 3.1: strategic. Students develop and give advice on a tactical HR policy aligned with a previously developed strategy for a case organization.

Detailed weekly schedule International HRM 2.3: Tactical week Type of session Subject / activity Tasks student prior to

attending class 1 Lecture Strategic and Tactical HRM.

2 Lecture Theoretical frameworks HRM.

3 Lecture Effectiveness of HRM.

4 Lecture Implementation of HRM policy.

5 Lecture Perspectives of HRM.

6 Lecture Tasks/Roles/Competencies of the HRM professional.

7 Lecture Theme: HR Cycle: Compensation-Appraisal-Development

8 Lecture/workshop Theme: Leadership 9 10 Exam:

4. EVALUATION

Knowledge and understanding of aspects regarding tactical HR policies related to a strategic and operational HRM (first part of the exam, open questions).


During the sessions we will provide different teaching methods (lectures, workshops, consensus meetings).

6. LITERATURE

Armstrong, M. (2009). Practice (11th ed.). London: Kogan Page Ltd.

Tim Claydon, T. (2010). Human Resource Management, a Contemporary Approach (6th ed.). Harlow: Pearson Education Ltd. Ulrich, D. (1997). The next agenda for adding value and delivering results. Harvard: Harvard Business School Press. Additional: Reader



TIONAL HRM

COURSE OUTLINE INTERCULTURAL COMMUNICATION 2

Course: Intercultural Communication 2 Author: Marjan Detert Lecturer: Marjan Detert Version: 2012 - 2013

1. OBJECTIVES

Deepening of the theme: cultural differences, linked on the professional attitude in the field of human resources. At the end of this course students should be able to analyse and to understand the cultural differences and they are able to manage across cultures. Therefore the following items are important

Cross cultural communication and competences for HR professionals Recognizing the presence and the force of culture and awareness of their cultural background How to deal with cultural differences and how to achieve synergy Building intercultural partnerships

The student is aware of:

-context cultures) his/her personal social values and the meaning of this on their professional behaviour his/her personal space: people from different cultures have different

the legal and ethical behaviour

Knowledge The student knows:

different analysing models (see Intercultural Communication Skills 1) about problems and possibilities working in intercultural settings

Skills The student is able:

to analyse, to discuss and reflect on the themes to communicate in the role and position of an HRM-professional (this means: situations as

advising, communication and discussion techniques in intercultural meetings, negotiation and decision-making, appraisals and performances.

Attitude The student is aware of his/her:

personal competences and specifics of personal characteristics and influences which stipulate his/her own identity. At the same time he/she is aware of specific characters and intercultural influences from other individuals or groups

responsibility in communication and shows respect without judgments, tolerate ambiguity and is willing to explore and emphasize common ground


Professional Skills are part of the 4 years programme: Quarter 1 Quarter 2 Quarter 3 Quarter 4 Year 1 I-HR & BM

Basic communication Skills 1.1 -------------- Intercultural Communication Skills 1.1

Basic Communication Skills 1.2 --------------- Professional Communication Skills 1

Basic Communication Skills 1.3 --------------- Group dynamics 1 (working in a team)

Year 2 I-HR & BM Year 1: SDP

Intercultural Communication Skills 2

Group dynamics 2

Year 3 I- HR & BM Year 2: SDP



Year 4 HR

Intercultural Communication Skills 2 is the follow up of ICS 1 (year 1, central topic: the student individual) and it is also a kick-off before starting the programme of Professional Communication Skills 2. Central issue in this course is the student in the role of HR consultant


The connection and the relevance for the profession: The impact of culture on Human Resource management is important and we cannot neglect or ignore it. The world is getting smaller and globalisation is a fact. Communicating with people from other cultures can be challenging. At the same time, your ability to foster successful communication between people of differing cultures will bolster your success in business and career. To overcome cultural barriers to effective communication, you must first learn what culture actually means. Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behaviour. Subcultures, in turn, are distinct groups that exist within a major culture. Cultures differ in several ways that affect communication, for instance: the acceptance: cultures vary in their attitudes toward outsiders, some are openly hostile, some maintain a detached aloofness, and others are friendly, and cooperative toward strangers.

By bridging these differences, you can successfully achieve intercultural communication. And this is the issue during this course. How can we communicate as am HR- professional in intercultural settings. The student will explore the advantages and the problems in the field of intercultural human resource management in different ways: exploring their competences, the daily practice and developing their communication skills. Content of the course and the weekly schedule

Week

Type of session

Subject / activity

Tasks student prior to attending class/preliminary

1

Introduction and lecture

Theory: culture and the analysing models of Hofstede, etc. (a summarize) Interactive discussion and assignment Explanation of the final task: a presentation of the interview with a HR manager

read: * appendix: Pinto * book MP: chapter 1 (Managing people across cultures: Trompenaars/Hampdon-Turner)

2 Lecture/Workshop

Multicultural situations and communication in the work of HR Personal learning objectives

read: * book MP: chapter 10 * assignment: list of situations

3 Lecture/Workshop

Theory: Culture and HRM Reflection on: the learning objectives Exercise: linking theory (TOPOI) and daily practice

read: *appendix: TOPOI-model * book MP: chapter 4 Assignment: the personal learning objectives

4 Lecture/Workshop

Presentation in small groups of the assignment: linking theory and daily practice Assignment: acting part:: feedback in intercultural settings

read: * book MP, chapter 5 book TIS: chapter 7 * preliminary: assignment: presentation of the link between theory and practice

5 Lecture/Workshop

Exchange of discussion themes (content guest lecture) Acting part and feedback sessions Case: the workload

read: * book MP, chapter 6 * assignments: 1: make a list with relevant questions, preparing discussion themes (guest lecture in week 6) 2: make a description of a case

6 Lecture/Workshop

Lecture HR professional Acting part, interactive discussion, Linking theory and daily practice

read: * book MP, chapter 8 * preliminary of a case

assignments * preparation task: presentation of a relevant article (max.5 minutes)

7 Lecture/Workshop

Presentations of the articles Simulations in acting part Assignments: to observe and give feedback and evaluate personal goals.

read: * appendix; the three-step method (Pinto) * preliminary of a case * presentation of a relevant article (max.5 minutes)

8 Lecture/Workshop

Presentations of the articles Assignments, exercises and acting part

* Preliminary of a case * Presentation of a relevant article

9

10

Presentations of the interviews with HR managers ( in small groups/pairs)

See: final task

4. EVALUATION

Method of assessment: portfolio and presentation of the interview. See description of the final task: a (pair) presentation and a personal reflection paper on the presentation. The subject of this presentation is chosen by the two members but must be in line with the course content. Students are required to get approval of their chosen subject from their trainer. The students will be evaluated based on the content of the presentation. Feedback on the presentation will be provided immediately after the presentation. Feedback on the written reflection will be provided later. Credit points: 3 EC 5. METHOD OF INSTRUCTION

Every lesson starts with a short theoretical introduction, a reflection on literature and assignments. Students have to prepare themselves by reading the literature and the preliminary. The lessons are interactive, which means that the active participation of students is required. We will work with individual and group tasks. We expect students to use their own experiences and cases for analysing and reflections purposes. There are many training activities, for examples: acting parts and personal feedback exercises.

6. LITERATURE

Robbins, S.P. & Hunsaker, P.L.H. (2007). Training in Interpersonal Skills: TIPS for Managing People at Work. Harlow: Prentice Hall. Trompenaars, F. & Hampden-Turner, C. (2004). Managing People across Cultures. West Sussex, UK: Capstone Publishing Ltd. Recommendation: Hofstede, G. & Hofstede, G.J. (20010). Cultures and Organizations. New York: Mc Graw-Hill. Nunez, C., Nunez Mahdi, R. & Popma, L. (2009). Intercultural Sensitivity: From Denial to Intercultural Competence. Assen: Van Gorcum B.V



TIONAL HRM

COURSE OUTLINE INTERNATINAL AND COMPARATIVE LABOUR LAW

Course: International and Comparative Labour Law Author: Tjerk Tuinstra Lecturer: Tjerk Tuinstra Version: 2012 - 2013

1. OBJECTIVES

Working in an HR department of a multinational or transnational organization you will have to deal with a large variety of legal systems, regulations, laws, statutes and cases. For instance, your CEO wants to implement noncompete agreements in all labor contracts of the employees in the eight plants of the company in six different countries. In some countries the legal system would allow such measures even without hearing the employees, in other countries it would be strictly forbidden. This course forms an introduction in international law and in comparative law. It gives you the devices to discuss with the legal department or the legal advisor of your organization. You will learn about labor law in your own country, other countries and to compare them. But you will also learn about the international organizations like the International Labor Organization. Furthermore, this course will make you aware of the legal complications of cross border working. Both for the employer as for the employee. In short: You will be able to get the legal information you need

to answer basic questions on labor law and social security of your employer as well as employees,

to inform briefly your employer and employees on the main structure of the labor law and social security system in different countries,

to advice on cross border working, not only within the European Union but also abroad.

You will be able to read the national and international labor developments and their legal implications and vice versa. All on a level off a beginning international HR-officer.


International and comparative law requires basic knowledge of the structure and culture of organizations and international legal structures on the level of the interesting leah. It is therefore placed in the middle of the curriculum.


The course is all about informing yourself to inform your fellow students and later on your employees en your employees, based on skills and knowledge.

Detailed weekly schedule Organization Theory 2.1

week Type of session Subject / activity Tasks student prior to attending class

1 Lecture

Introduction, forming subgroups Choosing countries or own country

Read Chapter 1: Start reading on your chosen country See learning task

2 Lecture

The United States Read Chapter 3: Work on learning task

3 Lecture

The European Union Read Chapter 7: Work on learning task

4 Lecture

India Read Chapter 13: Sent reports other groups

5 Students lectures

Present concept of your report to your fellow students, discussion

Read reports, comment and sent back

6 Students lectures



7 Students lecture



8 Test exam Response to questions Students choose the winning webpages (=reports).

Send final reports to your fellow students

9 10 Exam

4. EVALUATION

The course will be evaluated by a written exam, consisting of 40 multiple choice questions, including practical application in small cases.

The student will achieve 3 credit points for this course. Students are required to participate in work groups of 3 students doing a learning task

consisting of designing the webpages for a website on the legal aspects of working in a chosen country and presenting that website to the other work groups.

A publishable website is required for doing the written exam. Each group comments on the website of the other groups. In the last session students will do a test exam and vote for the best webpages. Feedback on the exams will be provided in week 3 or 4 of the quartile following the course.


The first four sessions (week 1-4) consist of a theoretical and a practical part. The first 60 minutes will be devoted to lecturing on the theory in interaction with the students. In the last 30 minutes of each session, a small case analysis will be conducted together with the students, applying the theory presented. Students may also ask questions about the learning task they are working on in the subgroups.

During these first four weeks students prepare webpages for a website on comparative law. Each group of students choses a country and describes the legal aspects of working within that country. The description will follow a format which is demonstrated in the first four lectures.

The three other sessions will be presentations of the webpages and discussions on the webpages and finally the election of the best webpages.

6. LITERATURE

Blanpain, R., Bisom-Rapp, S., Corbett, W.R., Josephs, H.K. & Zimmer, M.J. (2007). The Global Workplace: International and Comparative Employment Law. New York: Cambridge University Press. The text of the webpages produced by our students.



TIONAL HRM

COURSE OUTLINE ORGANIZATIONAL BEHAVIOUR 2: ORGANIZATIONAL COMMUNICATION AND CULTURE

Course: Organizational Behaviour 2: Organizational Communication and Culture Author: Judith van Felius Lecturer: Judith van Felius Version: 2012 - 2013

1. OBJECTIVES

The courses in Organizational Behaviour (OB) focus on the motivation and behaviour of people in the organization. This course OB 2 has the objective to improve insight of students into something

people interact and work together in organizat -and HR professionals can use to influence this behaviour in order to reach organizational goals.

strategy and structure, the topics covered in Organizational Behaviour are dealing more with the . These will range from understanding groups and teams to

communication in organizations, organizational cultural typologies and briefly - change management. In the third year OB 3 Change Management will deepen students knowledge on this subject.

Figure 1. Basic Organizational Behaviour Model, Stage I

Stephen P. Robbins, Timothy A. Judge, Timothy T. Campbell Organizational Behaviour, page 20. 2010: Pearson Education Ltd.

Organizational behaviour can been treated on an individual, group and organization systems level (see figure 1). In Organizational Behaviour 2 we will look at both the group level and the organization systems level. After this course, students will have a better understanding of:

Behaviour of people in groups and teams; characteristics of effective teams. Communication processes in organizations, communication as management tool. Organizational culture:

its functional and dysfunctional effects on people and the organization; diagnosing culture with the Organizational Cultural Assessment Instrument; advice on changing the organizational culture.

In general, students will acquire knowledge and understanding of organizations in an international, Western-oriented environment.


Organizational Behaviour 2 (OB 2) is part of the 3-year consecutive learning program in Strategy and Organization Development (OB and OT) with increasing level of complexity:

Quarter 1 Quarter 2 Quarter 3 Quarter 4 Year 1 IHR&BM

Introduction to Psychology

OB1 Organizational Psychology

OT 1.1 Organizations and work design

OT 1.2 Job Evaluation and Reward Systems

Year 2 IHR&BM or Year 1 SDP

OT 2.1 Strategic management and Organization Structure

OB 2 Organizational Communication and Culture

OT 2.2 Managerial Processes and Decision Making

Practical Business Game


OT 3 Organization Theory and Design

OB 3 Change Management

OB = Organizational Behaviour ; OT = Organization Theory There are no specific pre-requisites to following course OB 2, although it is advised that students have finished OT 2.1.


As we have seen in OT 2.1 on Strategic management and Organization structure, teams are increasingly becoming the primary means for organizing work in contemporary organization

gain increases in organizational performance through the use of teams, it needs to ensure that its

functioning of work groups and teams, which occurs on the group level in figure 2. The second theme in this course is Organizational Communication, which of course has many relations with the other two subjects. The importance of communication in organizations is often underestimated, whereas it should be treated as a powerful management instrument. Many attempts to organizational change fail because the internal communication was inadequate, as employee surveys indicate. Managers and HR professionals need knowledge and understanding of

nd channels, and how to use them in such a way, that the organizational goals can be attained more readily. Students will play an active role in assessing the benefits of using social media in organizational communication.

Figure 2. Basic Organizational Behaviour Model, Stage II Stephen P. Robbins, Timothy A. Judge, Timothy T. Campbell Organizational Behaviour, page 25. 2010: Pearson Education Ltd.

In OT 2.1 students have learned that organizations are, for the most part, a rational means by which to coordinate and control a group of people. In this course we will show that organizations are more than that: they have their own personalities, apart from their founders or any of its members. They can be rigid or flexible, unfriendly or supportive, innovative or conservative. The idea that an organization can be seen as a culture, a system of shared meaning, is relatively new

. In this course students will learn various typologies of culture, and will practice to use an instrument to measure the organizational culture, based on the model of Competing Values and further explained in Cameron & Quinn, Diagnosing and Changing Organizational Culture. It should not be overlooked that the national culture of the country in which the organization is situated, influences the organizational culture. As figure 2 shows, Robbins, Judge & Campbell (2010, p.456) treat Organizational Culture as an independent variable on organization systems level that enhances our ability to the explain and predict of the behaviour of people at work.

Planning per week The literature is referred to as follows:

RJC: Robbins, Judge, Campbell: Org. behaviour THD: Trompenaar-Hampden-Turner: Managing People Across cultures C&Q: Cameron & Quinn: Diagnosing and Changing Organizational Culture

week Subject / activity Tasks student 1 Lecture General introduction to the subject of

organizational behaviour on group and organization systems level. Organizational culture. The organization as a number of groups. Group properties. Group development.

Read RJC Chapter 1 + 9

Work session Introduction to learning tasks

2 Lecture

Group decision making. Group think. Contrasts between groups and teams. Characteristics of effective teams. Why are teams so popular in organizations?

Read RJC Chapter 9 + 10 Read THD Chapter 4

Work session Exercise: deciding on company cars Self Assessment:

toward working in groups?

3 Lecture Organizational Communication Is gossiping morally wrong? Formal and informal communication. Directions of communication. Information richness of channels.

Read RJC Chapter 11

Choice of communication channel. Barriers to effective communication.

Work session Introducing learning task 1. Discussing the article: How social technologies are extending the organization. McKinsey Quarterly, November 2011

Group learning task 1 use of social media in internal organizational communication, find

4

Lecture Internal communication as management instrument. An internal communication plan. Participation of employees.

Read article on communication as management instrument

Workshop by students

Group learning task 1 Students deliver 10 minute presentations on the use of social media in internal

organizations

5 Lecture

Characteristics of organizational culture. Factors that create and sustain an organizational culture. Cultural typologies (Deal & Kennedy, Harrison & Handy, Trompenaars). Functional and dysfunctional effects. How national culture affects the organizational culture (Hofstede)

Read RJC Chapter 17 Read article on Blackboard by Hofstede (1993) Cultural constraints in management theories Read THD Chapter 1

Work session: debate

Discussing the article: Edgar E. Schein. So How Can You Assess Your Corporate Culture?

Self Assessment:

organizational culture for me?

6 Lecture

Diagnosing and Changing Organizational Culture Competing Values Model

Read: Cameron & Quinn Ch. 1-4

Work session The OCAI instrument Construction of a culture profile in the case presented

www.ocai-online.com Group learning task 2 Cases

http://www.ocai-online.com/

7 Lecture

An ethical and a positive culture. Spirituality and organizational culture. Organizational Change Planned change Approaches to managing change Creating a culture for change

Read RJC Chapter 17 contnd RJC Chapter 19 up to p. 532

Work session What to advice based on OCAI analysis? Suggestions by Quinn & Cameron Implications for managers

Cameron & Quinn Chapter 5 and 7

8 Lecture Final topics Exam training

Work session

Group learning task 2 Groups present their advice based on research findings with OCAI in the case organization provided. Discussion in class.

Make presentation on learning task 2

9 Group learning task 2: Hand in final report and presentation on paper end of week 9

10 Final exam

4. EVALUATION

The course will be evaluated as follows: written exam, consisting of 40 multiple choice questions on the theory, which counts

for 60 % of the final grade; group learning task 1 on social media, which counts for 10 % group learning task 2 research assignment with the OCAI, which counts for 30 % ofthe

final grade. The student will achieve 6 credit points for this course. Feedback on the learning tasks will be provided in class. Feedback on the exam will be provided in week 3 or 4 of the quartile following the course.


This course consists of sixteen 90-minute sessions: eight lectures and eight work sessions. Each lecture will be an interactive session, discussing theories and applying these on small cases and exercises. In the work sessions learning tasks will be instructed and/or discussed, including supporting literature. In week 4, students will organize an interactive workshop on the use of social media in internal communication, showing examples of best practices and stimulating discussion. In week 8, students present their advice on a cultural analysis to the class. Students

are required to prepare themselves and bring the articles and materials as mentioned in the planning per week to the classes.

6. LITERATURE

Cameron, K.S. & Quinn, R.E. (1999). Diagnosing and Changing Organizational Culture. Addison Wesley.

Robbins, S.P., Judge, T.A. & Campbell, T. (2010). Organizational Behaviour. Upper Saddle River, NJ: Pearson Education Limited. Ch. 1-9-10-11-17-19.

Trompenaars, F. & Hampden-Turner, C. (2004). Managing People across Cultures. West Sussex, UK: Capstone Publishing Ltd.

Articles provided on Blackboard:

Hofstede, G. (1993). Cultural constraints in management theories. The Executive, 7(1), 81-94.

Bughin, J., Hung Byers, A. & Chui, M (2001). How social technologies are extending the organization, McKinsey Quarterly, November, 2-9. Several articles on communication as management instrument. 6. FURTHER INFORMATION

Lecturer and coordinator of the course is Judith van Felius. Contact information: room EB86 (usually present in Enschede on Monday, Wednesday). Mail: [email protected] (JFE01).

http://en.wikipedia.org/wiki/Upper_Saddle_River,_New_Jersey

http://en.wikipedia.org/wiki/New_Jersey

mailto:[email protected]



TIONAL HRM

COURSE OUTLINE OPERATIONS MANAGEMENT 2.2 BUSINES PLAN

Course: Operations Management 2.2 Business Plan Author: Judith van Felius Lecturer: Judith van Felius Version: 2012 - 2013

1. OBJECTIVES

Every year, a sizeable number of people of all ages, backgrounds, and stations of life decide to set up their own company. In the process, they are reshaping the global economy. There may be a number of reasons to do so: often the entrepreneur wants to be independent and make his or her

wants to get rich quickly! Being an entrepreneur means you need a basic understanding of your customers, using marketing principles and practices to strive for commercial success.

But setting up your own business entails risks as well. Every year thousands of companies in the Netherlands go bankrupt, both big and small. Therefore you need to develop a basic understanding of the financial part of starting a business as well. It may well lead you to the conclusion that it may be more attractive to be an entrepreneur within an existing organization. This does not mean that learning to be an entrepreneur is a waist of time. In every line of work,

require that you develop entrepreneurial qualities during your studies.

According to Keuning (2010, p.435) the crucial function of entrepreneurship is finding and using opportunities. By being alert to events in the outside world, the entrepreneur formulates specific goals and strives to attain them, thereby taking a certain amount of risk. The real entrepreneurial

s an entrepreneur, both inside or outside an organization, you are not alone in the world. You are part of society, which means that whatever you do has a bearing on others and on the environment. A socially conscious entrepreneur therefore

By the end of this course students should be able to make a business plan in a project team. They do this for a small start-up business unit within a larger organization. The purpose of this course is to explore the possibilities, challenges, risks and rewards of being an entrepreneur, or in this case, a business unit manager with profit responsibility. You will focus on the marketing of a

product in an international environment, but you will learn to evaluate the organizational, financial and environmental consequences of your ventures as well, at least to the extent that you know when to consult experts in or outside the organization.

Besides developing knowledge and understanding of the basics of marketing and finance, important learning goals are to work together productively in a project team, and to train writing and presentation skills in Business English.


Making a Business Plan is part of the 2-year consecutive learning program in Operations Management (OM) which contributes to the Business Orientation of students. It also prepares students for the Business Game in Quarter 4 of Year 2 IHR&BM / Year 1 SDP. Quarter 1 Quarter 2 Quarter 3 Quarter 4 Year 2 IHR&BM or Year 1 SDP

OM 2.1 Financial Management

OM 2.2 Business Plan

OM 2.3 Int. labour law



OM 3.1 Supply Chain

OM 3.2 Planning & Control / HRA

OM 3.3 Quality Assurance

The course OM 2.1 Financial Management is a prerequisite for the OM 2.2 Business Plan. It is advisable that students have finished course OT 2.1 Strategic management & organizational structure as well.


3.1 Starting a business is COOOL! To help students get a kick start, all project groups will work with the same basic idea: they will start a new business unit within an established organization, named Traditional Clothing Company (TCC). This company has decided to launch a new line of ecological clothing, manufactured and marketed in a sustainable way. The project group has been formed to establish an independent profit center, marketing this new line of fashion both in the Netherlands and the rest of Europe. Their brand in the textile industries will be named COOOL. Each project group may decide on product(s) and target group(s) that they think are most promising in this market. The new business unit will be a virtual network organization: this means there will be no

use of outsourcing. This new clothing brand will take this to the extreme by subcontracting most of the processes to separate companies and keeping a small head office to coordinate these

activities. Meanwhile the focus of the project is on building brand value. During the course, the instructor will provide students with more details. In this course a methodical approach is used to writing a business plan in eight steps, as laid out

Making a business planassignments. The activities need to be executed to complete the business plan, as outlined in the planning per week. For supporting theory students can make use of articles from Burggraaf c.s. (2008) The Entrepreneur and the Entrepreneurship Cycle (advised literature on Blackboard). Practical information can be found on many international websites. The instructor will also provide relevant information on Blackboard. 3.2 Planning per week There will be one weekly session of 3 hours (135 minutes). Each session will start with 45 minutes of instruction, questions and discussion with the instructor. After that, students have their weekly project meeting in which they discuss their progress and carry out the tasks mentioned below, 60 minutes. In the last 30 minutes the groups report back to the instructor. The accent in this project is on entrepreneurship, so students are expected to show initiative and to work independently with their team. During each session, the instructor will be available for assistance on demand. Directly after each project meeting, students hand in a weekly report to the instructor using the weekly report model provided. Note: the articles mentioned in the planning will be publicized on Blackboard. These are taken from: Willem Burggraaf, Roberto Flören and Joost Kunst (eds, 2008). The Entrepreneur and the Entrepreneurship Cycle, a bundle of articles on entrepreneurship from professors and lecturers at Nyenrode Business University. Assen: Van Gorcum BV. week Subject / activity Tasks students before or during

sessions

1.1 STEP 1 Introduction: getting to know each other Activity 1.1 Investigate

Calculate your E.Q. (Entrepreneurial Quotient) Make a CV of yourself Make groups of four Get to know Nominal Group Technique

Discussion: What is marketing? How do you start a business? What is a virtual network organization?

Buy the book Making a business plan, by Roel Grit Read: Grit, Chapter 1 + Organizing meetings (hand-out) Check entrepreneurial test: http://marriottschool.byu.edu/cet/startingout/test.cfm Read: Joost Kunst (2008). The importance of writing a business plan: Points to consider.

1.2 Agenda of first project meeting: Brainstorm on our basic idea Activity 2.1 Write down your own idea in 10 lines Share your ideas in the project group Activity 2.2 Identify target group and market Share

Get the team going Activity 0.1, 0.2 and 0.3 - Draft an hours sheet in Excel (format available on website book) - keep a log - hand in Weekly Report

http://marriottschool.byu.edu/cet/startingout/test.cfm

http://marriottschool.byu.edu/cet/startingout/test.cfm

your ideas in the project group Activity 2.3 Envision production / outsourcing Share your ideas in the project group

2.1 STEP 2 Developing your idea Discussion of strategic concepts in class. What is a mission and a vision?

Read Grit, Chapter 2 and 4 -Take E-scan Read Grit, project management: people working on projects (BB). Read : Van Eenennaam & Posthumus (2008). Strategy in eight key concepts (BB)

2.2 Agenda of second project meeting: What is our mission and our vision for COOOL? What are our objectives? Activity 2.5 Formulate individually in 10 lines Share your mission with the group Activity 2.6 Formulate individually in 10 lines Share your vision with the group Activity 2.7 Formulate your aims Share your aims with the group STEP 4 Investigate your market Activities 4.1 4.5 what information do you need? Divide tasks in the project group (based on competencies / outcome of tests) see 0.1 0.2

We will skip Grit, Chapter 3 STEP 3 (legal aspects not treated here) Investigate your market by checking websites of international textile companies and marketing websites. See tips on Blackboard. See also activities 4.1-4.5 and 0.3 - hand in Weekly Report

3.1 STEP 2 + 4 How do you make your business sustainable? Discussion on sustainability, specifically in the textile business.

Read: Keijzers & Wempe (2008). Entrepreneurship, Innovation and Sustainability. Moenaert & Robben (2008). Roadmapping: The Resources Uncover the Strategy.

3.2 Agenda of third project meeting: Defining our business unit strategy Activity 4.6 Environmental factors and stakeholders. Activity 4.7 SWOT and confrontation matrix Activity 4.8 Discussion of strategy and optional choices of product/market combination(s)

Outcome: Environmental and stakeholder analysis, SWOT matrix

See the website of the book , e.g. http://en.wikipedia.org/wiki/SWOT_analysis - hand in Weekly Report

4.1 STEP 5 Defining your marketing strategy Discussion on positioning of a brand in the chosen market segment

Read Grit Ch. 4 (from p.48) and 5 Consult marketing books or websites on marketing to find out about

4.2 Agenda of fourth project meeting: Deciding on our marketing / promotion Activity 4.8 Decide on strategy and make a choice of

Make the right choices in launching your marketing concept.

http://en.wikipedia.org/wiki/SWOT_analysis

http://en.wikipedia.org/wiki/SWOT_analysis

product/market combination

marketing strategy (large assignment) Activity 5.1 5.7 Identify your target groups, develop your own style for COOOL and decide what you are going to tell the customers.

Outcome: Marketing Plan

- make minutes - hand in Weekly Report Interim Group Evaluation: each student will be asked to hand-in written answers to the instructor to the evaluative questions presented on BB.

5.1 STEP 6 Organizing your business Discussion on Personnel and Organisational Aspects of Business Start-ups with Growth Ambitions.

Read Grit Ch. 6 Read: Slaman & Lekanne Deprez. Managing People within SMEs.

5.2 Agenda of fifth project meeting: Organizing our business unit Activity 6.1 Work out your buying process / outsourcing of production Activity 6.2 Work out your administrative process / outsourcing Activity 6.5 Make a personnel plan (also 3.10) Activity 6.6 Make a organizational plan of your business unit Estimate variable and fixed costs and determine what long term and short term investments you need to set up your business unit organization.

Outcome: Internal Organization Plan

Make use of the models on BB - hand in Weekly Report

6.1 STEP 7 Arranging your finances Discussion on the relationship between the financial statements, sales forecast as starting point for financial planning, income statement and marginal income, break-even analysis to assess when your business will start to be profitable.

Instructor will provide you with extra data if necessary Read: Ten Rouwelaar & Kapelle. The Financial Chapter of the Business Plan.

6.2 Agenda of sixth project meeting: Arranging our finances Activity 7.1 Determining our revenue with break-even analysis Activity 7.2 Making an investment budget Activity 7.3 Making a financing plan Activity 7.5 Making a profit-and-loss budget

Outcome: Financial Statement(s)

Make use of the models on BB - hand in Weekly Report

7 STEP 8 Implementing your plan Ask advise on: Activity 8.1 Setting up our business plan Activity 8.2 Writing a synopsis

Start putting the pieces of the plan together and make a synopsis See final format of the business plan in

Activity 8.3 Making a list of action items and time schedule (Action Plan)

Outcome: Business Plan Activity 8.4 Preparing to present our plan in a professional way to senior management of the parent company

Supplement 1 Make a Powerpoint presentation from the synopsis. Decide who is going to present which part.

8 PRESENTATIONS

Final group Evaluation: each student will be asked to hand-in written answers to the instructor to the evaluative questions presented on BB.

4. EVALUATION

The project is concluded with the submission of a business plan which will be graded. A sufficient grade leads to 3 EC. The plan must meet the following requirements conditional to evaluation: 1. The plan must meet all requirements stated in the book. The numbered activities mentioned in

the planning per week and in supplement 1 are obligatory. 2. The plan must contain proper English language and grammar. 3. The possibilities of MS Word must document (headers,

bullets, table of contents, literature references, etc). 4.1 Evaluating the contents of the business plan

Every chapter must be thorough and complete and of acceptable quality. The plan must be consistent. Students tend to divide up tasks among themselves and do not

always integrate them properly. This may result in a lack of consistency.

4.2 Evaluating the presentation Students hold a presentation for the Management Team of the parent company. In our classroom situation this will be the instructor plus the other project teams.

During their presentation students must formulate a clear vision of their Business Unit proposal, which they should convey with enthusiasm.

The instructor will give feedback immediately after the presentations to each team if their plan gets a GO or NO GO.

In case of a NO GO students should hand in an improved version of the presentation on paper, before submitting the final Business Plan as a retake.

4.3 Evaluating the process This concerns such matters as:

how well the students worked together; whether or not they were enthusiastic (a necessary trait for an entrepreneur); whether or not they leaned too much on other students.

The planning schedule, process reports and hour-sheet will be considered a part of this evaluation and should be handed-in as a supplement to the business plan. The members of each project team evaluate each other and assign the group members a grade. Each student also evaluates

his/her own performance. These mutual evaluations are part of the overall grading of the project (evaluation 3). Final evaluation The final grade consists of the average of the three evaluations: Evaluation 1 = Business plan: to achieve a satisfactory grade the business plan must receive a grade of at least a 5.5. The plans will be returned to the project teams with the instructors feedback and remarks. Evaluation 2 = To achieve a final grade the presentation must be adequately carried out and must be classified as a GO. Evaluation 3 = To achieve a final grade the process evaluations must be adequately carried out and grades will be adjusted accordingly.

The evaluations 1, 2 and 3 must lead to a grade of at least 5.5. The evaluations 1 and 2 will be averaged. On the basis of evaluation 3 the instructor may then differentiate between various members of a team by adding plusses and minuses to student grades based on mutual evaluations of the process (which should together add up to zero). In other words, if the team grade is 7, a particularly well-performing student would receive, for example, an 8 and two lesser-performing students 6 each.

An insufficient mark for this project means you have to hand in a new business plan. Presentations cannot be repeated later on.

The Examination Rules of AMA apply to this project.


This course is structured around the project of making a business plan with teams of four to five students. Theoretical lectures will be reduced to a minimum and will be given on the basis of discussing questions and answers, using the literature and questions asked by students. The weekly sessions are compulsory and will be used primarily to assist students with the eight steps to be taken and to provide information needed to make the business plan. The numbered activities from the book as mentioned in the planning per week are obligatory and need to be addressed in the business plan. The course consists of eight sessions of 120 minutes in eight weeks.

6. LITERATURE

Grit, R. (2009). Making a Business Plan. Groningen/Houten: Noordhoff Uitgevers. Recommendation: Burggraaf, W., Flören, R & Kunst, J (2008). The Entrepreneur & the Entrepreneurship Cycle. Assen: Van Gorcum BV.



TIONAL HRM

COURSE OUTLINE OPERATIONS MANAGEMENT 2.1: FINANCIAL MANAGEMENT

Course: Operations Management 2.1: Financial Management Author: Stephan Corporaal Lecturer: Stephan Corporaal Version: 2012 - 2013

1. OBJECTIVES

This course gives students an introduction to management accounting techniques in human resource management. The demand for accountability among all business functions has never

business. Boosting your financial intelligence can help change that perception. If you can speak the language, ask questions, and use the information, you will help give your department a stronger voice in business decisions. In the course will we learn you to:

speak the langue. Finance is the language of business. Whether it is comfortable for you or not, the one thing every organization has in common is numbers and how those numbers are tabulated, analysed, and reported. In HR you need to use the language to be taken seriously and to communicate effectively.

ask questions. We want you to look at financial reports and analysiimportant to understand the what, why, and how of the numbers you are using to make decisions. Since every company is different, sometimes the only way to figure out all those parameters is to ask questions

Use the information. After following the financial courses you should know a lot. Use it to help the business unit you support improve cash flow. Use it to analyse an outsourcing decision.

n the

(adopted from Berman & Knight, 2008) Learning Outcomes

You can calculate the costs and benefits of HR related investments (week 1/2) You can calculate the costs related to absenteeism (week 3) You can calculate the costs related to employee separations (week 4) You can give an advice how to integrate HR related benefits in external reporting (week 5,6 and

7)


Each year, we offer we offer a course in the field of human resource accounting with an increasing level of complexity:


3.1 Description of the topics to be addressed in the lectures This course will help you better understand how to analyze, measure, and account for investments in people. However, although data and analysis are important to investing in people, they are really just a means to an end. The ultimate purpose of an investment framework is to improve decisions about those investments. Decisions about talent, human capital, and organizational effectiveness are increasingly central to the strategic success of virtually all organizations (Cascio & Boudreau, 2011).

The course is structured in two themes: internal reporting (week 1-4) and external reporting (week 5-7):

Week 1-4 Internal reporting: calculating cost of HR related decisions In week 1 and week 2 we will focus on calculating the return of investment (ROI) of HR investments. You will learn how to perform an investment analysis in excel and to analyze the the cost en returns of the investment. In week 3 you will learn how to estimate, interpret, and manage absenteeism costs In week 4 you will learn how to calculate the fully loaded costs of employee turnover, and how to incorporate them into a complete framework of turnover effects. We show that turnover rates can easily be misinterpreted, and we show how to avoid that with better logic and measures. We also discuss the hid- den costs of layoffs, a factor often ignored when organizations use layoffs to reduce labor costs.

Business Economics Interpreting financial data and administrative proceses

Financial Management Calculating costs and revenues of HR activities

Year 1

Overview human resource accounting courses

Year 2

Planning & Control Linking HR to performance: hr value chain/ scorecards

Year 3

Year 4 (thesis)

Case study hrm & performance

Week 5-7 External reporting: the added value of human resources; In week 5 you will get some insights in external financial reporting such as cash flow analysis and working capital analysis; In week 6 you we will discuss the downside of external financial and watch and discuss a movie about fraud; In week 7 we will discuss our HR can get an added value in external reporting : an introduction in intellectual capital reporting.

The course consists of eight sessions, combining theory and practical application in cases.

3.2. Detailed weekly schedule week Type of session Subject / activity Tasks student prior to

attending class 1 Lecture

Introduction and HR investment analysis (ROI,

None

2 Presentations

Case HR investment analysis in Excel Case Masterminds: investment analysis

3 Lecture / discussion / case

Calculating the costs of absenteeism Case Consolidated Industries: absenteeism costs

4 Lecture / discussion / case

Calculating the costs of employee separations

Case Ups and Downs: employee seperations costs

5 Lecture

Working capital analysis Excercises chapter 7,8,10

6 lecture

Cashflow analysis and external reporting Exercises 15, 16, 17

7 Movie

Cashflow and external reporting: fraud

Case Skandia

8 Presentations / discussion

Test exam Response to questions

9 10 Exam 4. EVALUATION

4.1 Introduction The course will be evaluated by a written exam, consisting of a case about calculating the

costs of HR decisions and some theoretical questions about external reporting.

You will achieve 3 credit points for this course. Feedback on the results of the case analysis will be provided during the lectures. Feedback on the exams will be provided in week 3 or 4 of the quartile following the course.

4.2 Criteria

Items Weight Criteria You can calculate the costs and benefits of HR related investments

25%

Students can develop an cashflow statement of an hr-investment and calculate the net profit value

You can calculate the costs related to absenteeism

25% Students can compute the total cost of absenteeism based on the overall approach to computing employee absenteeism (Cascio, Boudreau, 2011)

You can calculate the cost relate to employee seperations

25%

Students can compute the total cost of absenteeism based on the overall approach to computing employee separations (Cascio, Boudreau, 2011)

You can give an advice how to integrate HR related benefits in external reporting

25%

Students can describe three different intellectual capital measurement methods Students can describe two benefits and downsides per intellectual capital measurement method


The course consists of eight sessions of two hours in 8 weeks. Each session consists of a theoretical and a practical part. The first 60 minutes will be devoted to lecturing on the theory in interaction with the students. In the last 30 minutes of each session, a small case analysis will be conducted together with the students, applying the theory presented. Students may also ask questions about the learning task they are working on in the subgroups.

6. LITERATURE

Koetzier, W. & Brouwers, M.P. & Boer, de P. (2007). Basics of Financial Management. Groningen: Noordhoff uitgevers. Article provided on Blackboard: Cascio, W.F.; Boudreau, J.W. & Ramstad, P.M. (2009) Investing In People Financial Impact of Human Resource Initiatives. New Jersey: Pearson Education. Ch. 3-4. 6. FURTHER INFORMATION

For more information and additional course materials, please can visit the website www.stephancorporaal.com (see section HRM&Performance)



TIONAL HRM

COURSE OUTLINE ORGANIZATION THEORY 2.1: STRATEGIC MANAGEMENT AND ORGANIZATIONAL

STRUCTURE Course: Organization Theory 2.1: Strategic Management and Organizational Structure Author: Judith van Felius Lecturer: Judith van Felius Version: 2012 - 2013

1. OBJECTIVES

This course gives students an introduction to the discipline of management and the organization. Students learn the principles of management from the viewpoint that organizations and management are always concerned with motivation of the people in the organization. This subject can been treated on an individual, group and organization systems level (see figure 1).

Figure 1. Basic Organizational Behaviour Model, Stage I Stephen P. Robbins, Timothy A. Judge, Timothy T. Campbell Organizational Behaviour, page 20. 2010: Pearson Education Ltd.

It is important to stress two points: firstly, in every aspect of management and on every level of study the motivation of the people concerned must be taken into account. Secondly, the person

who acts as a manager must not loose sight of what a manager actually is and does. The courses in Organizational Behaviour (OB) focus more on the first aspect: the motivation and behaviour of the people in the organization. The courses in Organization Theory (OT) will focus more on the second aspect of management: what managers are actually doing to exert their influence on the motivation and behaviour of the people in the organization. In Organization Theory 2.1 we will look at the organization systems level. After this course, students will have a better understanding of:

The company: its governance structure and management. The environment: external and internal stakeholders, relevant trends. The strategy: formulation process and implementation. The structure: division of work and coordination, vertical and horizontal designs.

Students will practice their knowledge in case studies and will improve their basic analytical and conceptual skills in solving organizational problems.


Organization Theory 2.1 is part of the 3-year consecutive learning program in Strategy and Organization Development (OB and OT) with increasing level of complexity:







OT 2.1 Strategic management and Organizational Structure







OB = Organizational Behaviour ; OT = Organization Theory Students are required to take the courses in the order indicated by the number of the courses. Each course is a pre-requisite for the next one in horizontal and vertical direction.


and work satisfaction. As figure 2 illustrates, the organization is a complex mix of independent variables on individual, group and organization systems level. These independent variables may be the presumed cause of some change in a dependent variable and can be influenced by managers.

As the arrow in figure 2 indicates, the independent variable of organizational structure and design will be examined. Before doing so, we will look at the work of managers in the context of the environment and the strategy of the organization. As the figure shows, Organizational Structure and Design is one of three aspects on the organization systems level, closely interrelated with the other two, being Organizational Culture (subject of OB 2) and Human Resource Policies and Practices (subject of International HRM 2).

HR professionals are required to have a thorough knowledge and understanding of the organizations in which they are operating. There is an increasing awareness that the human factor in organizations has become the important factor for operating effectively. HR professionals will be closely working together with managers in organizations to influence and direct human behaviour in such a way, that the organizational goals can be attained more readily.

The course OT 2.1 consists of fourteen sessions, combining theory and practical application in cases and real organizations. The literature is referred to as Keuning et al. (see par. 6) Detailed weekly schedule Organization Theory 2.1


1 Lecture

What are managers and organizations, and what is management all about? Management theories: old and new The company: its governance structure and management Core activities of managers

Read Keuning et al. Chapter 1: 1.1 1.5

Work session Making subgroups Introducing learning tasks List of companies to select from

2 Lecture

External adaptation, Internal adaptation and Structuring The environment: external stakeholders and environmental factors Internal stakeholders Industrial and organizational democracy in a European context Anglo-Saxon and Rhineland model

Read Keuning et al. Chapter 1: 1.6 1.9 Chapter 2

Work session Discussing environment and governance structure of the chosen companies

Learning task: questions for analysis of a company of choice provided on Blackboard

3 Lecture

Strategic management Strategy formulation process: SWOT analysis, vision/mission, objectives Management of the strategy process

Read Keuning et al. Chapter 4

Work session Discussing mission, vision and strategy of the chosen companies


4 Lecture

Designing the organization Division of work and coordination Vertical and horizontal designs F-P-G- and M-structures

Read Keuning et al. Chapter 5 Until 5.3.6

Work session Discussing organization design (organigram) of the chosen companies


5 Lecture

Interdependencies and their design solutions Project and matrix organization Stages of company growth Organizational structure in development

Read Keuning et al. Chapter 5 From 5.3.6 to the end

Work session Discussing stage of growth and interdependencies of the chosen companies


6 Lecture

Structuring tasks for groups and individuals Advantages and disadvantages of P-grouping and F-grouping Delegation and line-staff organizations Centralization and decentralization

Read Keuning et al. Chapter 6 Until 6.9

Work session Discussing centralized / decentralized organization and delegation in the chosen companies


7 Lecture

Discussion of other strategic approaches such as emerging strategy and crafting strategy Discussion of recent organizational designs such as networks and organizational webs Test exam Response to questions

Read article by Mintzberg Crafting Strategy

Presentations Main findings on specific topics in chosen companies Success or failure? Why?

Learning task presentations

8

9 Exam

4. EVALUATION

The course will be evaluated by a written exam, consisting of 40 multiple choice questions on the theory, including practical application in small cases.

The student will achieve 6 credit points for this course. Students are required to participate in work groups of 3 students doing learning tasks,

analyzing a real company. Each group delivers a final presentation on their learning task. Achieving a sufficient result

for the presentation is conditional to receive a grade for the exam. Feedback on the results of the case analysis will be provided during the lectures. Feedback on the exams will be provided in week 3 or 4 of the quartile following the course.


This course consists of 14 sessions: 7 lectures and 7 work sessions. The lectures will be devoted to discussing the theory in interaction with the students and application in small exercises and cases. In the work sessions, students are invited to present parts of their learning task of that particular week, applying the theory presented. Students may also ask questions about the learning tasks they are working on in the subgroups and there will be time to discuss these in the classroom, comparing the issues companies are dealing with in various sectors and markets. Learning tasks Students are divided in groups of three. Each group will select one company from a list provided at the beginning of the course. The list contains examples of nationwide, pan-European and worldwide companies of different sizes and in various sectors. Students are invited to follow company throughout the duration of the course. The learning tasks consist of questions to be answered about the chosen company, dealing with the topics discussed in the lectures. Students gather information needed to answer these questions from the website of the company, financial reports and specialized media. Excellent international sources of information are the Financial Times, Business Week and other business magazines; for national sources students may look at the specialized financial press or financial pages in well-informed national and/or local newspapers (all information should be presented in English). The final task for each group of students is to select a specific topic they are interested in within

. Success stories as well as failures and/or stories on rather normal or excellent performance are welcome, of course. Students relate their findings to their readings on design and effectiveness of organizations, divisions or units. Each group presents the main findings on their specific topic in the classroom at the end of the course.

6. LITERATURE

Keuning, D., Bossink, B. & Tjemkes, B. (2010). Management An Evidence-Based Approach. Groningen: Noordhoff Uitgevers B.V. Additional: Article by Mintzberg and learning tasks provided on Blackboard.



TIONAL HRM

COURSE OUTLINE ORGANIZATION THEORY 2.2: MANAGERIAL PROCESSES AND DECISION MAKING

Course: Organization Theory 2.2: Managerial Processes and Decision Making Author: Judith van Felius Lecturer: Judith van Felius Version: 2012 - 2013

1. OBJECTIVES

This course gives students more insight into the discipline of management and the job of a manager. According to Harvard professor John P. Kotter (1990):

Management is primarily about coping with complexity. Without good management, complex enterprises tend to become chaotic in ways that threaten their very existence. Good management brings a degree of order and consistency to key dimensions like the quality and profitability of products. Leadership, by contrast, is about coping with change

always demands more leadership. Whereas management thinker Henry Mintzberg in Keuning et al. (2010, p. 437):

promotes his belief that management is not merely a science, but also an art that depends on imagination and creative insight, and a craft that is learned on the job through apprenticeship, mentorship and direct experience We should be seeing managers as leaders and leadership as management practiced well

It is an interesting debate with opposing views on the similarities and differences between management and leadership. This course will primarily focus on giving students a better picture of what managers are actually doing in organizations from day to day. In the third year a course on the art and science of leadership will follow. Since organizations tend to become larger to compete better in a globalizing world, the need for good management and leadership will continuously increase.

In Organization Theory 2.2 we will primarily look at the group level in the organization, that is middle management of departments and teams. Here we find the four classic management tasks: planning, organizing, motivating and controlling, in a continuous management cycle:

As can be seen from figure 1.7 (Keuning et al. 2010) three competencies are essential: decision making, coordinating and communicating. The latter, communication with other people, is at the center of all management tasks. Managers should be able to motivate, explain and convince in order to start up or maintain the process of production or service. At the same time, managers have to be able to convince and motivate 'outsiders' into buying, purchasing and enjoying the results of the production process. Communicating with others is thus the pivot of the managerial role at every management level: from top management down to first-line management. For centuries, managers have communicated through the spoken and written word. In order to realize goals, a manager needs the co-operation of others and, in this sense, a manager depends on others. Speeches, campaigns, presentations and written communication via an article in a news magazine or a recruitment brochure are all methods of mobilizing others. In this course we will therefore also study motivation and practice methods of persuasive communication.

After this course, students will have a better understanding of:

The manager: management process and core activities; managerial mindsets. Decision making process: techniques and approaches; power and politics, conflicts. Motivation and communication processes and skills. Operational planning and control, information management. Managerial process control: operational information systems and process redesign.

Students will practice their knowledge in learning tasks and will thereby improve their skills in decision making, coordinating and communicating.


Organization Theory 2.2 is part of the 3-year consecutive learning program in Strategy and Organization Development (OB and OT) with increasing level of complexity:







OT 2.1 Strategic management & Organization Structure







Leadership OM 3.1

Supply Chain Management

OM 3.2 Planning & Control/HRA

OM 3.3 Quality Assurance

OB = Organizational Behaviour ; OT = Organization Theory; OM = Operations Management

OT 2.1 is a pre-requisite for the course OT 2.2. Besides being part of the vertical learning line OT, the course OT 2.2 also provides an introduction to the more in-depth courses in the 3rd year on Operations Management and Leadership. There are also many relations with OB 1-3.


and work satisfaction. As figure 2 illustrates, the organization is a complex mix of independent variables on individual, group and organization systems level. These independent variables may be the presumed cause of some change in a dependent variable and can be influenced by managers. As the arrows in figure 2 indicate, in this course the following independent variables will be examined: motivation, decision making, both individually and within groups, dealing with conflict, power and politics, and communication. As the figure shows, these management activities are mostly situated on the group level in organizations, where operational management of people and processes takes place. We will also look more closely at planning and control, which forms the link between group and organization systems level.

HR professionals are required to have a thorough knowledge and understanding of the work of managers in organizations in which they are operating. HR professionals will be closely working together with managers in organizations to influence and direct human behaviour in such a way, that the organizational goals can be attained more readily.

HR professionals may also find their future work in managerial positions themselves, in an HR department or team. Students will therefore practice the basic management skills of decision making, coordinating and communicating in individual learning tasks, which will be submitted at the end of the course in a portfolio document. Each student will:

The course will be evaluated by a written exam, consisting of 40 multiple choice questions on the theory, which counts for 60 % of the final grade, and an individual portfolio, which counts for 40 % of the final grade.

The student will achieve 6 credit points for this course. Students are doing individual learning tasks for their portfolio. The portfolio document will be

graded and submitting a complete portfolio on Blackboard is conditional to receive the final grade. Each student delivers a final presentation on their managerial role model, as part of the portfolio.

Feedback on the results of the portfolio will be provided in Blackboard. Feedback on the exam will be provided in week 3 or 4 of the quartile following the course.

Details of the portfolio exercises will be publicized on Blackboard. A complete and sufficient portfolio will be graded and counts for 40 % of the final grade.


Planning & Control

The course OT 2.2 consists of sixteen sessions, combining theory and practical application in discussions and workshops / work sessions, supporting the portfolio exercises. The literature is referred to as Keuning et al. (see par. 6).

Detailed weekly schedule Organization Theory 2.2

week Type of session Subject / activity Tasks student 1 Lecture

Management cycle Management levels Core competencies of managers Five managerial mindsets

Keuning et al. Chapter 1 par. 1.3 1.6

Work session Is their a difference between managers and leaders? What are the pros and cons of separating the two? Which mindset(s) do you wish to develop further?

Portfolio: read two articles (Blackboard): John P. Kotter (2001) What leaders really do. HBR. Jonathan Gosling & Henry Mintzberg (2003). The five minds of a manager. HBR.

2 Lecture

Managers and types of decisions Decision-making process in 4 phases The organization as a political arena Decision-making techniques Problem solving and creativity The learning organization

Keuning et al. Chapter 3

Workshop for portfolio assignment

How to make a brief but convincing powerpoint presentation of 5 minutes. Start listing your questions.

Portfolio: find a manager as role model for interview

3 Lecture some items from year 1, briefly repeated here for students who are starting in year 2

The art of motivation Motivation theories (Maslow, Vroom) Creating satisfying work (JCM model) Empowerment: a new way to manage people. The 7 habits of Stephen Covey

Keuning et al. Chapter 7: 7.1-7.5 Chapter 8: 8.1-8.2


Writing a brief but convincing advisory report on one A4

Portfolio: exercise in applying methodical structuring and determining central message

4 Lecture

Managers and their motivation McGregor Theory X and Y Linking Pin structure (Likert) Influencing human behaviour Handling power and authority

Keuning et al. Chapter 8

Dealing with conflicts


What do you think about certain methods for influencing human behaviour? Are there any ethical limitations to this?

Portfolio: Influencing human behaviour: Cult-like cultures. Collins & Porras, 1994, Ch.6

5 Lecture

Planning Management of operations Management by objectives Benchmarking: learning through comparison Business Scorecard: training managers to achieve strategic goals

Keuning et al. Chapter 9: 9.1- 9.3 9.7 and 9.9 THD Chapter 3


Dealing with the questions that arise from the learning task on problem analysis

Portfolio: problem analysis exercise

6 Lecture

Information and control Management Information Systems Information planning Information and communication technology The organizational consequences of ICT

Keuning et al Chapter 10 10.1 10.4


Dealing with the questions that arise from the learning task on writing an advice on one A4.

Portfolio: advisory note exercise

7 Lecture

Functional processes and process control Innovation Process Redesign Leadership in the information age

Keuning et al Chapter 10 10.5 10.7

Work session 10- minute presentations of managers as role model. Which mindsets are recognizable? Managers and/or leaders?

Learning task presentations

8 Presentations / discussion

Test exam Response to questions

Work session

9 Submitting portfolio on Blackboard

10 Exam

4. EVALUATION

The course will be evaluated by a written exam, consisting of 40 multiple choice questions on the theory, which counts for 60 % of the final grade, and an individual portfolio, which counts for 40 % of the final grade.

The student will achieve 6 credit points for this course. Students are doing individual learning tasks for their portfolio. The portfolio document will be

graded and submitting a complete portfolio on Blackboard is conditional to receive the final grade. Each student delivers a final presentation on their managerial role model, as part of the portfolio.

Feedback on the results of the portfolio will be provided in Blackboard. Feedback on the exam will be provided in week 3 or 4 of the quartile following the course.


The course consists of 16 sessions in an eight week period. In the lecture, the theory is discussed and practiced in small cases and exercises in interaction with the students. In the work sessions and workshops, students are trained in the skills needed to do the learning tasks of that particular week, applying the theory presented. Students may also ask questions about the learning tasks they are working on and there will be time to discuss these in the classroom.

6. LITERATURE

Keuning, D., Bossink, B. & Tjemkes, B. (2010). Management An Evidence-Based Approach. Groningen: Noordhoff Uitgevers B.V.

Trompenaars, F. & Hampden-Turner, C. (2004). Managing People across Cultures. West Sussex, UK: Capstone Publishing Ltd.

The following articles / book chapters are provided on Blackboard:

Kotter, J.P. (1990) What leaders really do. Harvard Business Review, R0111F, 85-96.

Gosling, J. & Mintzberg, H. (2003). The five minds of a manager. Harvard Business Review, R0311C, 1-9.

Collins, J. & Porras, J (2004). Built to last. Successful habits of visionary companies. New York: HarperCollins Publishers Inc. Ch. 6.

6. FURTHER INFORMATION

Lecturer and coordinator of the course is Judith van Felius. Contact information: room EB86 (usually present in Enschede on Monday, Wednesday). Mail: [email protected] (JFE01).

mailto:[email protected]



TIONAL HRM

COURSE OUTLINE RESEARCH SKILLS 2

Course: Research 2 Author: Emiel van Lieburg Lecturer: Emiel van Lieburg Version: 2012 - 2013

1. OBJECTIVES

unsatisfying situation) and/or changes. For instance: culture, strategic, or social changes or swifts, demotivated or unsatisfied employees, etc. Conducting research is a means for better understanding (gain knowledge of) this kind of problems that have a practical application. The purpose of conducting of applied research is solving the problem by extracting the best possible solution or intervention. Applied research consists of a set of different phases (the research cycle): 1) problem analysis, 2) research design, 3) data collection, 4) data analysis, 5) report (Verhoeven, 2011). In research 1 you have already worked through this cycle. Back then, emphasize

concentrates on the method, results, and conclusion & discussion section. After this course, students will know how/be able to:

Select appropriate statistical analyses based on a given central research question and sub-questions.

Test the internal consistency (reliability) of a scale Conduct, interpret, and report statistical analyses using SPSS according to APA-rules (i.e. both

univatiate and bivariate analyses: frequency distribution, graphs, measures of central tendency & variability, cross tabulations, correlations, group-comparison analyses)

Write a Method section of a research report. Write a Results section of a research report. Write a Conclusion & Discussion section (including Recommendations) of a research report. Write an Abstract of a research report. Propose a plan for a subsequent qualitative research design/method based on research

outcomes.


Research 2 is part of the Professional skills line and is a follow up for research 1. In research 1 you got familiar with the basic principles of doing research. Research 2 will focus on conducting, interpreting and reporting statistical (quantitative) analyses. Moreover, writing a method, results, and conclusion and discussion (including recommendations) section of a research report. Besides that, in the discussion section you will have to propose a plan for a more in-depth qualitative research design/method based on the conclusion drawn from your quantitative analyses. Research 2 (besides research 1) will be preparatory for your final thesis (year 2 SDP or year 4 IHR&BM) (see Table 1). Table 1. Overview of Research courses/activities in SDP & IHR&BM.


Research 1: doing research


Research 2: Quantitative Analysis and Qualitative Design

Year 2 SDP Methodology (final thesis preparation)

Final Thesis SPD

Year 4 IHR&BM

Final Thesis IHBM


At the beginning of the course students will be given a case describing an organization facing an organizational problem. In order to tackle the problem, the organization already started the research cycle. That is, they have conducted a problem analysis (formulated the research objective and an appropriate central question and sub-questions) which resulted in the first part (i.e.

they already collected the research data by letting part of their employees fill out this questionnaire.

results, and conclusion & discussion sections as well as an overall abstract/summary (see appendix 1 for an overview of a research report). Besides that, student will have to come up with a relevant qualitative research plan based on the findings of their quantitative analyses. The course OT 2.1 consists of eight sessions, combining theory and practical application in cases. Table 2. Weekly schedule Research 2.


1 Lecture

Doing research: basic principles (activating prior knowledge) +

Read Case + Introduction of

introduction statistical analyses Research Report + Chapter 1, 2, 3 & 11 (Verhoeven, 2011).

2 Lecture/Workshop

Introduction statistics using SPSS Read Chapter 4, 6 & 7 (Verhoeven, 2011)

3 Lecture/Workshop

Statistics using SPSS Read Chapter 8 (Verhoeven, 2011)

4 Lecture/Workshop

Writing Results Section Statistics using SPSS

Read Chapter 8 & 11 (11.2.5) (Verhoeven, 2011)

5 Lecture/Workshop

Writing Method Section Statistics using SPSS

Read Chapter 11 (11.2.4) (Verhoeven, 2011)

6 Lecture/Workshop

Writing Conclusion & Discussion (+ recommendations) Section

Read Chapter 10 & 11 (11.2.6) (Verhoeven, 2011)

7 Lecture/Workshop

Qualitative Research

Read Chapter 4 & 9 (Verhoeven, 2011)

8 Lecture

Consultation Lecture

Formulate final questions

9 Hand in final assignment (research report) on Fridays 17:00 hours (both hardcopy and digital in Blackboard)

10

4. EVALUATION

The course will be evaluated by a final assignment (research report). The student will achieve 3 credit points for this course. Students are required to participate in work groups of 2 students. Feedback on the progress of the final assignment (research report) will be provided during the

lectures. Feedback on the final assignment (research report) will be provided in week 3 or 4 of the

quartile following the course.


Each session (3 lesson hours, i.e. 135 minutes) consists of a theoretical and a practical part and will take place in a computer classroom. The first 45 minutes (roughly) of each session will be devoted to lecturing on the theory (i.e. instruction about research methodology & techniques). In the subsequent 90 minutes, student will work on small assignments (to practice the various analysis techniques) and/or on their final assignment.

6. LITERATURE

Verhoeven, N. (2011). Doing Research: The Hows and Whys of Applied Research. Third edition. The Hague: Eleven international publishing. Online materials at the textbooks website: http://www.doingresearch.nl

6.APPENDIX 1: Overview of a research report (based on Verhoeven, 2011)

- Title Page - Abstract - Introduction

o Background o Problem description o Objectives o Theoretical introduction o Research Questions

- Method o Participants o Research design o Instruments o Analysis procedure

- Results - Conclusion & Discussion - References - Appendices

http://www.doingresearch.nl/

Saxion University of Applied Sciences - Kastu.lt · Chapter 10 of Robbins & Judge ... Level 1...

Documents

Transcript of Saxion University of Applied Sciences - Kastu.lt · Chapter 10 of Robbins & Judge ... Level 1...