Teaching plan for the course unit

This course provides students with an understanding of the essential concepts and methods of human resource management (HRM) in modern organisations. The course provides a general management perspective on HRM. Specifically, rather than assuming that students wish to become HR professionals, the course examines HRM from the perspective of a manager who wishes to interact effectively with, and make effective use of, human resources. The course also prioritises the development of students’ HRM-related skills.

The course aims to build an understanding of HRM practices and the assessment of their effectiveness. In short, can people within an organisation be a source of competitive advantage? Core topics include the strategic importance of HRM, job analysis, staffing, training and development, performance appraisal and compensation, among others.

Sessions are made up of one-third lectures with discussion and two-thirds case-based discussions. Lectures address issues that are either (1) analytically complex or (2) not fully covered in the readings. Students are responsible for material not covered in lectures in order to prepare for examinations and class discussions.

A– Quizzes. Examinations may consist of multiple-choice questions based on lecture content and readings. The first exam includes all material covered up to the date of that exam, while the second exam covers materials taught thereafter.

B– Skill builders/Exercises/Case studies. Students complete interactive exercises, skill builders, or case studies— at least two per HR topic. Although exercises and cases may be discussed with classmates, answers must be written individually, except in cases explicitly assigned as team-based.

C– Participation and attendance. Students are required to participate actively in class discussions, activities and exercises. Preparation requires completing assigned readings before class. Attendance is essential for class participation, but not sufficient to guarantee the mark for participation. Rather, meaningful contributions to activities and discussions are required. Positive and constructive discussion is valued as it enhances the overall learning experience. Much of the learning experience on this course depends on students effectively applying the course material. As a result, attendance is critical. Students are responsible for obtaining any materials distributed in the sessions they miss. Attendance may be formally recorded if needed.

D– Class discussion. Discussions are conducted both in small groups and in plenary. The following student behaviour is positively rewarded:
— Interaction with small group members.
— Comments relevant to the subject under discussion and linked to contributions of peers.
— Comments that enhance understanding of the issue under discussion.
— Listening to others and showing respect for the ideas of others (e.g., no disengagement, no interruptions, no side conversations).
— Comments grounded in theory or evidence, including evidence collected independently (e.g., via internet research or course projects).
— Willingness to test new ideas (rather than simply repeating facts).
— Leading debates, raising controversial topics (e.g., from current affairs), evaluating peers and summarising key insights.

The class is divided into groups of 4–5 students. Groups work together almost weekly on various assignments. Group work is challenging but also highly rewarding.

A– Group report and presentation. Each group prepares and presents a report on a selected topic relevant to contemporary human resource management.

Purpose of the report: To develop expertise in an issue not extensively covered in class but highly relevant for today’s managers. The report should provide background information, outline the benefits of addressing the topic effectively, analyse potential problems, and offer recommendations for managerial practice. The report is due in Week 12, and presentations take place in Week 13. (Detailed guidelines and suggested topics will be provided in a separate document.)

B– Case studies. Throughout the semester, groups engage in problem-based learning activities. Working collaboratively, students analyse and propose solutions to HRM-related problems These problems are related to concepts covered in class.

Purpose of the case studies: By applying the concepts taught in class to different business scenarios, students acquire experience in the six levels of learning:

1. Knowledge. Memory and memorisation (individual).
2. Comprehension. Ability to paraphrase and interpret information (individual).
3. Application. Use of knowledge in new contexts (group).
4. Analysis. Breakdown of knowledge into parts and identification of correlations (group).
5. Synthesis. Integration of knowledge to form a coherent whole (group).
6. Evaluation. Making judgements based on established criteria (individual and group).

— Respect and professionalism: While differing opinions are expected, students are required to treat others with respect at all times, both in the classroom and in group work. All thoughtful and professional opinions and comments are welcome. Students are expected to demonstrate a positive attitude and a willingness to listen to the perspectives of others. Students are required to behave professionally.

 

— Cell phones, PDAs, laptops and all other electronic equipment: Electronic equipment, although convenient, can disrupt the learning environment. As stated above, no class disruptions can be tolerated, including, that is, interruptions from electronic devices. Students should therefore make sure that they turn off all electronic equipment or put their personal devices on mute prior to entering the classroom.

— Late assignments and repeat assessment: All assignments should be submitted at the beginning of class. Assignments (whether individual or group) submitted after collection will be considered late and will not be accepted. Students who anticipate difficulties meeting a deadline must contact the lecturer as soon as possible.

— Complete all class activities on time: Class discussions and exercises are important components of this course. Active participation is crucial to enhance learning. Students are expected to arrive on time, come prepared, and contribute constructively to class activities.

Further recommendations

— Academic honesty and integrity: Academic dishonesty will not be tolerated under any circumstances. Students must not plagiarise, cheat or engage in any form of dishonest behaviour in completing their assignments or taking their exams. Any act of dishonesty will result in an automatic grade of Fail for the assignment in question.

— Plagiarism: To plagiarise is to take the ideas or words of another person and present them as one’s own. In short, plagiarism is a form of theft. While it is not necessary to reference well-known or easily verifiable facts, students are expected to acknowledge the sources of all ideas and expressions used in their written work, whether quoted directly or paraphrased. This requirement also applies to diagrams, tables, written material, and any content obtained from online sources. Providing proper documentation is not only a demonstration of academic honesty but also a professional courtesy, allowing readers to consult the original sources with ease.