PA 5104: Strategic Human Resource Management
Hubert H. Humphrey Institute of Public Affairs, U of MN
Fall, 2015 (Tuesdays, 6:00-8:45 pm.) - 3 Credits
HHH 30
“I believe that one man can make a difference.
That what is wrong can be made right.
That people possess the basic wisdom and goodness
To govern themselves without conflict.”
(Hubert H. Humphrey, 1968)
I. Course Description:
This course assesses the theory and practice of strategically developing, utilizing,
and aligning human resources to improve the culture and outcomes of non-profit and
public organizations. Topics include HR strategy, individual diversity, leadership,
selection, training, compensation, classification, performance appraisal, motivation, and
future practices for public and non-profit organizations. Some private sector practices
will also be considered for comparison.
Strategic human resource management is a relatively new approach within the
organizational behavior framework, going beyond the role of personnel administration.
Effective human resources leadership fosters the maximum contribution from each
member of an organization toward the attainment of organizational goals. Thus, it
requires knowledge of the strategic long-range goals and objectives of the organization,
as well as knowledge of the complexities of human behavior. It requires knowledge of
motivational techniques and principles and demands the objective measurement of
performance. It recognizes the fact that each employee is capable of making a valuable
contribution and seeks ways in which individual goals may be merged with
organizational goals.
Thus, human resource leadership recognizes the value of the employee as a key
contributor. In so doing, it necessitates the personal as well as professional
development of the employee. People are encouraged to unleash their potential and to
be innovative and creative. All of these factors should promote increased
organizational effectiveness in the form of improved financials, better planning, quality
communication, greater delegation of responsibility, increased problem-solving activity,
improved performance measures, and increased job satisfaction.
II. Course Outcomes:
•
Understanding Important Theories of Organizational Development,
Leadership, and Human Resources (consistent with Humphrey School
competency to understand conceptions of the common good,
acknowledge normative and ethical viewpoints, and promote social
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justice)
Application of Theories to Practical Situations (consistent with Humphrey
School competency to lead and manage in governance across sectors,
institutions, and diverse populations and cultures)
Knowledge of the Systems and Practices Used for the Management of
Human Resources (consistent with Humphrey School competency to lead
and manage in governance across sectors, institutions, and diverse
populations and cultures)
Appreciation of Individual Diversity (consistent with Humphrey School
competency to communicate and interact productively with individuals in
diverse and changing cultures and communities)
Development of Higher Order Thinking and Reflection Skills (consistent
with Humphrey School competency to analyze, synthesize, think critically,
solve complex problems, and make decisions)
Development of Listening, Discussion, Writing, and Presentation Skills
(consistent with Humphrey School competency to communicate and
interact productively with individuals in diverse and changing cultures and
communities)
III. Course Leader:
My role as your course leader is not to “teach” you or to “distribute information”
to you in this course. Rather it is to facilitate your learning; to encourage you to develop
clearer beliefs and understandings of how to lead human resources for shared
outcomes. Consider me a facilitator, co-learner, and resource.
Jay Kiedrowski, EdD
Senior Fellow,
Public and Nonprofit Leadership
Center
Work Phone: 612-626-5026
E-mail: kiedr003@umn.edu
Office HHH Center # 248
Office Hours: M 3:30-5:30 and by Appointment
IV. Learning Design
A. Learning Methods:
• Reading All Assigned Materials, Reflecting on Them, and Being Prepared
to Discuss Them in Class
• Small Group Discussion
• Class Discussion
 Moodle Posts/Discussion
• Research
• Guest Speaker Presentations
• Student Group Presentations
B. Major Assignments:
2
•
Write a New Organization Leadership Memo on What You Would Do as a
New Leader of a Public or Nonprofit Organization relating to strategic human
resource management (using the readings and discussion). This is the
equivalent of a take home exam.
5 Double-Spaced Pages (12 Type Font) With References
•
Write a Pro/Con Analysis Performance Appraisal Memo of the performance
appraisal system used in your or a theoretical one (in comparison to the ideas
suggested in the readings). This is the equivalent of a take home exam.
5 Double-Spaced Pages (12 Type Font) With References

Write a Compensation and Benefits Memo recommending and defending
your position on how compensation and benefits should be granted in a
nonprofit or government organization. This is the equivalent of a take home
exam.
5 Double-Spaced Pages (12 Type Font) With References

Group Presentation of Human Resources Group Field Assignment. (You will
be assigned to a group that will prepare a presentation based on the team’s
analysis of an assigned actual human resource management organization.
The team will analyze all of the human resource systems and describe
critically problems of the organization, if any, and make recommendations on
how to solve the problems) –
30 Minute Power-Point Presentation and Discussion Led by the Group with
Handouts.
•
Quality Preparation and Participation.
Communication is critical to effective human resource practice. This class is
designed to promote significant class communication. Each of us has a
unique perspective that, if shared, can enrich the learning experience of all of
us.
The classroom provides a learning environment where open and
professional discussion and expression of many ideas are promoted,
expected, and encouraged. Come to our classroom prepared to engage in
meaningful exchanges of ideas and perspectives about the subject matter of
that night and the assigned readings / activities. As a learning environment,
the classroom will give you ample opportunities to express your viewpoints.
Keep in mind that others may challenge or even disagree with your views on
an issue discussed in the classroom as part of a healthy and professional
learning environment (the classroom experience is designed to simulate a
professional work/organizational setting). Personal criticism is, however,
unacceptable.
Please do not assume that a student’s ethnicity, religion, sexual
orientation, national origin, or other differences defines his or her position on
topics we discuss. It is an expected skill of public policy professionals to
separate distortions and misrepresentations from facts and judgments.
By presenting your views and listening to other possibly opposing
arguments, you will learn a great deal about critical and creative thinking in
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the workplace. If you have difficulty with active participation in class
discussions, please see me.
For each class, be prepared to answer that night’s question with support
from the readings. You are expected to post one paragraph per reading on a
thread in the Moodle Forum (Under Activities) each week. Your post should
not be just your opinion, but should 1) present new information related to
previous information shared in this course; 2) be a comment on the reading
that stimulates further discussion; 3) give a critical thought on the reading
from another source; or, 4) relate your personal experience to the reading.
Your posts may respond to someone else’s post, but the same guidelines
apply.
Grading for participation will be based on a sample of your comments in
class and your posts on the Moodle Forum.
C. Resources:
Heil, G., Bennis, W., & Stephens, D. C. (2000). Douglas McGregor, revisited:
Managing the human side of the enterprise. New York: John Wiley & Sons, Inc.
(DMR)
Moodle 2 – The course website is an important part of the course and is located on
Moodle 2 (see below for instructions on usage). You must check the website each week
to attain the necessary readings, assignments, power points, and grades. We will also
be using the website for timely class announcements.
Moodle 2 is a course management system that emphasizes online learning
communities with built-in tools, including peer-review forums and glossaries that
students build together. We will use the basic functions of Moodle and will also explore
opportunities to facilitate online communication and group work within the class.
If you are not familiar with Moodle 2, a good way to get started is to watch the “student
orientation” at https://umconnect.umn.edu/moodleorientation or visit the support page at
http://www1.umn.edu/moodle/students/.
Moodle 2 sites can be accessed on any computer that has an internet connection and a
web browser. The UMN Moodle 2 support team recommends using Mozilla Firefox.
For more information, including a free Firefox download, go to
http://www1.umn.edu/moodle/start/technical.html.
To access the Moodle 2 course website, go to http://moodle2.umn.edu. Once logged in,
you will see links to the sites to which you have access. For additional questions, you
may contact maron008@umn.edu or me.
Optional Books:
Pynes, J. E. (2009). Human Resource Management for Public and Nonprofit
Organizations (3nd Ed.). San Francisco: Jossey-Bass.
Condrey, S. E. (1998). Handbook of Human Resource Management in
Government.
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Mello, J. A. (2006). Strategic Human Resource Management (2nd Ed.), Mason,
OH: Thompson – Southwestern.
Library Journals:
The Review of Public Personnel Administration
Public Administration Review
Human Resource Management
HR Focus: American Management Association’s Human Resources Publication
Personnel Psychology
Public Personnel Management
Nonprofit Management and Leadership
Nonprofit and Voluntary Sector Quarterly
Websites International Personnel Management Association: www.ipma-hr.org
National Association of State Personnel Executives: www.naspe.net
Society for Human Resource Management: www.shrm.org
International Association for HR Information Management: www.ihrim.org
American Society for Public Administration: www.aspanet.org
International City/County Management Association: www.icma.org
American Society for Training and Development: www.astd.org
D. Student Assessment:
Each assignment is due on-time or you will be assigned a reduced grade. If the
assignment is on-time, I will review your work, make comments on it, and return it to you
with a grade at the following class. Weightings of assignments are as follows:
•
•
•
•
•
New Organization Leadership Memo
Performance Appraisal Memo
Compensation and Benefits Memo
Group HR Problem Presentation
Quality Preparation and Participation
15 Points
15 Points
15 Points
30 Points
25 Points
100 Points
Grading levels are as follows:
•
A
93.3-100 Points
•
A93.3 Points
•
B+
90.0 Points
•
B
86.7 Points
•
B83.3 Points
•
C+
80.0 Points
•
C
76.7 Points
•
C70.0 Points
•
Below Competence/No Credit
<70.0 Points
•
I (Incomplete may be assigned at my discretion if, due to extraordinary
circumstances, the student was prevented from completing their course work on time.
The assignment of an Incomplete requires the written agreement of the instructor and
the student specifying the time in which the student will complete the outstanding work.)
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There is no “extra credit” available in this course.
E. Attendance:
All students are expected to attend class, be prepared to discuss that night’s question
with support from the readings, and complete all assignments. Due to the participatory
nature of this course and the fact that there are only 14 sessions, not attending class
without cause will reduce your participation grade. If you are absent from a session, you
must make arrangements to obtain notes and hand-outs from other students.
F. Student Conduct Code:
The University seeks an environment that promotes academic achievement and integrity, that is
protective of free inquiry, and that serves the educational mission of the University. Similarly,
the University seeks a community that is free from violence, threats, and intimidation; that is
respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the
University; and that does not threaten the physical or mental health or safety of members of the
University community.
As a student at the University you are expected adhere to Board of Regents Policy: Student
Conduct Code. To review the Student Conduct Code, please see:
http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.
Note that the conduct code specifically addresses disruptive classroom conduct, which means
"engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to
teach or student learning. The classroom extends to any setting where a student is engaged in
work toward academic credit or satisfaction of program-based requirements or related activities."
G. Use of Personal Electronic Devices in the Classroom:
Using personal electronic devices in the classroom setting can hinder instruction and learning,
not only for the student using the device but also for other students in the class. To this end, the
University establishes the right of each faculty member to determine if and how personal
electronic devices are allowed to be used in the classroom. For complete information, please
reference: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.
H. Scholastic Dishonesty:
You are expected to do your own academic work and cite sources as necessary. Failing to do so
is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or
examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or
using test materials without faculty permission; submitting false or incomplete records of
academic achievement; acting alone or in cooperation with another to falsify records or to obtain
dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a
University academic record; or fabricating or falsifying data, research procedures, or data
analysis. (Student Conduct Code:
http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined
that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face
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additional sanctions from the University. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.
The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently
Asked Questions pertaining to scholastic dishonesty:
http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please
clarify with your instructor for the course. Your instructor can respond to your specific questions
regarding what would constitute scholastic dishonesty in the context of a particular class-e.g.,
whether collaboration on assignments is permitted, requirements and methods for citing sources,
if electronic aids are permitted or prohibited during an exam.
I. Makeup Work for Legitimate Absences:
Students will not be penalized for absence during the semester due to unavoidable or legitimate
circumstances. Such circumstances include verified illness, participation in intercollegiate
athletic events, subpoenas, jury duty, military service, bereavement, and religious observances.
Such circumstances do not include voting in local, state, or national elections. For complete
information, please see:
http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.
J. Appropriate Student Use of Class Notes and Course Materials:
Taking notes is a means of recording information but more importantly of personally absorbing
and integrating the educational experience. However, broadly disseminating class notes beyond
the classroom community or accepting compensation for taking and distributing classroom notes
undermines instructor interests in their intellectual work product while not substantially
furthering instructor and student interests in effective learning. Such actions violate shared norms
and standards of the academic community. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.
K. Sexual Harassment
"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other
verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of
unreasonably interfering with an individual's work or academic performance or creating an
intimidating, hostile, or offensive working or academic environment in any University activity or
program. Such behavior is not acceptable in the University setting. For additional information,
please consult Board of Regents Policy:
http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf
L. Equity, Diversity, Equal Opportunity, and Affirmative Action:
The University will provide equal access to and opportunity in its programs and facilities,
without regard to race, color, creed, religion, national origin, gender, age, marital status,
disability, public assistance status, veteran status, sexual orientation, gender identity, or gender
expression. For more information, please consult Board of Regents Policy:
http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf.
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M. Disability Accommodations:
The University is committed to providing quality education to all students regardless of ability.
Determining appropriate disability accommodations is a collaborative process. You as a student
must register with Disability Services and provide documentation of your disability. The course
instructor must provide information regarding a course's content, methods, and essential
components. The combination of this information will be used by Disability Services to
determine appropriate accommodations for a particular student in a particular course. For more
information, please reference Disability Services: http://ds.umn.edu/student-services.html.
N. Mental Health and Stress Management:
As a student you may experience a range of issues that can cause barriers to learning, such as
strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty
concentrating and/or lack of motivation. These mental health concerns or stressful events may
lead to diminished academic performance and may reduce your ability to participate in daily
activities. University of Minnesota services are available to assist you. You can learn more about
the broad range of confidential mental health services available on campus via the Student
Mental Health Website: http://www.mentalhealth.umn.edu.
O. Academic Freedom and Responsibility
Academic freedom is a cornerstone of the University. Within the scope and content of the course
as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom.
Along with this freedom comes responsibility. Students are encouraged to develop the capacity
for critical judgment and to engage in a sustained and independent search for truth. Students are
free to take reasoned exception to the views offered in any course of study and to reserve
judgment about matters of opinion, but they are responsible for learning the content of any
course of study for which they are enrolled.*
Reports of concerns about academic freedom are taken seriously, and there are individuals and
offices available for help. Contact the instructor, your adviser, the associate dean of the college,
or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.
* Language adapted from the American Association of University Professors "Joint Statement on
Rights and Freedoms of Students".
V. Semester Schedule:
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Organizational & Leadership Perspective
9/8 Introductions
Review of Syllabus and Use of Moodle
What are the challenges and value conflicts of leading people in public and
nonprofit organizations?
Read: Google Rules
Read: Becton & Schrader (2009). Strategic Human Resource Management: Are
We There Yet? Journal for Quality and Participation, 31(4), 11-18.
9/15 What are the important aspects of strategic human resources management?
Read: Allen (2015). Toward a New HR Philosophy, McKinsey Quarterly April 2015, 18.
Read: Charan, R., Barton, D., & Carey, D. (2015). People before Strategy: A new
Role for the CHRO, Harvard Business Review July-August 2015, 63-71.
Read: Jackson, S.E., Schuler, R. S., and Kaifeng, J. (2014). An aspirational
framework for strategic human resource management, Academy of Management
Annals, 8:1, 1-56.
Read Case: Smokey Bear Is an Underfill (Be prepared to answer case
questions)
9/22 How can a leader be self-aware, and interact with and help develop employees
who are different?
Read: DMR p. 145-153
Read: Frick, D. E. (2011). Motivating the Knowledge Worker, Defense
Acquisition Research Journal (October 1, 2011), 368-387.
Read: Schramm, J. (2003). Employee satisfaction. In Mello, J. A. (2006),
Strategic Human Resource Management (2nd Ed.), Mason, OH: South-Western
Publications, 94-102.
Read: Schoch, T. (2012). Turning the Ship Around with a Four Generation Crew,
Information Management Journal, July-August 2012, 1-6.
Determine Your Meyers Briggs Personality Type.
9/29 How does a public/nonprofit executive lead people using organizational and
leadership theory?
Read: DMR Chapters 1-4, 6-10, and p. 129-144
Read: Moxley, R. S. (2000). Chapter Four - An inspiring alternative: Partnership.
From Leadership & spirit: Breathing new vitality into individuals and
organizations. San Francisco: Jossey-Bass.
Essential People Management Skills
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10/6 How does a leader recruit, select, promote, and retain the best people and
volunteers, even during a period of down-sizing?
Guest Speaker: Hilary Marden-Resnik, SVP Administration, UCare
Read: Human Resources Report (2013). Talent Management among top issues
facing HR professionals in 2013, experts say, http://www.bna.com/talentmanagement-among-n17179871839/
Read: Allen, D. G., Bryant, P. C., & Vardaman, J. M. (2010) Retaining Talent:
Replacing Misconceptions with Evidence-Based Strategies, Academy of
Management Perspectives, May 2010, 48-64.
Read: Campion, M. A., Guerrero, L., & Posthuma, R. (2011). Reasonable human
resource practices for making employee downsizing decisions, Organizational
Dynamics 40, 174-180.
People Leadership Memo Due
10/13 What is performance management and how does it relate to work
organization and job design?
Read: Pynes, J. E. (2009). Chapter 6 –Job Analysis. Human Resource
Management for Public and Nonprofit Organizations (3rd Ed.). San Francisco:
Jossey-Bass, 149-179.
Read: Becker, B. E., & Huselid, M. A. (2010). SHRM and job design: Narrowing
the divide, Journal of Organizational Behavior, 31, 379-388.
Read: Ployhart, R. E., Nyberg, A. J., Reilly, G., & Maltarich, M. A. (2014). Human
Capital is dead; Long Live Human Capital Resources! Journal of Management,
Vol. 40 No. 2, February 2014, 371–398.
10/20 Should performance appraisals be used, and if so, how?
Read: DMR Chapter 5 and p.180-191
Read: Luthy. J. (1998). New keys to employee performance and productivity.
Public Management 80(3) 4-9.
Read: Nicole E. Gravina & Brian P. Siers (2011) Square Pegs and Round Holes:
Ruminations on the Relationship between Performance Appraisal and
Performance Management, Journal of Organizational Behavior Management,
31:4, 277-287.
Read Case: To Protect and Serve (Be prepared to answer case questions)
10/27 How do you motivate people, and how much of it relates to money?
Read: Wiley, J. W. (2012). Give employees what they want, Employee Relations
Today, Spring 2012, 45-53.
Read: Dewhurst, M., Guthridge, M., & Mohr, E. (2009). Motivating people:
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Getting beyond money, McKinsey & Co. 1-5.
Read: Lips, H. M. (2013). The Gender Pay Gap: Challenging the
Rationalizations. Perceived Equity, Discrimination, and the Limits of Human
Capital Models, Sex Roles 2013 68:169-185.
Read: Schay, B. W. & Fisher, S. F. (2013). The Challenge of making
performance-Based Pay Systems Work in the Public Sector, Public Personnel
Management 42(3), 359-384.
Pro/Con Memo on Performance Appraisal Use Due
11/3 What is the future of benefits in the public/nonprofit world?
Read: The McKinsey Quarterly (2006). An Executive perspective on employee
benefits: A McKinsey Survey, 1-4.
Read: Kim, J., & Wiggins, M. E. (2011). Family-Friendly Human Resource Policy:
Is It Still Working in the Public Sector? Public Administration Review, SeptemberOctober 2011, 728-739.
Read Case: No More Nittany Lions (Be prepared to answer case questions)
Solve Social Security Problem: http://crfb.org/socialsecurityreformer/
11/10 How does a leader manage labor unions in an empowered organization?
Guest Speaker: Marcy Cordes, Director of Labor Relations, State of Minnesota
Read: Pynes, J. E. (2009). Chapter 12 – Collective Bargaining in the Public and
nonprofit Sectors. Human Resource Management for Public and Nonprofit
Organizations (3rd Ed.). San Francisco: Jossey-Bass, 149-179.
Read: Schumacher, S. E. (2002). How to plan for and manage success in a labor
relations environment. The Public Manager, 31(1), 27-31.
Read: Masters, M. F., Albright, R. R., & Eplion, D. (2006) What did partnerships
do? Evidence from the federal sector, Industrial & Labor Relations Review 59(3).
367-385.
11/17 How does a leader create a diverse workforce?
Guest Speaker: Ann Feamon, State of Minnesota
Read: Thomas, D. A., & Ely, R. J. (1996). Making differences matter: A new
paradigm for managing diversity. Harvard Business Review September-October,
1996, 19-31.
Read: das Neves, J. C., & Mele, D. (2013). Managing ethically cultural diversity:
Learning from Thomas Acquinas, Business Ethics 116: 769-780.
Read: Winters, M. (2007). CEOs who get it: They all commit to diversity.
Leadership Excellence, p. 7.
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Review: McKinsey (2014). Moving mind-sets on gender diversity: McKinsey
Global Survey results, January, Online.
Memo Due on Compensation and Benefits
11/24 How does one lead volunteers in nonprofit and/or public organizations?
Guest Speaker: Jill Kilibarda, Volunteer Director, Twin Cities Habitat for
Humanity
Read: Eisner, D., Grimm Jr., R. T., Maynard, S., & Washburn, S. (2009). The
new volunteer workforce, Stanford Social Innovation Review, Winter 2009, 32-37.
Read: Synder, M., & Omoto, A. M. (2002). Chapter 12 - Volunteers and
volunteer organizations. In Riggio, R. E., & Orr, S. S. (Eds.), Improving
leadership in nonprofit organizations. San Francisco: Jossey-Bass, 163-179.
Optional Read: Rodell, J. B. (2013). Finding meaning through volunteering: why
do employees volunteer and what does it mean for their jobs? Academy of
Management Journal 56 (5) 1274-1294.
12/1 Group HR Organization Presentations
Presentations and Formal Class Assessment
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