The University of Texas at Arlington s13

The University of Texas at Arlington Graduate School of Business Administration Department of Management Management 5340 Strategic Human Resource Management

Dr. Gary C. McMahan

Summer 2010 MSHRM CORE Communication: Telephone Phone: 817.460.3850 Office: Business 224 Fax: 817.272.3122

Course Intent: To provide the graduate student with an understanding of managing people and the people function in organizations. I will provide materials in many different forms to help the student integrate major managerial, human resource, and strategic human resource management concepts, as we explore the role of managing people at work. Particular emphasis is placed on the understanding of human and social capital, human resource practices, human resource behaviors and the relationships with both organization strategy and performance. Additionally, attention will be given to issues related to global human resource management and the management of global human and social capital. This is a business course; not a training course in HR. However, I will attempt to provide both theoretical and practical ideas, cases and applications.

Objectives of the Course: During the course, the successful student will make progress toward attainment of the following objectives:

1. Become familiar with the human resource management process and HR key elements:

a. Strategic Human Resource Management and Business Strategy b. Human Capital and resource analysis c. Employee staffing – recruitment and selection d. Organizational career management – training, performance management and evaluation, and rewards/compensation e. Human Resource Outcomes (i.e., employee retention and turnover) f. HR Ethics g. Global human resource management 2. Understand that human resources are a resource & asset (investment) to be developed rather than a labor cost to be expensed

3. Comprehend the strategic fit of HR and the organization

4. Recognize the applicability of HR practices to organization success

5. Become acquainted with managerial decision-making through the study of HR problem situations

6. Develop greater skill in decision-making, particularly in human resource problem situations through emphasis on: a. Observing and becoming sensitive to potential problem situations b. Diagnosing problem situations c. Identifying and stating a problem(s) d. Selecting a course of action from a set of alternative HR solutions e. Implementing and monitoring a chosen course of action

7. Develop a guiding philosophy of strategic human capital resource management that will enable you to perform more effectively as a manager, both domestically and in a global environment.

COURSE READINGS:

A. Mello, Jeffery A., 2011. Strategic Human Resource Management, Second Edition. Thompson/Southwestern Publishers. UTA Bookstore should carry this textbook. REFERENCE – NOT REQUIRED.

B. Harvard Business School Cases and Readings. See Below. REQUIRED.

C. Berman, K. & Knight, J., 2008. Financial Intelligence for HR Professionals: What You Really Need to Know about the Numbers. Harvard Business School Press. RECOMMENDED FOR MSHRM STUDENTS.

D. Buffett, Peter. 2010. Life Is What You Make It: Find Your Own Path To Fulfillment. Harmony Books Publishers. RECOMMENDED.

E. HR Book Club. The chosen book is available through www.amazon.com or your normal destination for book purchases. This will be discussed in class as well as later in the course syllabus.

Additional readings are assigned from time to time. Students are responsible for any readings assigned during the course.

2 The HBS cases and readings for the course are as follows:

Reference ID: 6218875 Hammond, Learning by Case Method (376-241) Research in Motion – Managing Explosive Growth (489-104) Moet Hennessy Espana (9-408-108) Bradley Marquez: Reduction in Force (403-005 and 403-007) McManess & Sucher, The Ritz-Carlton Hotel Company (601-163) Khurana & Podolny, Sapient Corporation (Abridged) (406-058) DeLong & Vijayarachavan, Harrah’s Entertainment, Inc. (403-008) Thomas, Groysberg, & Reavis. Sonoco Products Company (A) (405-009)

Further contact information:

Harvard cases can be purchased at the educational rate from Harvard Business School Publishing. Contact information is as follows:

Phone: 1-800-545-7685 or 617-783-7600 (outside U.S. and Canada) Fax: 617-783-7666 Email: [email protected] Web: http://caseclassroom.hbsp.harvard.edu Mail: Harvard Business School Publishing 60 Harvard Way Boston, MA 02163

Evaluation: Each student will be evaluated on the following scale:

A. Participation/Involvement/Case Briefs & Discussions 15% B. Group: Case Preparation, Presentation & Written Analysis 35% C. Exam - Readings, textbook(s), essays & case material 35% D. Book MEMO 15% TOTAL 100%

Grading Format: For the most part a traditional format of 90-100 A; 80-89 B; 70-79 C; below 70 F is followed. Dr. McMahan may also institute a “natural break” for grading purposes at the end of the term in determining a student’s final grade.

3 A. Attendance, Participation, Value-Added Discussion Input

Students are required to attend class and participate in a positive, learning manner to classroom discussions. If you are absent from a class meeting please make plans with a fellow student or your case group members to get notes or handouts from the session you miss. A group evaluation of each individual’s contribution may be used at the discretion of Dr. McMahan.

B. Group Case Preparation and Written Analysis & Briefing Sheets

Please read Learning by the Case Method prior to beginning your group case analysis. There is no “one best way” to analyze a case. After reading the above material, design your own process for case analyses. You will most likely improve on your design as your group works through other cases and we discuss them in class. Key Words: well-written, typed, double-spaced, interesting, cover page, creative, and real. The Group analysis should go above and beyond the Case Briefing Sheet to be discussed later in this syllabus. The written analysis is not due until all groups have presented their respective case.

Each group will hand in a written cases analysis of the session they present their assigned case to the class. My expectation is that the case group assigned to a particular case, will present an overview of the case and then engage the class in a discussion of the case. All students should be prepared to discuss the case, but particularly the group or groups assigned to lead a given case.

Groups will be formed on the first full session of class. Once formed, groups should set meeting and information sharing arrangements, task assignments, and completion procedures. Management of the case group process and its output are the responsibility of the group. Task and role assignments, group control functions, and leadership are to be determined by each group. Members of each group should agree early in the term as to the level and quality of acceptable performance of individuals and the group. Dr. McMahan will not intervene in these matters unless extremely significant problems develop within the group. The product must be delivered and the “show must go on.”

Case Briefing Sheets

Students will prepare briefing sheets for the new cases we are using this semester. Each student will complete a case briefing sheet for each new case. Dr. McMahan will advise you on which cases are new for this particular semester. These briefing sheets should be

4 similar in style and format to the attached briefing sheets that are being made available to you at the end of the syllabus. Additionally, attached to this syllabus are briefing sheets for the other cases. Each briefing sheet provides a list of questions which student will answer during case discussions. If you miss a case discussion, or appear to Dr. McMahan as unprepared, you must provide written answers to the briefing sheet questions as a substitute. Missing more than one case discussion will be detrimental to your final course grade and you must work out the situation with Dr. McMahan.

C. Exam

The exam format will be described in class. Focus primarily on comprehending what you are reading and listening to in class when preparing for the exam.

D. Individual Book Analysis: MEMO TO MANAGEMENT and Book Group Presentation

Assume that you have been selected by your employer to critically evaluate one of the books from the book list. Prepare a two-page (single-spaced, double between paragraphs) MEMORANDUM to management that:

Evaluates and analyzes an important relevant theme from the book. This discussion will provide: What does this book indicate about the issues that will face companies in the future? Do you agree or disagree? Justify. Based on your analysis, how significant are these issues to businesses and organizations? Given the topic of the book and in particular the theme you have selected, to what should leaders be focusing on? Why?

Note: Please be creative! Somehow make the reader pay attention to this topic, theme, idea, and your recommendations. Papers that are just book reports, i.e., merely reporting what was said without significant analysis and applications of relevant theories, frameworks, course ideas, or are simply descriptive is not acceptable graduate level work.

Group Book Presentation

Groups will form around each book. Everyone who has read the same book (book groups) should exchange copies of their individual two-page analyses and integrate their ideas into an interesting, formal 30 minute presentation to the class. The presentation should be a lively and engaging way to convey the important contents of the book, hold the class’s interest and attention, and is professional and polished, as it would be for an executive group. The presentation should briefly summarize the book’s important ideas to convey then to the class. At least half the presentation time should be devoted to questions and answers.

5 Please provide a group-generated written (one page) summary of the major ideas in the book/presentation for all members of the class.

6 McMahan’s Spring 2010 HR Book Club List

My selections are made by reviewing popular business press and trade books as well as the occasional classic that might serve for interesting reading based on an analysis of past student interests. Most all the books are changed prior to each regular semester to keep current, controversial, and stimulating discussions among my students.

Cappelli, Peter, 2008. Talent on Demand: Managing Talent in an Age of Uncertainty. Harvard Business School Press.

Colvin, Geoff, 2008. Talent is Overrated: What Really Separates World-Class Performers from Everybody Else. Portfolio/Penguin Publishers.

Fitz-Enz, Jac. 2010. The New HR Analytics: Predicting the Economic Value of Your Company's Human Capital Investments. AMACOM Publishing.

7 Schedule of Classes, Cases, Text Readings, Quizzes, and Exercises

The following is a schedule of cases, quizzes, reading assignments, and exercises. While efforts will be made by Dr. McMahan to relate text readings, case discussions, videos, other readings and lectures, the student is ultimately responsible for learning and integrating the course content and completing course requirements.

HR in Alignment and HR Heroes are videos made available by the SHRM foundation. Portions of each video will be shown during several sessions.

Session/Date Topic Text Chapter Case/Exercise/Video Due

1 Introduction

2 HR and the Organization 1 Form Case Groups 3 HR Process 2 HR Alignment HR Heroes 4 Strategy 3

5 Strategic HR 4 Sapient Group _____ 5 6 HR Analysis Research In Motion Group ______

7 6 Job and Work Design Bradley Marquez Group ____

8 Talent: Recruit and Select 8 Moet Group _____

9 Train, Educate, Develop 9 Ritz-Carlton Group ____

10 Performance Management 10,11,12 Group _____ Pay & Reward Harrah’s Entertainment

11 Exam Distributed

12 Book Club Planning Session Book Memo Due (Class will meet briefly)

13 Book Club Presentations Exam Due Due

14 Book Club Presentations Due

15 Written Case Analyses Due Written Case Analysis No Formal Class Slide report under door Room 224

More on the Course Cases:

Although not designed nor developed together, some attempt has been made to relate the textbook readings with each case. Some chapters may be helpful in analyzing the cases; others may not yield much help. Each case has integrative aspects which we will build upon as we work through the cases.

THE FINE PRINT ………….

THIS SCHEDULE IS SUBJECT TO CHANGE. STUDENTS SHOULD BE FLEXIBLE WITH REGARD TO CHANGES. THE READING TOPIC FOR THE SESSION DOES NOT NECESSARILY CORRESPOND TO THE OTHER SUBJECTS WE COVER IN CLASS. READING AND COMPREHENSION IS THE RESPONSIBILITY OF THE STUDENT OUTSIDE OF THE CLASSROOM.

9 Gary C. McMahan, Ph.D.

PROFESSIONAL BIOGRAPHY

Dr. Gary C. McMahan is an Associate Professor of Strategic Human Capital and Organization Ethics in Management at The University of Texas at Arlington. Before joining UTA, he was a Research Assistant Professor for the Center for Effective Organizations at the University of Southern California. His Ph.D. in Management is from Texas A&M University, his M.B.A. with a concentration in Human Resource Management is from The George Washington University in Washington D.C., and his B.S. in Public Administration and Public Policy is from Oakland University in Rochester, Michigan.

Dr. McMahan's primary research interest is on the strategic role of human capital in organizations. He has published over 40 journal articles, proceedings, monographs, and book chapters. Gary serves on the Editorial Board of the Journal of Applied Behavioral Science. His research has been published in premier management journals including: The Academy of Management Journal, Journal of Management, Journal of Applied Psychology, Personnel Psychology, Human Resource Management, International Journal of Human Resource Management, Human Resource Planning Journal, Organizational Behavior and Human Decision Processes, Journal of Organization Change Management, Group and Organization Management, Journal of Managerial Issues, Research in Organization Change and Development, Human Resource Management Review and The Journal of Business Ethics..

Dr. McMahan was the co-developer and faculty advisor for the Society for Human Resource Management Annual Human Resource Strategy Leadership Development Program administered by the Office of Executive Development at University of Southern California and conducted nationally from 1995-2000. Human resource executives from around the world attended the week-long program.

Additionally, Gary has had extensive work and consulting experience including almost a decade of employment with General Motors Corporation in both Flint and Pontiac, Michigan in various managerial positions in purchasing, traffic, production scheduling, human resources and inventory control. Dr. McMahan was certified by CQI in quality processes and trained over 1000 General Motors managers in defect prevention. Prior to taking a leave from General Motors, he served as an internal organization development consultant and part of the change team with McKinsey & Company who assisted the merger of AC Spark Plug and Rochester Products Division that created the AC Rochester Division - Delphi. Dr. McMahan has consulted or conducted research in over 45 organizations including Allstate, Merck, VITAS Healthcare, Inc., Georgia-Pacific, Dell Computer Corporation, Texas Health Resources, Halliburton, Hospital Corporation of America (HCA), Continental Airlines, Texas Arts Council, Scott and White Health Corporation, Kraft Foods, AT&T (SBC/Pac Bell), Baylor University Medical Center, Whirlpool Corporation, Westinghouse Corporation, and United Parcel Service (UPS) to name a few. His consulting practice, GCM Associates, was established in 1993 and is based in Arlington, Texas.

Assisted by a leave from UTA, Dr. McMahan spent nearly two years in Austin, Texas (2000-2002) where he was the first employee of Builder Homesite, Incorporated. BHI is a consortium of the nation's premier homebuilders which has included: Centex, Lennar, DR Horton, KB Home, Pulte Corporation, David Weekley Homes, Ryland Homes, Toll Brothers, and Beazer Corporation. Gary led the recruitment of the executive team and formation of the organization in his role as Chief People Officer and Board Secretary. The business raised $18 million dollars within the builder community and reached a cash-flow positive position prior to Dr. McMahan's return to UTA. This experience has certainly had an impact on the next wave of thinking and writing in Dr. McMahan's scholarly research and teaching pursuits.

Dr. McMahan has served as the Coordinator of Doctoral Programs in Management, served on the Graduate Assembly at UTA and is faculty director of the Masters of Human Resource Management program

10 (MSHRM) in the Department of Management. He has chaired the department search committee where he has been responsible for the recruiting and selection process of 7 new professors in the OB/HR and Strategy groups during the decade.

He resides in Arlington, Texas. Revised January, 2010

11 Student Support Programs The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272- 6107 for more information and appropriate referrals.

Americans with Disabilities Act The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112--The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act--(ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

Academic Honesty Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

"Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22).

Drop Policy It is the student's responsibility to complete the course or withdraw from the course in accordance with University Regulations. Students will not be dropped by the instructor for non-attendance. Students are strongly encouraged to verify their grade status before dropping a course after the first withdrawal date. A student who drops a course after the first withdrawal date may receive an "F" in the course if the student is failing at the time the course is dropped. Please refer to the Undergraduate and Graduate catalogs and the Schedule of Classes for specific university policies and dates.

12 Policy on Nonpayment Cancellations Students who have not paid by the census date and are dropped for non-payment cannot receive a grade for the course in any circumstances. Therefore, a student dropped for non-payment who continues to attend the course will not receive a grade for the course. Emergency loans are available to help students pay tuition and fees. Students can apply for emergency loans by going to the Emergency Tuition Loan Distribution Center at E. H. Hereford University Center. Please check to assure policy has not changed. This is the students responsibility.

COBA Policy on Bomb Threats Section 22.07 of the Texas Criminal Law states that a Class A misdemeanor is punishable by (1) a fine not to exceed $4,000, (2) a jail term of not more than one year, or (3) both such a fine and confinement. If anyone is tempted to call in a bomb threat, be aware that UTA has the technology to trace phone calls. Every effort will be made to avoid cancellation of presentation/ tests caused by bomb threats to the Business Building. Unannounced alternate sites will be available for these classes. If a student who has a class with a scheduled test or presentation arrives and the building has been closed due to a bomb threat, the student should immediately check for the alternate class site notice which will be posted on/near the main doors on the south side of the Business building. If the bomb threat is received while class is in session, your instructor will ask you to leave the building and reconvene at another location. Students who provide information leading to the successful prosecution of anyone making a bomb threat will receive one semester's free parking in the Maverick Garage across from the Business Building. UTA's Crimestoppers may provide a reward to anyone providing information leading to an arrest. To make an anonymous report, call 817-272-5245.

COBA Policy on Food/Drink in Classrooms College policy prohibits food and/or drinks in classrooms and labs. Anyone bringing food and/or drinks into a classroom or lab will be required to remove such items, as directed by class instructor or lab supervisor.

Attendance Policy Students are expected to attend each class, and students are expected to come to each class with their assignments completed. Students who must miss a class are responsible for securing any and all coursework missed. If any of the student’s grade is based on attendance, the professor must specify all such requirements.

Evacuation Procedures

In the event of an evacuation of the College of Business building, when the fire alarm sounds, everyone must leave the building by the stairs. With the fire alarm system we now have, the elevators will all go to the first floor and stay there until the system is turned off.

All those in the North tower side of the building should proceed to the fire escape stairs located on the East and West sides of that wing.

13 FOR DISABLED PERSONS…..please go to the Northeast fire stairs. We have an evacu-track chair located on the 6th floor stairwell. We have people trained in the use of this chair and there will be someone that will go to the 6th floor to get the chair and bring it to any lower floor stairwell to assist disabled persons. Should this be a real emergency, the Arlington Fire Department and UTA Police will also be here to help.

14 INDIVIDUAL LOG/RECORD OF EVALUATIONS/SCORES

MANAGEMENT 5340

Summer 2010

STUDENT ______

Requirement Weight Score

Participation/Value-Added 15% _____

Case Presentation & Written Analysis 35% _____

Exam 35% _____

Book Club MEMO 15% _____

Course Grade 100% _____

15 MANAGEMENT 5340

Summer 2009

Student Case Group Information Sheet

GROUP HR NAME ______

Member Name Email Address 1

16 MANA 5340

THE RITZ-CARLTON HOTEL COMPANY

Briefing/Assignment Sheet (Or questions to organize and guide discussion)

This case deals with a situation in which a very successful training and hotel opening process are being seriously challenged by a real estate development group, or the owners of a new Ritz-Carlton facility. Essentially, the case discussion and analysis will examine how a successful service operating system is developed and to explore the question of when and how it should be changed. Specific questions for discussion are as follows:

1. What are the basic characteristics or key principles of the Ritz-Carlton business model?

2. What is the essence of the Ritz-Carlton experience? What is the Ritz-Carlton selling?

3. How does the Ritz-Carlton create “Ladies and Gentlemen” in only 7 days? What systems and processes produce (or contribute to) a successful service operating system in just seven days? See the Mello text for information about how training and development can help a firm gain a competitive advantage.

4. Brian Collins, hotel owner, has asked James McBride, Ritz-Carlton general manager, to lengthen the amount of time spent training hotel employees before the hotel opening. Should McBride lengthen the 7 Day Countdown? Why or why not? Or, what are the benefits and costs of extending the countdown?

5. Assume Collins prevails, how do you extend training or what changes might be made to accommodate a much faster ramp-up to the 80% occupancy level?

6. Or, is this the time that McBride should consider a total overhaul of the hotel opening process? If yes, what should be changed, and how should he go about doing it? What’s different about experimenting in a service business?

17 MANA 5340

HARRAH’S ENTERTAINMENT, INC: REWARDING OUR PEOPLE

1. Would you keep Harrah’s gainsharing plan as it is or change (scrap) the plan? What parts of the plan are the most worrisome? What parts are the strongest?

2. What message would it send to Harrah’s if the decision was made to get rid of the plan?

3. Describe Harrah’s strategy and the experience of gambling.

4. What role did employees and HR practices play in implementing Harrah’s strategy?

5. Why did Winn worry about “quick quits”? How did the program work and what were the possible drawbacks? How do you react to the quick quits program?

6. What were the strengths and drawbacks of moving to structured interviewing? What do you think of the “canned” interactions during the post-hiring interview? Why would Winn ask manager to use a script?

18 MANA 5340

SAPIENT CORPORATION

1. What is Sapient’s strategy?

2. What are the key tasks on which Sapient needs to execute in order to differentiate itself from its competitor’s?

3. What features of Sapient’s organizational structure impact (positively or negatively) on the company’s ability to execute on these tasks?

4. How closely do you think Sapient adhered to its values during the various phases of it evolution?

5. Are Sapient’s growth objectives appropriate and/or realistic? Why? Why not?

6. To what degree is the Sapient design conducive to the selection, development, and retention of individuals committed to it purpose and values?

7. To what degree is the Sapient design conducive to carrying out the critical tasks of completing projects with a fixed time/fixed price specification?