Human Resources for the HR Professional

Human Resources for the Human Relations Professional serves as an introductory survey of the discipline of Human Resources (HR) aka Human Resource Management (HRM). HR is a broad and at the same time narrow discipline centrally concerned with an organizations most important resources: humans! HRM deals with the management-not to be confused with supervision in a “bossy” sense- of those human resources. Components of HR include but are not limited to; talent acquisition and development, total rewards (e.g., compensation, benefits, work-life integration, etc.) performance management, organizational development, employee relations, HR metrics and analysis, and strategic HR.

Among the questions this course aims to explore include what is the function of HR in organizations? How do the various functional components of HR fit and work together? What competencies does the valuable HR practitioner embody? And, finally, if not most importantly, this course aims to explore the question of what is the HR value proposition?

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at aponline@ou.edu

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.

Recommended Text

       American Psychological Association (2020) Publication manual of the American Psychological                          

              Association (7^th ed.). Washington, DC: American Psychological Association.

Additional Learning Resources:

The resources below are websites of oft consulted HR professional associations and governmental entities. Each will be referenced throughout the course. In addition, they will be invaluable reference and research resources for you moving forward.  

o  Association for Talent Development (ATD)-                       www.atd.org

o  Bureau of Labor Statistics-                                                 www.bls.gov

o  College and University Professional Association for Human Resources (CUPA-HR)-

                                                                                                 www.cupahr.org

o  Department of Labor (DOL)-                                            www.dol.gov

o  Equal Employment Opportunity Commission (EEOC)-        www.eeoc.gov

o  Society for Human Resource Management (SHRM)-           www.shrm.org

o  World at Work-                                                                 www.worldatwork.org

The following are excellent writing resources. Visiting and familiarizing yourself with them is strongly recommended.   

o  American Psychological Association                         www.apastyle.org

o  Purdue Online Writing Lab                                      https://owl.english.purdue.edu/owl/

o  Univ. of North Carolina Writing Center                   http://writingcenter.unc.edu

o  University of Oklahoma Writing Center                     www.ou.edu/writingcenter.html

Course Delivery:

Be mindful that we will meet via Zoom. We are not meeting on base. Zoom links for each class session will be posted in Canvas. 

The course Canvas page will be live and viewable no later than February 1, 2022 at 9:00 am.

Course Objectives:

Upon completion of this course, engaged students should be able to:

·        Discuss in detailed and specific terms the Human Resources value proposition.

·        Outline the various components of Human Resources.  

·        Discuss the role of the various functional areas within Human Resources.

·        Discuss both orally and in writing HR concepts, issues, and principles, using generally accepted HR terminology.

·        Identify and discuss emerging issues and trends in the Human Resources landscape.   

·        Discuss HR’s future; both opportunities for growth and challenges to its’ existence.

·        Articulate in detailed and specific terms some of the competencies necessary for valuable Human Resource practice.

Instructional Methods:

A variety of learning tools will be utilized including, but not limited to group discussion, lecture, group assignments/projects, individual reflection, reading assignments, videos and case studies.

Statement on Respect

A central goal of this course is to provide a learning environment where course collaborators (students and teachers) can freely express their viewpoints without fear of reprisal from fellow students or teachers. While critical examination and analysis of ideas is welcomed and encouraged, I ask that we do so with respect. Disrespectful dialogue, i.e., personal attacks, insults, harassment, etc. will not be tolerated.

If at any point you feel disrespected by myself or another student, feel free to let me know as soon as possible, so that we may look into the situation.

1. Engagement and Participation: This course is centered on the critical exchange, examination, and analysis of ideas. As a result, your participation in all aspects (readings, discussions, assignments, etc.) of the course is essential and expected. The expectation is that you will come to class ready to participate in an engaged manner each week. Examples of varying levels of engagement and participation follow.

2.  Assigned Readings: Your understanding of Human Resources, success in this course, and development as a valued HR practitioner (for those of you traveling that path) depends heavily on your commitment to exposing yourself to literature that will challenge your thought and inform your practice. This course is but one step in that direction. Thus, your commitment to engaging the assigned course readings are critical and expected.

Human Resources is an ever-changing practice. To this effect, as relevant articles and other short readings become available, I may add to your weekly readings.

3. HR Value Proposition Critical Response Paper: Perhaps no greater challenge faces HR professionals and departments than delivering value. Indeed, as budgets continue to tighten and organizations look to operate “leaner”, HR must be clear in articulating and demonstrating value to organizational stakeholders. Thus, it is crucial that we understand “the” value HR can bring to organizations. In light of these realities, each student shall submit a critical response to the HR Value Proposition text.

The purpose of the critical analysis is for us to further develop our competency in closely reading texts, take greater hold of what the authors are offering, and further hone our ability to develop and communicate our thoughts and positions through writing. 

Your critical analysis should consist of your analysis and assessment of a central claim, argument, or theme put forth by the authors and how the authors go about supporting these claims in HR Value Proposition. 

As you read, reflect, and write, staying mindful of a few things may be helpful:

1.      This is not a book report or summary. Rather, you are expected to identify and then engage an argument, claim, and/or theme you believe the authors are proffering. Getting into conversation with the authors is another way to think about it. Summaries and book reports will have points deducted. A brief summary of the text could be included as part of your introduction. 

2.      In addition, to your analysis of a central theme, argument, or claim, your analysis might also briefly touch on the question of who the text is useful to and how. 

3.      A critical analysis is not automatically a negative picking apart of the text. Rather, you might think of critical as “careful judgment or judicious evaluation”. In this way, your analysis may be positive/agreeable, negative/disagreeable, neutral, or somewhere within the nuance.

4.      Establish and maintain a focus to your analysis. This assignment is not asking you to evaluate every single argument, claim, or theme present in the text. Rather, you might zero in on the one major point you believe is worth exploring. The more points, themes, etc. you try to highlight, the more your analysis may turn into a book report or summary.

5.      Get into conversation with the text/authors!

6.      For more information on Critical Analysis papers look at the articles posted in Canvas

Critical response papers should be 4-5 pages (not including the cover page), written in APA style format, 6^th or 7^th edition. (30 points) Due in Canvas March 23, 2022.  

4 . Group Project: A hallmark of human resources work is collaboration. No matter your job or organization you will, at some point, have to work collaboratively with others. In addition, many of you will work in virtual situations where meeting face to face is either not realistic or more the exception than the norm (our current reality brings this into focus). In light of this reality, students will work together on a group project. The goals of the project are to deepen our understanding of HR and its value proposition; further cultivate our ability to analyze HR and organizational issues-and their relationships; designing a clear, thorough, and organized proposal; refine our presentation skills; develop our collaborative skills; and explore the world of virtual collaboration. 

Project Requirements:

Executive Summary 

• Your executive summary should:
• Explain the problem(s)/issue(s) the group is responding to
• List key findings of project
• Include external variables considered in developing the proposal
• Briefly outline and explain the solutions offered (i.e., rationale for choices and decisions should be included)
• List what and who will be necessary for the proposal to manifest
• Be at least 4-5 pages (excluding cover and reference pages) in APA format. 

Audio/Visual Presentation:

Your audio/visual presentation should:

• Utilize some form of presentation software (PowerPoint, Prezi, Keynote, etc.)
• Include audio     
• Should complement the executive summary, providing a launching point for you to explain the key points of your proposal.
• Be 15-30 minutes in duration

The scenario or case study students will respond to for the group project will be posted in Canvas February 1, 2022. Projects to be presented in class (documents to be submitted in Canvas) Sunday, March 27, 2022. 

5. Literature Review: The idea around a literature review is to explore and scan literature relating to your topical focus. After engaging relevant literature, the expectation is that you will summarize and synthesize the literature you are consulting. Some (these are not the only questions your review should address. Rather, these are examples.) questions to integrate into your review include: What does the literature say about your topic? How does the literature inform your topic? What themes if any exist within the literature? What conclusions can be drawn from the literature review? How might the discussion on your topic continue based on what the literature does or does not say? There are no doubt additional questions your review can consider.

Just like if you were to write a “traditional” research paper, your literature review should start with a          well-focused research question, research problem, or thesis statement. Having one of the three will greatly enhance and simplify your review. I encourage you to consult the writing resources in the additional learning resources section of the syllabus. These resources should prove especially helpful.

Literature Reviews should be 10-12 pages (not including cover and reference pages) in length, written in APA format, 6^th or 7^th edition. (30 points) Due in Canvas April 5. 2022 11:59 p.m.

6. Additional Application Assignment- Occasionally, at my discretion, I may assign exercises that will be turned in for points. These assignments may be in class individual/group assignments or take-home individual/group assignments. (5-10 pts./each)

Technical Support Information:

If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357). 

Friday, March 18, 2022

Units/Modules:

Unit 1- HR Value Proposition in Focus

·      Module 1: Welcome and Introductions 

·      Module 2: Introduction to Human Resources and HR Value

Assigned Readings:

1. Fundamentals of HRM: Chapter 1
2. HR Value Proposition: Chapters 1-2

Additional Learning Activities (In class):                                                 

1.      Video: Putting the Human Back in Human Resources

2.      Video: What Does the Business Want from HR?

Questions for Reflection: What is Human Resources? What is the purpose and function of Human Resources? What is the HR Value Proposition? What does it mean for HR to “know it’s business”? 

Saturday, March 19, 2022

Topics/Modules:

Unit 1- HR Value Proposition in Focus

·      Module 3: Understanding the Business and its Context

·      Module 4: Identifying and Understanding HR Stakeholders

·      Module 5: HR in Practice

Assigned Readings:

1. HR Value Proposition: Chapters 3-4
2. HR Value Proposition: Chapters 5-6

Additional Learning Activities (In class):                                                 

1.      Video: How do HR Business Partners Create Value for Customers?

Questions for Reflection: What does it mean for HR to “know it’s business”?

Who are HR’s stakeholders? What does it mean for HR to know its stakeholders? How can HR offer value to its stakeholders? What exactly are HR practices? How can HR ensure their practices lead to organizational value? 

Sunday, March 20, 2022

Topics/Modules:

Unit1- HR Value Proposition in Focus

·      Module 6: HR Strategy and Organization

·      Module 7: HR and You: HR Competency and Career Development

·      Module 8: HR Transformation and Strategic HR

Assigned Readings:

1. HR Value Proposition: Chapters 7-8
2. HR Value Proposition: Chapters 9-11
3. SHRM Competency & Knowledge Model
4. HR Value Proposition: Chapter 12

Additional Learning Activities (In class):                                                 

1.      Video: Drafting a Powerful HR Strategy

2.      Video: My Career in Human Resources

Questions for Reflection: How does HR develop valuable strategy? What should the HR organization look like? What does HR competency look like? How do HR practitioners go about developing themselves? What is HR Transformation? What is the value of HR Transformation?

Friday, March 25, 2022

Topics/Modules:

Unit 2- HR Foundations 

·      Module 9: Introduction to Functional HR

·      Module 10: HR and the Law

Assigned Readings:

1. Fundamentals of HRM: Chapter 1- Managing HR (review) and Chapter 3 Providing Equal Opportunity and a Safe Workplace 
2. Website Visit and Exploration: Equal Employment Opportunity Commission (EEOC) website: www.eeoc.gov
3. EEOC Readings and Statistics

Additional Learning Activities (In class activities):

1.      Videos: An Animated Introduction to Key HR Functions

2.      Videos: EEOC & Workplace Discrimination

Assignments Due:

Hypothes.is Annotations: EEOC Readings and Statistics

Questions for Reflection: What are the components of HR? How do the different prongs of HR interact? How does the law interact with HR? What laws are relevant for HR? 

Saturday, March 26, 2022

Topics/Modules:

Unit 3- Functional HR in Focus

·      Module 11: People Acquisition

·      Module 12: People Development  

·      Module 13: Total Rewards

Assigned Readings:

1. Fundamentals of HRM: Chapters 4-6 (Analyzing Work & Designing Jobs; Planning for Recruiting HR; and Selecting Employees & Placing Them in Jobs)
2. Fundamentals of HRM: Chapters 7, 8 & 10 (Training Employees; Developing Employees for Future Success and Managing Employees’ Performance)
3. Fundamentals of HRM: Chapters 12-14 (Establishing a Pay Structure; Recognizing Employee Contributions with Pay; & Providing Employee Benefits)
4. The Simple Truth about the Gender Pay Gap Fall 2019 Update, American Association of University Women (AAUW). – In Canvas

Additional Learning Activities (In class activities):

1.      Video: Liane Hornsey Interview

2.      Video: Susan Harker Interview

3.      Video: How Nestle Transformed Recruitment into Talent Acquisition

4.      Video: Lazlo Bock Interview

5.      Video: What is Total Rewards?

6.      Video: History of HR and Total Rewards

7.      Video: The Power of Total Rewards to Engage Employees

8.      Video: The Changing Role of Total Rewards

Questions for Reflection: What is People Acquisition? What role does People Acquisition play in Human Resources? What is People Development? What role does People Development within Human Resources? What is Total Rewards? What role does Total Rewards play within Human Resources? What role does Total Rewards play within the business of an organization?

Sunday, March 27, 2022

Topics/Modules:

Unit 3- Functional HR in Focus

·      Module 14: Employee and Labor Relations

·      Module 15: Diversity, Equity, and Inclusion & Ethical HR

Unit 4- HR Planning

·      Module 16: HR Metrics and Outcomes

·      Module 17: HR Trends and Emerging Issues

Assigned Readings:

1. Fundamentals of HRM: Chapters 11 (Separating and Retaining Employees) & 15 (Collective Bargaining and Labor Relations)
2. Why Diversity, Equity and Inclusion Matter- In Canvas
3. Operational Definitions for Diversity, Equity, & Inclusion and Cultural Competence- In Canvas
4. Business Case for Diversity and Inclusion- In Canvas 
5. Fundamentals of HRM- Chapters 2 (Trends in HR Management) & 9 (Creating and Maintaining High Performance Organizations)
6. Article: HR Scorecard- In Canvas
7. Article: SHRM Workplace Forecast: The Top Workplace Trends According to HR Professionals- In Canvas

Additional Learning Activities (In class activities):

1.      Video: Big Bang Theory

2.      Video: Meet Rafael

3.      Video: Decline of labour unions in the US

4.      Video: Defining Diversity, Equity, and Inclusion

5.      Video: How to get serious about diversity and inclusion in the workplace

Assignments Due:

Group Presentations

Questions for Reflection: What is Employee Relations? What is Labor Relations? What are the differences and similarities between the two? What role does each play within HR and then the organization? What is Diversity, Equity, and Inclusion? What is the current case for Diversity, Equity, and Inclusion in business? What role does/can HR play in organizational D, E, & I efforts? How should metrics be used by HR? What trends and emerging issues do you see coming down the pike for HR? 

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

*Also Note* Should additional application assignments be assigned; an updated Total Points Rubric will be shared. 

This is a letter-graded course: A, B, C, D, or F.

Grades are based on the total points earned throughout the course.  

Grading… A word on

I sincerely hope that everyone realizes full success-however you define it- in this course. Personal enlightenment and development, critical thinking, increasing professional readiness and development are just a few markers of success. That said, grading is a reality of our experience that also demonstrates- to some degree- success in a course. I do realize and share some of the reservations with the concept of grading. At the same time, I realize and appreciate some of the utility grading can bring. And so, I thought I’d share some of my philosophy on grading.

In short, it all matters. Yes, you can absolutely crush the “in-person” portion of the course: coming to class every day, exhibiting engagement and critical thinking. However, if you mail it in on any of the other assignments, you can still earn a grade outside of what you wish. And vice versa. As previously mentioned, I understand some of the issues grading presents. Nevertheless, it is a reality of schooling I take seriously.

I imagine most everyone will pass this class. It will take effort not to. That said, you will earn your grade. Further, A’s are not our right for showing up. I do not expect perfection. However, A’s are synonymous-at least in this course- with caring, throughout the process. All this to say and reiterate, all the assignments matter.

I am almost always open to discussing grades. However, if you earn a grade outside of what you hoped for, I ask that you question yourself prior to coming to me. Did I mail it in on an assignment(s) in a way that could have dropped my grade?

Participation is foundational to the course. As a result, students are expected to attend each class (both weekends) and arrive on time. Students are responsible for the content of courses in which they are enrolled. Students have a responsibility to make a reasonable effort to inform the instructor prior to absences whenever possible. Students shall have 10 points deducted from final point total for each day missed. In addition, students will forfeit that day’s participation points.

*Please Note* Our current situation with Covid-19 certainly asks for some flexibility. And I support that wholeheartedly. However, the expectations for attendance outlined above remain the same.

All work is due on the due date. Late assignments (those without prior approval from the instructor) are subject to be penalized one letter grade for each day the assignment is late. 

A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to the instructor a “Petition for and Work to Remove an Incomplete Grade” form. An “I” can never be used in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html. 

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at smo@ou.edu or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/

Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.

Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

Eric R. Sourie, MHR

Education

·        2001   Bachelor of Arts, Psychology, Langston University

·        2003   Master of Human Relations, University of Oklahoma

Current Positions

·        Instructor & Coordinator, Human Resources Degree Concentration (Nov. 2015-Present, Department of Human Relations, University of Oklahoma.

·        Human Resources Manager, University Outreach, University of Oklahoma (March 2013-2015)

Frequently Taught Advanced Programs Courses

·        HR 5143  Human Resources for the Human Relations Professional

·        HR 5813  Business Management and Strategic Planning

·        HR 5853  Employee and Labor Relations

Major Areas of Teaching and Research Interest

·        African American Studies

·        Diversity, Equity, and Inclusion

·        History of Education

·        Human Resource Management

·        Race and Education

·        Race and the Workplace

Major Professional Affiliations

·        Oklahoma CUPA-HR (College and University Professional Association for Human Resources)

·        Society for Human Resource Management (SHRM)

·        ATD (American Society for Training and Development) National

·        Central Oklahoma ASTD