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PA 7338-501

SEMINAR IN HUMAN RESOURCES


Fall 2009

COURSE SYLLABUS

Class Meetings: Tuesdays, 7:00 – 9:45 PM, WSTC 1.216


Instructor: Dr. Paul Battaglio
Office Location: WSTC 1.213
Contact Information: Tel. 972-883-5344 Email: battaglio@utdallas.edu
Office Hours: Tuesday, Wednesday, and Thursday, 2:00 – 4:00 PM, and by appointment

COURSE DESCRIPTION AND OBJECTIVES

This seminar is designed to explore advanced topics on the past, present, and future of
human resource management in the public sector. Class readings draw from leading
scholars in public human resource management in order to shed light on these topics.
These issues relate directly to the responsibilities, challenges, and opportunities that
confront modern public human resources management. The seminar will provide the
student with an overview and history of the civil service, a critical analysis of civil
service reform, and a grounding in equal employment opportunity and representation,
employee rights and labor relations, and outsourcing and privatization. Throughout
the class emphasis will be placed on the incidence, impact, and future of civil service
reform. The seminar is aimed at encouraging students to refine their abilities to
identify, analyze, interpret, critique, and contribute to the understanding of the major
issues shaping public human resource management.

Student Learning Objectives. By the end of the semester, you should be able to:

 Understand the major issues in public human resource management.


 Understand the impact of civil service system reforms on public human
resource management.
 Understand the impact of equal employment opportunity and representation
on the public workforce (e.g., the impact of demographic changes, such as
age, gender, and race) in the United States.
 Undertake advanced research in public human resource management issues
that contribute to the literature in the field.

Expectations. In order to maximize seminar participation, each student is expected


to do the following:

 Attend all classes and be on time. If you cannot attend class or are going to be
late, please let me know by e-mail or phone in advance.
 Complete all assignments on time.
 Make an active contribution to the class discussion.
 Submit work of doctoral-level quality.

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COURSE REQUIREMENTS

Required Reading. Required readings for this course are contained in the following
books, which have been ordered at the bookstore:

Kellough, J. Edward and Lloyd G. Nigro, eds. 2006. Civil Service Reform in the
States: Personnel Policies and Politics at the Sub-National Level. Albany, NY: State
University of New York Press.

Selden, Sally Coleman. 2009. Human Capital: Tools and Strategies for the Public
Sector. Washington, DC: CQ Press.

Thompson, Frank J., ed. 2003. Classics of Public Personnel Policy, 3rd edition.
Belmont, CA: Thompson-Wadsworth.

In addition, assigned discussants will be required to retrieve articles listed for


discussion. Students will need to utilize the UTD library website for access to these
articles. This can easily be done on campus or off campus using your UTD ID.

Class Participation. Each week, the instructor will introduce the subject scheduled
for discussion, connect it to broader themes and additional topics to be covered in the
course, briefly present some material, and often pose some questions for discussion.
However, a major portion of class meetings is devoted to a broader discussion,
analysis, and critique of the topics, approaches, and readings under review. Students
have the responsibility to contribute to the scholarly interchange during this activity.
Accordingly, it is expected that all participants will complete readings on schedule
and be prepared regularly to comment on and assist in the analysis of the literature
and issues under discussion. To ensure the development of a quality discussion,
seminar discussants will be identified in advance for selected readings. Thus,
attendance and participation is expected and integral for the full learning experience.
If you know you will not be able to attend, please let me know in advance via e-mail
or telephone. More than two absences may affect your final grade.

Article/Chapter Reviews. Each student will be called on regularly to lead


discussions on assigned readings throughout the semester. The responsibilities of
these individuals include offering thoughts and asking questions to stimulate
discussion, helping to integrate ideas across various scholarly contributions, focusing
discussion as appropriate on important and/or enduring issues, and
summarizing/reviewing the seminar coverage. Students selected for the week are to
provide a review (no more than two pages) on the assigned reading for the instructor
and other students (approximately 20). The student will then present a synopsis of
the article to the class for further discussion. These reviews will be graded by the
instructor (using the rubric for the research paper) and represent 45 percent of the
course grade.

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Research Paper. A major requirement of the seminar is the development of a high-
quality research paper. The paper will be approximately 20 pages on a topic covered
in the seminar or a relevant HR issue. A several hundred word proposal on your
topic, explaining why you have chosen this topic and how you plan to research the
topic is due on September 22. The paper should be carefully written following very
closely the requirements for style (Turabian Style) and guidelines in the research
paper handout. Once your topic has been approved, you may begin your research.
Students will present their findings to the class on November 17 and 24. A future
handout will provide further details. The research paper is due on December 1.

Grading. Grading for this course shall be on a standard scale as follows: 90-100=A,
80-89=B, 70-79=C, Below 70=F. Final grades will be based on:

(1) Quality of article/chapter reviews …………………… 45%


(3) Performance on the research paper ………………. 45%
(4) Class discussion and participation …………………... 10%

Students are responsible for ALL material presented in class. There will be material
presented in the classroom that cannot be found in the textbooks or course readings. It is
your responsibility to get notes from students after an absence. The professor will not
provide class notes to students. The class PowerPoint presentations, handouts, and course
syllabus are available through WebCT. Note: The course syllabus may be amended at any
time by the professor. If necessary, the updated syllabus will be posted on WebCT and its
changes discussed in class.

Cell Phones and Pagers. Many of you have other jobs and responsibilities.
However, responsibilities have a way of intruding on the learning experience,
especially in this era of pagers and cell phones. My preference is that you not bring
these devices to class at all. Obviously, that may not be possible, so at least make sure
that they are turned off or are in “silent” or “vibrate” mode. If you really must answer
a call, please leave the classroom immediately.

Late or Missed Work and Exams. Assignments are due at the start of the class
session on their due date. Assignments may be submitted via email (attached file) or
fax by prior arrangement with the instructor if the student will not be able to attend
class. Any given assignment will not be accepted for a grade after 12:00 PM of the
Friday immediately after it is due. Assignments will be penalized one letter grade for
each 24-hour period they are late. Late or make-up exams will not be given except
under exceptional documented circumstances at the sole discretion of the instructor.

IMPORTANT CLASS NOTES

Student Conduct & Discipline. The University of Texas System and The University of
Texas at Dallas have rules and regulations for the orderly and efficient conduct of their
business. It is the responsibility of each student and each student organization to be

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knowledgeable about the rules and regulations which govern student conduct and activities.
General information on student conduct and discipline is contained in the UTD publication, A
to Z Guide, which is provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules
and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,
Section 3, and in Title V, Rules on Student Services and Activities of the university‟s
Handbook of Operating Procedures. Copies of these rules and regulations are available to
students in the Office of the Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents‟ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity. The faculty expects from its students a high level of responsibility and
academic honesty. Because the value of an academic degree depends upon the absolute
integrity of the work done by the student for that degree, it is imperative that a student
demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one‟s own
work or material that is not one‟s own. As a general rule, scholastic dishonesty involves one
of the following acts: cheating, plagiarism, collusion and/or falsifying academic records.
Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university‟s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Email Use. The University of Texas at Dallas recognizes the value and efficiency of
communication between faculty/staff and students through electronic mail. At the same time,
email raises some issues concerning security and the identity of each individual in an email
exchange. The university encourages all official student email correspondence be sent only
to a student‟s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the university
to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email
account that is to be used in all communication with university personnel. The Department of
Information Resources at U.T. Dallas provides a method for students to have their U.T.
Dallas mail forwarded to other accounts.

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Withdrawal from Class. The administration of this institution has set deadlines for
withdrawal of any college-level courses. These dates and times are published in that
semester's course catalog. Administration procedures must be followed. It is the student's
responsibility to handle withdrawal requirements from any class. In other words, I cannot
drop or withdraw any student. You must do the proper paperwork to ensure that you will not
receive a final grade of "F" in a course if you choose not to attend the class once you are
enrolled.

Student Grievance Procedures. Procedures for student grievances are found in Title V,
Rules on Student Services and Activities, of the university‟s Handbook of Operating
Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other


fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in
writing to the respondent with a copy of the respondent‟s School Dean. If the matter is not
resolved by the written response provided by the respondent, the student may submit a
written appeal to the School Dean. If the grievance is not resolved by the School Dean‟s
decision, the student may make a written appeal to the Dean of Graduate or Undergraduate
Education, and the deal will appoint and convene an Academic Appeals Panel. The decision
of the Academic Appeals Panel is final. The results of the academic appeals process will be
distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy. As per university policy, incomplete grades will be granted only
for work unavoidably missed at the semester‟s end and only if 70% of the course work has
been completed. An incomplete grade must be resolved within eight (8) weeks from the first
day of the subsequent long semester. If the required work to complete the course and to
remove the incomplete grade is not submitted by the specified deadline, the incomplete grade
is changed automatically to a grade of F.

Disability Services. The goal of Disability Services is to provide students with disabilities
educational opportunities equal to those of their non-disabled peers. Disability Services is
located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30
a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to
5:30 p.m.

The contact information for the Office of Disability Services is:


The University of Texas at Dallas, SU 22
PO Box 830688

5
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be
necessary to remove classroom prohibitions against tape recorders or animals (in the case of
dog guides) for students who are blind. Occasionally an assignment requirement may be
substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student‟s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office
hours.

Religious Holy Days. The University of Texas at Dallas will excuse a student from class or
other required activities for the travel to and observance of a religious holy day for a religion
whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time after
the absence: a period equal to the length of the absence, up to a maximum of one week. A
student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student
has been given a reasonable time to complete any missed assignments or examinations, either
the student or the instructor may request a ruling from the chief executive officer of the
institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by
the decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities. Off-campus, out-of-state, and foreign


instruction and activities are subject to state law and University policies and procedures
regarding travel and risk-related activities. Information regarding these rules and regulations
may be found at the website address given below. Additional information is available from
the office of the school dean. (http://www.utdallas.edu/Business
Affairs/Travel_Risk_Activities.htm)

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TOPICS AND READINGS
August 25
Class Introduction/Overview

September 1
History of Civil Service Systems
Reading assignment:
 Klingner, Donald E. 2006. “Societal Values and Civil Service Systems in the
United States.” In Civil Service Reform in the States: Personnel Policies and
Politics at the Sub-National Level, eds. J. Edward Kellough and Lloyd G.
Nigro, 11-32. Albany, NY: State University of New York Press.
 Van Riper, Paul P. 1958. “Americanizing a Foreign Invention: The Pendleton
Act of 1883.” In Classics of Public Personnel Policy, 3rd edition, ed. Frank J.
Thompson, 11-25. Belmont, CA: Thompson-Wadsworth.
 U.S. Congress. 1883. “The Pendleton Act.” In Thompson, 26-30.
 Goodnow, Frank J. 1900. “Merit Systems and Politics.” In Thompson, 380-
391.
 Mosher, Frederick C. 1968. “Merit, Morality and Democracy.” In Thompson,
34-46.
 Sorauf, Frank J. 1960. “The Silent Revolution in Patronage.” In Thompson,
63-71
 Savas, E. S. and Sigmund G. Ginsburg. 1973. “The Civil Service: A Meritless
System.” In Thompson, 87-99.
 Heclo, Hugh. 1977. “The Idea of Civil Service: A Third Force?” In
Thompson, 199-211.
 Ban, Carolyn. 1995. “The Personnel Office: Friend or Foe?” In Thompson,
135-156.

September 8
Reforming Civil Service Systems
Reading assignment:
 Campbell, Allen K. 1978. “Testimony on Civil Service Reform and
Organization.” In Thompson, 227-241.
 Perry, James L. 1986. “Merit Pay in the Public Sector: The Case for a Failure
of Theory.” In Thompson, 121-134.
 National Commission on the Public Service (The Volker Commission). 1989.
“Leadership for Governance.” In Thompson, 242-246.
 Roberts, Deborah. 1993. “The Governor as Leader: Strengthening Public
Service Through Executive Leadership.” In Thompson, 247-268.
 National Commission on the State and Local Public Service (The Winter
Commission). 1993. “Hard Truths/Tough Choices: An Agenda for State and
Local Reform.” In Thompson, 479-496.
 National Performance Review. 1993. “From Red Tape to Results: Creating a
Government That Works Better and Costs Less.” In Thompson, 497-520.

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 Thompson, Frank J. 2002. Reinvention in the States: Ripple or Tide? Public
Administration Review. 62(May-June): 362-367.
 Kellough, J. Edward and Lloyd G. Nigro. 2006. “Personnel Policy and Public
Management: The Critical Link.” In Kellough and Nigro, 1-8.
 Selden, Sally C. 2006. “Classifying and Exploring Reforms in State Personnel
Systems.” In Kellough and Nigro, 59-76.

September 15
Reforming Civil Service Systems
Reading assignment:
 Nigro, Lloyd G. and J. Edward Kellough. 2006. “Civil Service Reform in
Georgia: A View from the Trenches.” In Kellough and Nigro, 117-144.
 Bowman, James S., Jonathan P. West, and Sally C. Gertz. 2006. “Florida‟s
Service First: Radical Reform in the Sunshine State.” In Kellough and Nigro,
145-170.
 Hays, Steven W., Chris Byrd, and Samuel L. Wilkins. 2006. “South
Carolina‟s Human Resource Management System: The Model for States with
Decentralized Personnel Structures.” In Kellough and Nigro, 171-202.
 Coggburn, Jerrell D. 2006. “The Decentralized and Deregulated Approach to
State Human Resources Management in Texas.” In Kellough and Nigro, 203-
238.
 Cayer, N. Jospeh and Charles H. Kime. 2006. “Human Resources Reform in
Arizona.” In Kellough and Nigro, 239-258.
 Naff, Katherine C. 2006. “Prospects for Civil Service Reform in California: A
Triumph of Technique Over Purpose?” In Kellough and Nigro, 259-278.
 Fox, Peter D. and Robert J. Lavigna. 2006. “Wisconsin State Government:
Reforming Human Resources Management While Retaining Merit Principles
and Cooperative Labor Relations.” In Kellough and Nigro, 279-302.
 Riccucci, Norma M. 2006. “Civil Service Reform in New York State: A Quiet
Revolution.” In Kellough and Nigro, 303-313.
 Nigro, Lloyd G. and J. Edward Kellough. 2006. “The States and Civil Service
Reform: Lessons Learned and Future Prospects.” In Kellough and Nigro, 315-
324.

September 22
Reforming Civil Service Systems
Reading assignment:
 Kellough, J. Edward and Lloyd G. Nigro. 2006. Dramatic Reform in the
Public Service: At-will Employment and the Creation of a New Public
Workforce. Journal of Public Administration Research and Theory. 16(July):
447-466.
 Elling, Richard C. and T. Lyke Thompson. 2006. Human Resource Problems
and State Management Performance Across Two Decades: The Implications
for Civil Service Reform. Review of Public Personnel Administration. 26
(December): 302-334.

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 Selden, Sally C., Patricia W. Ingraham, and Willow Jacobson. 2001. Human
Resource Practices in State Government: Findings from a National Survey.
Public Administration Review. 61(September-October): 598-607.
 Kellough, J. Edward and Lloyd G. Nigro. 2002. Pay for Performance in
Georgia State Government: Employee Perspectives on GeorgiaGain After 5
Years. Review of Public Personnel Administration. 22 (June): 146-166
 Battaglio, Jr., R. Paul and Stephen E. Condrey. 2006. Civil Service Reform:
Examining State and Local Cases. Review of Public Personnel
Administration. 26 (June): 118-138.
 Condrey, Stephen E. and R. Paul Battaglio, Jr. 2007. A Return to Spoils?
Revisiting Radical Civil Service Reform in the United States. Public
Administration Review. 67(May-June): 424-436.
 Battaglio, Jr., R. Paul and Stephen E. Condrey. Forthcoming. Reforming
Public Management: Analyzing the Impact of Public Service Reform on
Organizational and Managerial Trust. Journal of Public Administration
Research and Theory.
 Hays, Steven W. and Jessica E. Sowa. 2006. A Broader Look at the
„Accountability‟ Movement: Some Grim Realities in State Civil Service
Systems. Review of Public Personnel Administration. 22 (June): 102-117

September 29
Diversity in the Public Service
Reading assignment:
 U.S. Congress. 1972. “Title VII of the Civil Rights Act of 1964, As
Amended.” In Thompson, 302-319.
 U.S. Supreme Court. 1971. “Griggs, et al. v. Duke Power Co.” In Thompson,
320-327.
 Naff, Katherine C. 1994. “Through the Glass Ceiling: Prospects for the
Advancement of Women in the Federal Civil Service.” In Thompson, 328-
345.
 Riccucci, Norma M. 1997. “Cultural Diversity Programs to Prepare for Work
Force 2000: What‟s Gone Wrong?” In Thompson, 346-352.
 Meier, Kenneth J., Michael S. Pennington, and Warren S. Eller. 2005. Race,
Sex, and Clarence Thomas: Representation Change in the EEOC. Public
Administration Review. 65(March-April): 171-179.
 Guy, Mary E. and Meredith A. Newman. 2004. Women‟s Jobs, Men‟s Jobs:
Sex Segregation and Emotional Labor. Public Administration Review.
64(May-June): 289-299.
 Reese, Laura A. and Karen E. Lindenberg. 2005. Gender, Age, and Sexual
Harassment. Review of Public Personnel Administration. 25(December): 325-
352.

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October 6
Diversity in the Public Service
Reading assignment:
 Pitts, David W. 2006. Modeling the Impact of Diversity Management. Review
of Public Personnel Administration 26(3): 245-268.
 Guy, M. E. (1993). Three steps forward, two steps backward: The status of
women‟s integration into public management. Public Administration Review,
53(4), 285-291.
 Kellough, J. E. (1990). Integration in the public workplace: Determinants of
female and minority representation in federal agencies. Public Administration
Review, 50(4), 557- 566.
 Kellough, J. E.,&Elliott, E. (1992).Demographic and organizational influences
on racial/ethnic and gender integration in federal agencies. Social
ScienceQuarterly, 73(1), 1-13.
 Kellough, J. E., & Naff, K. C. (2004).Managing diversity in the federal
service: Responding to a wake-up call. Administration & Society, 36(1), 62-
90.
 Naff, K. C.,& Kellough, J. E. (2003). Ensuring employment equity: Are
federal programs making a difference? International Journal of Public
Administration, 26(12), 1307-1336.
 Riccucci,N.M. (1986). Female and minority employment in city government:
The role of unions. Policy Studies Journal, 15(1), 3-15.
 Riccucci, N. M. (1997). Cultural diversity programs to prepare for Work
Force 2000: What‟s gone wrong? Public Personnel Management, 26(1), 35-
41.
 Selden, S.C.,&Selden, F. (2001). Rethinking diversity in public organizations
for the 21st century: Moving toward a multicultural model. Administration &
Society, 33(3), 303-329.

October 13 TBD

October 20
Employee Rights and Labor Relations
Reading Assignment:
 White, Leonard D. 1949. “Strikes in the Public Sector.” In Thompson, 380-
391.
 Rosenbloom, David H. 1975. “Public Personnel Administration and the
Constitution: An Emergent Approach.” In Thompson, 367-379.
 Lindquist, Stefanie A. and Stephen E. Condrey. 2006. “Public Employment
Reforms and Constitutional Due Proces.” In Kellough and Nigro, 95-114.
 Kearney, Richard C. 2006. “The Labor Perspective on Civil Service Reform
in the States.” In Kellough and Nigro, 77-95.
 Kuykendall, Christine L. and Rex L. Facer II. 2002. Public Employment in
Georgia State Agencies: The Elimination of the Merit System. Review of
Public Personnel Administration. 22 (Summer): 133-145

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 Lindquist, Stefanie A. and Stephen L. Wasby. 2002. Defining Free Speech
Protections. Review of Public Personnel Administration. 22(Spring): 63-66.
 Lindquist, Stefanie A. 2003. Developments in Federal Whistloblower
Protection Laws. Review of Public Personnel Administration. 23(March): 78-
82.

October 27
Outsourcing and Privatization
Reading assignment:
 Light, Paul C. 1999. “The Illusion of Smallness.” In Thompson, 157-177.
 U.S. Supreme Court. 1996. “The Supreme Court and Private Contractors:
Extracts from O’Hare Truck Service v. City of North Lake and Board of
County Commrs. v. Umbehr.” In Thompson, 178-198
 Seigel, Gilbert B. 1999. Where Are We on Local Government Contracting?
Public Productivity & Management Review. 22(March), 365-388.
 Seigel, Gilbert B. 2000. Outsourcing Personnel Functions. Public Personnel
Management. 29(Summer): 225-236.
 Lindquist, Stefanie A. and Michael Bitzer. 2002. Government Contractors‟
Liability for Constitutional Torts. Review of Public Personnel Administration.
22(Fall): 241-245.
 Lindquist, Stefanie A. 2003. Privatization Through Related Corporations.
Review of Public Personnel Administration. 23(December): 323-327.
 Coggburn, Jerrell D. 2007. Outsourcing Human Resources: The Case of Texas
Health and Human Services Commission. Review of Public Personnel
Administration. 27(December): 315-335.

November 3
Strategic Human Resource Management
Reading Assignment:
 Selden, Sally Coleman. 2009. Human Capital: Tools and Strategies for the
Public Sector. Washington, DC: CQ Press.
 Carnevale, David G. 1996. The Human Capital Challenge in Government.
Review of Public Personnel Administration 16(Summer): 5-13.
 Rainey, Hal G., and Paula Steinbauer. 1999. Galloping Elephants: Developing
elements of a theory of effective government organizations. Journal of Public
Administration Research and Theory 9:1-32.
 Ingraham, Patricia W., Sally C. Selden, and Donald P. Moynihan. 2000.
People and Performance Challenges for the Future Public Service – The
Report from the Wye River Conference. Public Administration Review 60(1):
54-60.
 McGregor, Jr., Eugene B. 1988. Public Sector Human Resource Puzzle:
Strategic Management of a Strategic Resource. Public Administration Review
48(6): 941-950.
 Hays, Steven W., and Richard C. Kearney. 2001. Anticipated Changes in
Human Resource Management: Views from the Field. Public Administration
Review 61(5): 585-597.

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 Huselid, Mark A. 1995. The impact of human resource management practices
on turnover, productivity, and corporate financial performance. Academy of
Management Journal 38(1): 635-672.

November 10
Strategic Human Resource Management
Reading Assignment
 Selden, Sally Coleman. 2009. Human Capital: Tools and Strategies for the
Public Sector. Washington, DC: CQ Press.
 Becker, Brian E., and Mark A. Huselid. 2006. Strategic human resources
management: Where do we go from here? Journal of Management 32(6): 898-
925.
 Brewer, G. A., and S. C. Selden. 2000. Why elephants gallop: Predicting
organizational performance in federal agencies. Journal of Public
Administration Research and Theory 10(4): 685-711.
 Gabris, Gerald T., and Douglas M. Ihrke. 2001. Does performance appraisal
contribute to heightened levels of employee burnout? The results of one study.
Public Personnel Management 30(2): 157-172.
 Heinrich, Carolyn. 2007. Evidence-based policy and performance
management. American Review of Public Administration 37(3): 255-277.
 Leavitt, William M., and John C. Morris. 2008. Market-based pay in action:
Municipal strategies and concerns in the cities of Hampton Roads. Review of
Public Personnel Administration 28(June): 178-189.
 Crumpacker, Martha, and Jill M. Crumpacker. 2004. Elevating, Integrating,
and Institutionalizing Strategic Human Capital Management in Federal
Agencies through the Chief Human Capital Officer. Review of Public
Personnel Administration 24(3): 234-255.

November 17
Research Paper Presentations

November 24
Research Paper Presentations

December 1
Conclusion
Research Papers Due

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