Sabharwal/ PA 3333

PA 3333-001
HUMAN RESOURCES MANAGEMENT
Spring 2011

Mondays, Wednesdays, and Fridays: 10:30 a.m.-11:20 a.m. – WSTC 1.216

Contact Information

Professor: Dr. Meghna Sabharwal

Office Hours: Monday 11:30-12:30 p.m., and by appointment
Office Location: WSTC 1.212
Phone: 972-883-6473
E-mail: meghna.sabharwal@utdallas.edu

Course Description and Objectives

This introductory course provides an overview to public human resource management,

emphasizing both theoretical and applied topics. The role of the human resource manager
is changing from compliance monitoring to strategic planning. Human resource managers
are further challenged in the current economic downturn with budget shortfalls, layoffs,
hiring freezes, closures, mergers, and buy-outs. The course will thus examine the
environment employees and employers operate in with special emphasis on the various
paradoxes that surround the field of human resource management. The class consists of
several hands-on exercises, case studies, and class discussions, all aimed at understanding
the complexities that surround human resource management.

Course Objectives:

1. Introduce students to the study of human resource management

2. Understand the challenges involved in achieving a diverse workforce and how to
manage it.
3. Understand the legal environment under which human resource management
operates.
4. Understand the recruitment and selection process.
5. Examine ways to motivate employees and compensate employees.
6. Examine various job analysis and evaluation methods.
7. Examine emerging trends and practices that will affect the way organizations
manage their human resources in the future.
8. Examine the various paradoxes that confront human resource professionals and
employees.

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Required Texts

Berman, M. E., Bowman, S. J., West, P. J., & Van Wart, R. M. (2010). Human Resource
Management in Public Service: Paradoxes, Processes, and Problems (3rd ed.) Thousand
Oaks, CA: Sage Publications Inc. ISBN: 9781412967433 (Henceforth referred to as
Berman)

Reeves. T. Zane. (2006). Cases in Public Human Resource Management (2nd ed.)
Belmont, CA: Thomson-Wadsworth. ISBN: 9780534602406 (Henceforth referred to as
TZR)

In addition to the texts, short articles or reports are assigned as readings throughout the
semester.

Class Requirements

Class participation – 10%

Each student should be prepared to participate in each class. Participation requires

reading the material in advance and being on time for class. Each student is expected to
fully participate in chapter discussions, case discussions, and in-class exercises. If you do
not participate in class discussions, you can expect to get a zero. Your absence will
impact your participation grade. In addition, tardiness to class and early departure will also
lead to reduced participation grades. If you know that you will not be able to attend class for
personal or work related reasons, make sure you inform the professor in advance and submit
your assignment. In short, come to class, read the material, take notes, and participate.
Remember every student’s opinion counts, and the more you participate the more meaningful
your learning experience will be.

Case study presentation – 10%

Case presentations will be made from the Reeves text. Students should be prepared to
make presentations using PowerPoint on a case that they choose (no more than 20
minutes). The presentation should: briefly describe the background/history revolving
around the case, describe the actors involved, discuss the environment surrounding the
case, i.e., specific constraints and opportunities affecting the decision. Finally,
recommendations should be offered if you must find yourself in a similar situation.
Students are encouraged to be creative in presenting their case. Presentations will be
followed by a 5-to-10 minute session for questions and answers. Please have 2-3
questions ready for class discussion. You will be graded on content, clarity, presentation
style, and creativity. Additionally, you are required to write-up a brief 2-3 page report on
the case describing the case scenario and responding to the questions asked at the end of
each case. Please type your responses. The report should be double spaced with 1 inch
margin and 12 point font (Times New Roman). Please limit the description of the case
to one paragraph. Your focus should be on the answering the questions.

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Assignments – 30%

Note: All Assignments should be typed and double spaced.

Three experiential exercises, the details of which are provided at the end of the syllabus
will be due on February 11, March 21, and April 18. Each assignment comprises 10
percent of your final grade. The write up should be double spaced with 1 inch margin and
12 point font (Times New Roman). Under no circumstances should you submit an
assignment through your friend/classmate.

Midterm examination – 20%

There will be an in-class closed book midterm examination on March 4th. The format for
the test will be multiple-choice. A review session will be conducted prior to the test.

Final examination – 30%

There will be an in-class closed book final examination on May 2nd. The examination is
designed to test the student’s ability to understand and critically evaluate the reading,
lecture, and discussion materials covered during the semester. The format for the test will
be multiple-choice. A review session will be conducted prior to the test. Materials
covered after the midterm will be included.

Note: LATE ASSIGNMENTS WILL NOT BE ACCEPTED except under exceptional

documented circumstances at the sole discretion of the instructor. Students who miss
class are responsible for all announcements, class discussions, and changes made to the
course outline during class meetings.

Grading

Class Participation – 10%

Case Study – 10% (5% written report and 5% presentation)
Assignments – 30% (three 10% each)
Midterm Examination – 20%
Final Examination – 30%

Grading Scale

Grades are awarded to reflect students’ performance on assignments/exams/case

presentation and students’ useful contributions to class. Students earning 90 points or
above on the graded assignments will earn an A+A/A-; grades of 80-89 represent a B-
/B/B+; grades of 70-79 represent a C-/C/C+ .

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UTD Policy on Cheating

Policy on Cheating: Students are expected to be above reproach in all scholastic

activities. Students who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and dismissal from the
university. "Scholastic 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.

A very useful statement on plagiarism (with good definitions, etc.) is available at

http://www.rbs2.com/plag.htm

Classroom Behavior

 All students are expected to conduct themselves in a manner that reflects the
highest behavioral standards.
 Students are expected to arrive on time for class.
 Electronic devices during the class meeting should be turned off. In the event that
a student legitimately needs to carry cell phone to class, prior notice and approval
of the instructor is required.
 You are allowed to use a laptop solely for note taking purposes. If I find you
browsing the internet or using the computer for non-class related work, I will ask
you to leave my classroom.
 Discussion, inquiry, and expression are encouraged in this class.
 Classroom behavior that interferes with either (a) the instructor’s ability to
conduct class or (b) the ability of students to benefit from the instruction is
unacceptable. Examples include routinely leaving the classroom early, using
cellular phones, reading non-class related material, repeated talking in class
without being recognized, talking while others are speaking, or arguing in any
way that is perceived as “crossing the civility line.” If the instructor feels that a
behavior is disruptive, the student will be asked to leave the classroom for the
day. If classroom behavior is determined to be inappropriate and cannot be
resolved between the instructor and the student, the behavior may be referred for
academic or disciplinary review.

ADDITIONAL UNIVERSITY DISCLAIMERS

http://provost.utdallas.edu/syllabus-policies/

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Detailed Course Schedule

Week 1: January 10, 12, and 14

Introductions
Syllabus
Signing up for case presentation
Introduction to the course

Week 2: January 19 and 21

Introduction to HRM

Readings

• Chapter 1 Berman
• Case 30 TZR

Note: No class Jan 17th – MLK Day

Week 3: January 24, 26, and 28

Workforce Diversity

Readings

• Carrell, M. R. and E. E. Mann. Defining workforce diversity in public sector

organizations. Public Personnel Management 24, no. 1 (1995). 99-111.
• Riccucci, N. M. Cultural diversity programs to prepare for work force 2000:
What's gone wrong? Public Personnel Management 26, no. 1 (1997). 35-41.
• Read Report: http://govinfo.library.unt.edu/npr/library/workforce-diversity.pdf
• Cases 14 and 28 TZR

Week 4: January 31, February 2 and 4

Legal Environment under which HR operates

Readings

• Chapter 2 Berman
• Other forms of Discrimination – GINA (Genetic Information Nondiscrimination
Act)
http://www.geneticfairness.org/GINAPublication111008.pdf
• Cases 12 and 13 TZR

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Week 5: February 7, 9, 11

Unions and Collective Bargaining

Readings

• Chapter 11 Berman
• Unions in America: http://www.foxnews.com/politics/2010/07/19/union-shops-
driving-job-growth-critics-warn/
• Unions for Students?
http://www.nytimes.com/2010/04/28/nyregion/28grad.html?emc=eta1
• Cases 9 and 10 TZR

Due

Assignment 1 due on ADA –See details at the end of the syllabus

Week 6: February 14, 16, and 18

Recruitment: From Passive Posting to Headhunting

Readings

• Chapters 3 Berman
• Short video on Federal Hiring Reform:
http://www.youtube.com/watch?v=8cl4Mi84N9E
• Federal Hiring Reform: http://voices.washingtonpost.com/federal-
eye/2010/05/obama_issues_hiring_reform_mem.html
• Case 1 TZR
• Guest Speaker – Career Center

Week 7: February 21, 23, and 25

Selection: From Civil Service to Decentralized Decision Making

Readings

• Chapter 4 Berman
• Federal Laws Prohibiting Discrimination in Hiring:
http://www.eeoc.gov/facts/qanda.html
• Case 7 TZR

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Week 8: February 28, March 2 and 4

Midterm review session on February 28

March 2 – preparatory day
March 4 - In-class Midterm

Week 9: March 7 and 9

Position Management

Readings

• Chapter 5 Berman
• HR Guide to Job Analysis: http://www.job-analysis.net/G051.htm
• Case 18 TZR

Note: no class on the 11th – ASPA Conference

March 14, 16, 18 – No Class Spring Break

Week 10: March 21, 23, and 25

Motivating Employees

Readings

• Chapters 6 Berman
• Rise Above the Fray: Options for Dealing With Difficult People at Work:
http://humanresources.about.com/od/workrelationships/a/difficultpeople.htm

Due

Assignment 2 Due - See details at the end of the syllabus

Week 11: March 28, 30, and April 1

Compensating Employees

Readings

• Chapters 7 Berman
• Pay for Performance in Department of Defense:
http://www.federaltimes.com/article/20100810/BENEFITS01/8100308/1001
• Pay for Performance:
http://www.sciencedaily.com/releases/2010/05/100502173501.htm
• Case 4 TZR

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Week 12: April 4, 6, and 8

Employee Friendly Policies

Readings

• Chapters 8 Berman
• Facer, R. L. and L. Wadsworth. Alternative work schedules and work-family
balance: A research note. Review of Public Personnel Administration 28, no. 2
(2008). : 166-177.
• Unlimited Paid Vacation:
http://www.npr.org/templates/story/story.php?storyId=129137542&sc=fb&cc=fp
• Case 5 and 25 TZR

Week 13: April 11, 13, and 15

Job Appraisal, Evaluation, and Assessment

Readings

• Chapter 10 Berman
• Van Thiel, S. and F. L. Leeuw. The performance paradox in the public sector.
Public Performance & Management Review 25, no. 3 (2002). : 267-281.
• Cases 19 and 23 TZR

Week 14: April 18, 20, and 22

Training and Development

Readings

• Chapter 9 Berman
• Brown, J. Training needs assessment: A must for developing an effective training
program. Public Personnel Management 31, no. 4 (2002). : 569-578.
• Case 20 TZR

Due
Assignment 3 Due - See details at the end of the syllabus.

Week 15: April 25, 27, and 29

Future of HRM

Readings

• Conclusion Chapter Berman

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• Bing, J. W., M. Kehrhahn, and D. C. Short. Challenges to the field of human

resources development. Advances in Developing Human Resources 5, no. 3
(2003). : 342-351.
• April 29th – Final examination review session

Week 16: May 2

In-class final examination

Assignments

Assignment 1
Due February 11, 2010

Conduct a barrier survey of any two of the local businesses listed below. The barriers
could apply to customers or employees. Identify physical obstacles or architectural
barriers that limit the accessibility to the facility or to activities within the facility, for
someone with a disability covered under the Americas with Disabilities Act. Consider
access for someone with disabilities in hearing, vision, mobility, or any other physical
disability. Then describe in detail (no more than 4 pages and no less than 3 pages) the
nature of the barriers and what needs to be done to make the facilities accessible.

Note: Your response should be typed in Word and double spaced with 12 point Times
New Roman font and 1 inch margin. Bring a hard copy of your assignment to class.

1) Airport
2) Bank/ATM
3) College/University
4) Grocery store
5) Hotel/Motel
6) Library
7) Movie theatre
8) Public transit
9) Restaurant
10) Retail store
11) Salon
12) Sports arena
13) Travel/guided tours
14) Urgent care
15) Your work place

Please refer to the ADA Guidelines for Small Businesses on eLearning

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Assignment 2
Due March 21, 2011

Your search firm which specializes in placing leaders in the public sector has been asked
to identify promising candidates for the following high profile roles.

1) City Manager for the City of Dallas

2) Superintendent for the Richardson Independent School District
3) Fire Chief for the city of Forth Worth
4) Human Resources Director for the City of Plano

Your job is to develop a sample job announcement, interview questions, and job
description for any one of these positions. Please limit your response to 3 pages.

Note: Your response should be typed in Word and double spaced with 12 point Times
New Roman font and 1 inch margin. Bring a hard copy of your assignment to class.

Assignment 3
Due April 18, 2011

Select any two of the worker-friendly programs covered in Chapter 8 of your text and
interview someone who is currently using these programs/has used them in the past
regarding the pros and cons from the employees perspective. Write up the individual
interviews in no more than 3 pages and no less than 2 pages. You can interview one or 2
individuals. Please have a list of questions that you will ask your interviewees prepared
ahead of time. Make sure you probe them based on their responses. Your goal is to get to
the advantages and disadvantages of the benefits used by the employees. Only
government or non-profit employees should be interviewed.

Note: Your response should be typed in Word and double spaced with 12 point Times
New Roman font and 1 inch margin. Bring a hard copy of your assignment to class.

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