Topics in Public Affairs: Strategic Human Resource Management PA 6319.501 Fall 2011 Wed 7:00 to 9:45 FO 2.

208 Instructor: Doug Goodman, Ph.D. Office: Green Hall 2.320 Phone: (972) 883-4969 E-mail: doug.goodman@utdallas.edu Office Hours: open office and by appointment Web Page: https://elearning.utdallas.edu Course Description This is an experiment course that will give you an opportunity to bridge the gap between theory and practice between strategic management with human resource management in the public and nonprofit sectors to what we will refer to as strategic human resource management (SHRM). SHRM is highly abstract; as such, we will work through each concept sequentially and collectively and then seek to apply each to the government or nonprofit agency with which you are most familiar. You must choose a small nonprofit agency, small government program or office, or discrete work unit within a larger agency for purpose of writing your assignments. The work being done must be relatively narrow and focused if our analysis is to succeed. This is a reading-centered course that requires you to think deeply about core concepts and how they might apply to your organization. Thus, grading will be based primarily on thoughtfulness/sophistication of analysis.

Student Learning Objectives and Outcomes: To master the newly emerging literature on strategic human resource management. To internalize the concept of SHRM and its significance for organizational performance. To build skill in developing an organizational success strategy and a strategy map for realizing it in practice. In order to maximize learning and 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 email or phone in advance. Complete all assignments and readings on time. Make an active contribution on the class discussion. Submit work of graduate-level quality.

Texts and Resources: Sally Coleman Selden. 2009. Human Capital: Tools and Strategies for the Public Sector. Washington, DC: CQ Press. ISBN: 978-1-56082-550-6 (Selden). We will also read several of book chapters and journal articles. References for these articles are listed below. All of the articles can be accessed through UTDs library website or eLearning. Assignments: Students are expected to come to class prepared. You should have read all of the assignments and completed all of the assigned exercises/case for the evening. Weekly annotated bibliography (30%): On specific weeks you will be required to read and present to the class a peer-reviewed academic journal article related to the any of the topics raised by the readings for that session. Come prepared to discuss your readings. You will also prepare a 1 page (single spaced) annotated bibliography on your article. It is due at the beginning of class. Assignments (30%) Final Project (25%): Due December through Turnitin.com and email. o Final Paper: Integrate your previous writing assignments into a final paper that addresses the goals of this course. You will need to write and introduction and conclusion for the paper, and flesh out the analysis in the writing assignments where needed to enhance the overall coherence. Also, tell the reader whether what you have learned about SHRM has relevance for your agency, whether a line-staff partnership exists that might make it feasible, or whether it is most likely impractical. Explain why. o The Public Affairs Graduate Faculty has adopted the Turabian Manual for Writers, 7th Edition as its exclusive reference manual. Professors expect PA graduate students to use Turabian for all written assignments. Citations (in-text and reference list) must be used in all assignments where appropriate. Students should only use footnotes to further explanation of a topic in the paper; footnotes should not be used for reference citations. All papers must be double-spaced and use 12-point Times or Times New Roman with standard 1-inch margins. Be sure to include page numbers. Class participation, preparation, and attendance (15%): o Class participation is critical. Participation in case preparation, discussion questions, presentations, and class discussion. Students are expected to participate in all class discussions and group activities. Class attendance and participation is critical. Grading scale: 100-94= 92-90= 87-89= 83-86= 80-82= 77-79= A AB+ B BC+

73-76= 70-72= <70=

C CF

Expectations: Behavioral Expectations: Students are expected to assist in maintaining a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in any other form of distraction (e.g. surfing the Internet, texting, twitting, facebooking, etc). Inappropriate behavior in the classroom shall result minimally, in a request to leave the class. Please put your cell phone on silent. Academic Honesty: I sincerely trust and expect that academic dishonesty will not be an issue in this course. Unfortunately, it has become a very serious problem on many campuses. The purpose for including the following statement is to prevent any misunderstandings about what constitutes academic dishonesty and what I will do if I should encounter or seriously suspect it. An act of academic dishonesty will result in a referral to Judicial Affairs. Any of these violations will be considered academic dishonesty and treated as such. Cheating. Intentionally using or attempting to use unauthorized materials, information, notes, study aids or other devises or materials in any academic exercise. Fabrication. Making up data or results and recording or reporting them. Falsification. Manipulating research materials, equipment, or processes, or changing or omitting data or results such that the research or academic work is not accurately represented in the research or work record. Multiple submissions. The submission of substantial portions of the same work (including oral reports) for credit more than once without authorization from the instructor of the class for which the student submits the work. Plagiarism. The appropriation of another persons ideas, processes, results, or words without giving appropriate credit. Complicity. Intentionally or knowingly helping, or attempting to help, another or commit an act of academic dishonesty. Violation of School or University Rules. Students may not violate any announced departmental or college rule relating to academic matters including, but not limited to, abuse or misuse of computer access of information in any academic exercise. For additional information please visit: http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-AvoidDishonesty.html Course Outline: (weeks are approximate) Week 1 Introduction, syllabus, and assignments August 24 Week 2 Strategic Management

August 31 Selden: Chapter 1 Ingraham, Patricia Wallace. 2005. Performance: Promises to Keep and Miles to Go. Public Administration Review 65(4): 390-395. Ingraham, Patricia Wallace, Sally Coleman Selden. 2003. People and Performance: Challenges for the Future Public ServiceThe Report from the Wye River Conference. Public Administration Review 60(1): 54-60. Poister, Theodore H. and Gregory D. Streib. 1999. Strategic Management in the Public Sector: Concepts, Models, and Processes. Public Productivity & Management Review 22(3): 308325. Assignment: Read one of the following chapters from Rabin, Jack, Gerald I. Miller, and W. Bart Hildreth. 2000. Handbook of Strategic Management, 2nd edition (ebook available from the library http://library.utdallas.edu/vwebv/holdingsInfo?bibId=694751), for your annotated bibliography: Chapter 25, Strategic Management in the Federal Government: Necessary and Sufficient Elements, by Nancy C. Roberts and Janice M. Menker. Chapter 29, Strategic Management in State Government, by Barton Wechsler and Francis Stokes Berry. Chapter 31, Strategic Management in City Government, by John J. Gargan and Thomas C. Sutton. Chapter 35, Strategic Management in the Nonprofit Sector, by Melissa M. Stone and John M. Bryson. Chapter 38, Strategic Cost Management: A Theory and Case Study in Academic Institutions, by Larry N. Bitner and John M. Trussel. Week 3 September 7 Strategic HRM National Academy of Public Administration. 1996. A Guide for Strategic Management of Human Resources. Washington, DC: NAPA. Chapters 1-2 (eLearning). McGregor, Eugene B., Jr. 1988. The Public Sector Human Resource Puzzle: Strategic Management of a Strategic Resource. Public Administration Review 48(6): 941-950. Perry, James L. 1993. Strategic Human Resource Management. Review of Public Personnel Administration 13(4): 59-71. Tompkins, Jonathan. 2002. Strategic Human Resource Management in Government: Unresolved Issues. Public Personnel Management 31(Spring): 95-109. Assignment: Annotated bibliography Week 4 Conceptual Overview 4

September 14 Becker, Brian, Mark Huselid, and Dave Ulrich. 2001. The HR Scorecard: Linking People, Strategy, and Performance. Boston: Harvard Business School. Pp. 1-36 (eLearning). US Office of Personnel Management. 1999. Strategic Human Resource Management: Aligning with the Mission. (eLearning). Assignment: a) Begin with an appropriate title for your paper, e.g., Optimizing Agency Performance Through SHRM. b) Write a brief paragraph introducing subject, purpose and agency in accordance with this example: The concept of strategic human resources management (SHRM) refers to . . . . . The purpose of this paper is to explore the potential relevance of SHRM for [your agency] as it continues its pursuit of excellence. [Your agency] is a unit within the Department of . . . . [or a nonprofit employing 17 people . . . .] c) Create a major subheading (center of page) entitled: Mission, Value Proposition, and Core Value-Creating Work Process. Next, create a minor subheading (left margin) entitled: Mission. Then identify your agencys mission in two tightly-written sentences. Avoid all rhetoric; simply state what your agency/work unit exists to accomplish. This whole assignment will be approximately threequarters of a page, double-spaced. [We wont address Value Proposition until next week] Week 5 September 21 Week 6 September 28 NO CLASSSECoPA The Agencys Mission and Value Moore, Mark. 1995. Creating Public Value, pp. 13-56. (eLearning) Nanus, Burt and Stephen M. Dodds. 1999. Leaders Who Make A Difference. Pp-27-52. Assignment: Create a minor subheading (left margin) entitled: Value Proposition. Consistent with the mini-lecture and todays readings, add one or two paragraphs to your term paper articulating your agencys Value Proposition, i.e., in exchange for tax revenues or private funding your agency strives to make society a better place by creating public value. Your task in this assignment is to capture in words the public value that your agency strives to create. It may be useful to begin by introducing the concept of Value Proposition itself. Workforce Planning Selden, Chapter 2 National Academy of Public Administration. 1996. A Guide for Strategic Management of Human Resources. Washington, DC: NAPA. Chapter 3 (eLearning). Workforce Planning Took Kit: Supply/Demand Analysis and Gap

Week 7 October 5

Analysis. (eLearning). Assignment: Annotated bibliography Week 8 October 12 Human Capital and the Knowledge Worker Davenport, Thomas. 1999. Human Capital: What It Is and Why People Invest In It. San Francisco: Jossey-Bass. Chapters 1-3 (Pp. 3-62). (eLearning). Assignment: Create a minor subheading (left margin) entitled: Core ValueCreating Work Process. Consistent with the readings, describe the core value-creating work process in your agency/program/unit, identify the core value-creating workers, and describe how these workers use their human capital to transform something of lesser value into something of greater value (either for internal or external stakeholders). Most agencies, for example, have a predominant kind of worker, e.g. teacher, social worker, application processor. See if you can capture what your agencys core workers actually do as part of some larger, transformational process that creates the public value discussed in the previous section. (If you can keep the analysis tightly focused, this assignment should be no more than a page or so.) Recruitment, Selection, Retention, and Development Selden, Chapters 3, 4, and 5 Assignment: Annotated bibliography Week 10 October 26 The Agencys Vision of Excellence and Strategy for Success Niven, Paul R. 2011. Balanced Scorecard: Step-by-Step for Government and Nonprofit Agencies. Hoboken, NJ: John Wiley & Sons. Pp. 1-47. (Chapters 1 and 2). E-book at McDermott Library. Wilson, James Q. 1989. Bureaucracy pp. 8-10 and 21-23. (eLearning). (Identify Principal Hogans vision of school excellence and his success strategy for bringing his vision into being.) Assignment: Create a major subheading (centered) entitled: Vision of Excellence and Strategy for Success. Then create a minor subheading (left margin) entitled: Vision of Excellence. Earlier you established the public value that your agency exists to create. Now paint a vivid picture (vision) of what your agency/work unit will look like when it has succeeded in becoming the best agency of its kind in the universe. Next create a minor subheading (left margin) entitled: Success Strategy. Here you will articulate a strategy for bringing your vision into being. Essentially, this

Week 9 October 19

Week 11 November 2

section identifies and explains the key performance drivers that the agency must focus its time, attention, and resources on if it is to become the very best (note: focusing on your Drivers IS your success strategy). The HR Value Proposition Selden, Chapters 6 and 7 lrich, Dave and Wayne Brockbank. 2005. The HR Value Proposition. Boston: Harvard Business School. Pp. 1-15 and 74-80. (eLearning). Review from Week 4: Becker, Brian, Mark Huselid, and Dave Ulrich. 2001. The HR Scorecard: Linking People, Strategy, and Performance. Boston: Harvard Business School. Pp. 1-36 (eLearning). Assignment: Create a major subheading (centered) entitled: HR Drivers and Enablers. Earlier you identified the performance drivers central to your success strategy. Now, in 2-4 pages, identify and describe specific HR Drivers and HR Enablers that are critical to the success of your strategic vision. (Describe HR Drivers one at a time, along with the specific Enablers critical to each. Strategy Maps Kaplan, Robert S. and David P. Norton. 2004. Strategy Maps. Boston: Harvard Business School. Chapters 2, 14, and 15. Assignment: Add a one-page strategy map to your paper. Also, present just enough narrative so that the reader can understand the map, i.e., your overall success strategy and HRs contribution to making it work. Creating an HR Scorecard Selden, Chapter 8 Becker, Brian, Mark Huselid, and Dave Ulrich. 2001. The HR Scorecard: Linking People, Strategy, and Performance. Boston: Harvard Business School. Pp. 53-77 (eLearning). Lawler, Edward E. III. 2007. Why HR Practices are Not Evidencebased. Academy of Management Journal 50(5): 1033-1036. Cascio, Wayne F. 2007. Evidence-Based Management and the Marketplace for Ideas. Academy of Management Journal 50(5): 1009-1012. Heinrich, Carolyn J. 2007. Evidence-Based Policy and Performance Management: Challenges and Prospects in Two Parallel Movements. American Review of Public Administration 37(3): 255277. Assignment: Create a major subheading (centered) entitled: Developing an HR Scorecard. In 1 or 2 pages, discuss the feasibility of measuring your leading HR drivers and enablers, and propose measurable indicators (HR 7

Week 12 November 9

Week 13 November 16

Week 14 November 23 Week 15 November 30

Scorecard) for those drivers and enablers for which measurement makes sense. CATCH UP DAY New Directions Selden, Chapter 9 Rynes, Sara L., Tamara L. Giluk, and Kenneth G. Brown. 2007. The Very Separate Worlds of Academic and Practitioner Periodicals in Human Resource Management: Implications for Evidence-Based Management. Academy of Management Journal 50(5): 987-1008. Teo, Stephen T.T., Bhavini Lakhani, David Brown, and Teemu Malmi. 2008. Strategic Human Resource Management and Knowledge Workers: A Case Study of Professional Service Firms. Management Research News 31(9): 683-696. Assignment: Annotated Bibliography Student Presentations Final Paper: Integrate your previous papers together. Dont forget to add an introduction and a conclusion. Also, tell the reader whether what you have learned about SHRM has relevance for your agency, whether a line-staff partnership exists that might make it feasible, or whether it is most likely impractical. Explain why.

Week 16 December 14

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 students 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. Disability Services The goal of Disability Services is to provide students with disabilities equal educational opportunities. Disability Services provides students with a documented letter to present to the faculty members to verify that the student has a disability and needs accommodations. This letter should be presented to the instructor in each course at the beginning of the semester and accommodations needed should be discussed at that time. It is the students responsibility to

notify his or her professors of the need for accommodation. If accommodations are granted for testing accommodations, the student should remind the instructor five days before the exam of any testing accommodations that will be needed. Disability Services is located in Room 1.610 in the Student Union. Office hours are Monday Thursday, 8:30 a.m. to 6:30 p.m., and Friday 8:30 a.m. to 5:00 p.m. You may reach Disability Services at (972) 883-2098. Guidelines for documentation are located on the Disability Services website at http://www.utdallas.edu/disability/documentation/index.html The University of Texas at Dallas provides a number of policies and procedures designed to provide students with a safe and supportive learning environment. Brief summaries of the policies and procedures are provided for you at http://provost.utdallas.edu/home/index.php/syllabus-policies-and-procedures-text and include information about technical support, field trip policies, off-campus activities, student conduct and discipline, academic integrity, copyright infringement, email use, withdrawal from class, student grievance procedures, incomplete grades, access to Disability Services, and religious holy days. You may also seek further information at these websites:
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm http://www.utdallas.edu/disability/documentation/index.html

These descriptions and timelines are subject to change at the discretion of the Professor.