The University of Houston-Clear Lake
EDLS 8330: Human Resources Administration

Addresses various aspects of human resources leadership and management. Topics include federal/state laws, meaningful work environment; motivation and job satisfaction; effective and interactive employee communications; and relevant and ongoing professional development opportunities for self and for staff, highlighting lifelong learning. Discussions include the research and theory of adult learning (transformational learning); reflective practices; and mentoring, to name a few. Teaching strategies would include case studies, group discussions, interactive exercises, lectures, and readings. Field experience is required. (3 SCHs)

• Develop conceptual skills to lead organizations as learning communities.
• Acquire knowledge crucial to avoiding legal and ethical mistakes in human resources management.
• Explore strategies for providing ongoing professional development for adult learners as part of their participation in a meaningful work environment.
• Identify promising practices in improving organizational effectiveness through professional development and human resource management (HRM).
  

• Identify the major human resource functions of a school district.
• Identify human resources management problems in the context of ethical and legal requirements.
• Demonstrate understanding of how to organize professional development in the context of adult learning to support organizational goals.
• Analyze specific crucial conversations and demonstrate competence in planning/conducting a crucial conversation.
• Analyze district human resource practices in relation to standards for human resources administration.
• Analyze actual case studies for human resources management issues and solutions.
• Identify and analyze emerging trends or issues in human resources management.
• Develop a specific human resources management plan for a district or organization.

Text (Required)

Rebore, R. (2004). Human resources administration in education: a management approach, seventh edition. Allyn and Bacon.

Patterson, K., Grenney, J., McMillan, R., Switzler, A., Covey, S. (2002). Crucial conversations: tools for talking when stakes are high. McGraw Hill.

Zepeda, S. (1999). Staff development: practices that promote leadership in learning communities. Eye on Education, Inc.


Text (Optional)

Patterson, K., Grenny, J., McMillan, R., Switzler, A. (2005). Crucial confrontations. McGraw Hill.

Reeves, D. (2003). The daily disciplines of leadership: how to improve student achievement, staff motivation, and personal organization. John Wiley and Sons.

Buckingham, M. and Coffman, C. (1999). First, break all the rules. Simon & Schuster.

Clifton, D. and Nelson, P. (1992). Soar with your strengths. Dell Publishing.


Key Websites

Administrator Websites (http://www.tasanet.org) (http://www.tasb.org) (http://www.aasa.org) (http://www.nassp.org) (http://www.naesp.org) (http://www.naspa.org)
Human Resources Websites (http://shrm.org) (http://naspa.org) (http://taspa.org) (http://www.aaspa.org)
Supervisor/Staff Development Websites (http://www.ascd.org) (http://www.txascd.org) (http://www.nsdc.org)
Education News (http://www.texasisd.com) (http://ascd.org) link to smartbriefs

The student should be able to:

• Demonstrate effective writing skills with a control of organization, clarity, grammar, punctuation, sentence structure, spelling, and word choice;
• Show evidence of class preparation permitting contribution and analysis during class discussions; and
• Demonstrate research, technology, and communication skills enabling preparation for class sessions and effectiveness as leaders.
  

• Participate in all activities and discussions to contribute to group and individual development.
• Develop skills in analyzing, developing, implementing, and evaluating effective human resource management practices in actual school and business settings.
• Explore the complexities of human resource management and issues in the context of professional and organizational development.

Case Study & Analysis: Each graduate student will prepare an original case study on a legal issue (a minimum of ten pages) following the case study method. This activity comprises 10% of the final grade.
In addition, each graduate student will prepare a case study portfolio of prepared responses to case studies on social, political, ethical, organizational, and communication issues discussed in class sessions (a minimum of five pages for each case). This activity comprises 15% of the final grade.

Assignments (Description)

Candidates complete all assigned readings, participate in all group discussions, analyze case studies, prepare and present case studies, conduct a field-based study/audit of human resources practices in an organization, tape/prepare transcript for a crucial conversation, write an analysis of promising practices in professional development with a proposed plan, write an analysis of emerging issue/trend in human resource management with recommendations/plan for organizational response, and reflect/evaluate individual insights and skills.

Class Attendance and Participation

Student input is a valued component of each class; therefore, attendance is crucial. Students are expected to attend and participate in all class sessions and course activities, learning new information and sharing their insights from reflections and work experiences. Consequently, all homework assignments must be completed by the assigned time. Students are expected to be on time for class and to be present for the entirety of each scheduled class session of the course. One absence (3-hour class) or two tardies will result in the final grade being reduced 25 points of the final grade. Each additional absence or two tardies will result in a 50-point reduction of the final grade. If accepted, late submission of work will result in reduction of 10-20% in points. Out of respect to others and to the significance of the course content, please turn cell phones off or to silent mode during class.

Student Accommodations Under the Americans with Disabilities Act

Any individual with a disability who requires special accommodations should inform the professor and contact the Disability Services Office, SSB 1.301, or call (281) 283-2627.

Academic Honesty Policy

Honesty Code: "Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation upon which the student builds personal integrity and establishes a standard of personal behavior." The Honesty Code states: "I will be honest in all my academic activities and will not tolerate dishonesty" (University of Houston-Clear Lake 2005-2006 Catalog, pp. 74-76; website). Because honesty and integrity are such important factors, you should be aware that failure to perform within the bounds of these ethical standards is sufficient grounds to receive a grade of "F" in this course and be recommended for suspension from UHCL.

Session 1: Overview of the course and expectations. HRM's increasing significance in organizational effectiveness. Discussion of the contexts that shape organizations and HRM: legal, political, social, ethical, cultural, technical, organizational, motivational, and professional.

Homework for Session 2: Read chapter 10: Contract Management, Litigation in Human Resources. Read chapter 2: Affirmative Action. Complete Assignment 1: Brief or case study of a legal problem in HRM.

Session 2: Legal context: protecting the organization and its employees-fair employment practices, discrimination, ADA, due process, contracts, at-will employment, involuntary separation, FMLA, workers' compensation, etc.

Homework for Session 3: Read chapter 10: Ethical Considerations in School HRM.

Session 3: Ethical context: protecting the organization, employees and students/clients through health and safety functions (drug/alcohol policies, criminal background checks, sexual harassment policies, FMLA, workers' compensation) and through ethical concerns (confidentiality, FRPA, reference checks, code of ethics, affirmative action).

Homework for Session 4: Read chapter 1: TQM. Read chapter 2: Federal Influences, Social Justice, Affirmative Action, and Job Discrimination. Read chapter 3: Recruitment.

Session 4: Social/political context: shaping the organization to respond positively to social/political expectation-selecting and assigning employees in a demographic context, addressing the quality/competence concerns of the public, and recruitment.

Homework for Session 5: Read chapter 1, including Technology in HR. Read chapter 7: Performance Evaluation. Read case-M. Diane Burton, Thomas J. DeLong, Katherine Lawrence, "Morgan Stanley: Becoming a "One-Firm Firm," May 31, 2000.

Session 5: Organizational context: organizing resources and functions for effectiveness-organizational charts, job analyses and job descriptions, policies and implementation, feedback and accountability, performance appraisal.

Homework for Session 6: Read Ch. 8: Compensation. Read case-Allen Grossman, Nancy Dean Beaulieu, Jennifer M. Suesse, "Compensation Reform at Denver Public Schools," September 7, 2004.

Session 6: Organizational context, continued: benefits and compensation-salary structure, health benefits, leave, merit/incentive pay, retirement planning.

Homework for Session 7: Read article-Judith Ross, "Dealing with the Real Reasons People Leave," Harvard Management Update Article, August 1, 2005. Read Crucial Conversations text.

Session 7: Communication context: employer-employee relations-grievance procedures, participation and work groups, involving stakeholders, crucial conversations, effective meetings and planning.

Homework for Session 8: Read case-Charles A. O'Reilly III, Jeffrey Pfeffer, "Southwest Airlines: Using Human Resources for Competitive Advantage," March 6, 1995. Complete assignment 3: crucial conversations.

Session 8: Communication and motivation context, continued: quality of work life-participation, dignity, recognition, continuity, retention, and employee absenteeism.

Homework for Session 9: Read case-Leslie A. Perlow, Scott A. Snook, Brian J. DeLacey, "Coach K: Five Fingers and a Fist," Oct. 1, 2004. Read chapter 5: Placement and Induction. Complete assignment 4: Conduct an Audit of Human Resources in an Organization.

Session 9: Professional context: orientation/induction/mentoring, assignment/re-assignment/promotion, goal-setting, planning for improvement.

Homework for Session 10: Read chapter 6: Staff Development. Read Zepeda text-Staff Development. Read case-Sandra J. Sucher, Stacy McManus, "The Ritz-Carlton Hotel Co.," March 20, 2001.

Session 10: Professional context, continued: professional development for all staff members as adult learners for individual growth, motivation, and achievement of organizational goals.

Homework for Session 11: Complete assignment 5: Promising Practices in Professional Development.

Session 11: Presentations: Promising practices in professional development (from field-based research, journals).

Homework for Session 12: Read chapter 2: Human Resources Planning. Read case-John C. Sawhill, Sarah Thorp, "Teach for America," April 20, 2000. Complete assignment 2: Case study portfolio.

Session 12: Planning context: anticipating and planning for change, staffing for organizational improvement.

Homework for Session 13: Read article-Loren Gary, "Build Your Company's Deep Smarts," August 1, 2005, Harvard Management Update Article.

Session 13: Planning context: emerging issues-competence/worker quality, employee misconduct, flexibility in assignments/schedules, increasing legal complaints, technology, and retirement of work force.

Homework for Session 14: Complete assignment 6: Analysis of emerging trends/issues; plan for organizational response.

Session 14: Presentations: issues in HRM and a plan for organizational response.

Homework for Session 15: Review course materials for self-evaluation.

Session 15: Final reflection, self-evaluation.

Chapter references are to Rebore text, unless otherwise noted.

The instructor may alter this syllabus as conditions warrant.