Course manual

Strategic Human Resource Management

Course code: BCU008A
Credits: 6
Period: Semester 1
Level: Bachelor 2
Prerequisites: This course builds upon the course ‘Introduction Business
Administration I’ from the first year Bachelor program
Course coordinator: Prof. dr. Beatrice van der Heijden/
TvA 3.01.08/b.vanderheijden@fm.ru.nl

Description
This course provides students an elaborate multi-level approach (individual employee, team,
business unit, organization, sectors/populations, and countries) regarding Strategic HRM
(and with regard to the relationship between Strategic HRM and micro HRM), and comprises
a rich variety of experience learning and case studies, both from a European and a broader,
global perspective. As such, this course, stresses, firstly, the critical, strategic importance of
‘human resources’. Concretely; skills, behaviors, and interactions of individual employees
provide, on the one hand, the foundation for strategy formulation, and form, on the other
hand, the means for strategy implementation. Secondly, the HRM practices of a working
organization are instrumental in the light of the development of the strategic capacity of her
human resources ‘pool’.

The course will be delivered by means of plenary lectures (3.a) by different experts in
knowledge areas of the subject, enlivened with interactive (discussion) assignments,
(European) case studies, and DVDs for the specific themes.

Moreover, some essential practical skills will be trained in work groups (3.b). In daily life as
well as at work, one is constantly engaged in trying to influence others by means of
conversations. The students are taught to guide the behavior of others in a much more
conscious way. Specifically, they will learn some basic skills, such as listening, sending, and
regulating conversation skills. Next, the performance evaluation interview, delivering bad
news, conflict management, and negotiating will be dealt with.

Learning objectives
General:

Based upon different common concepts and theories in the field of Strategic HRM (SHRM)
and relevant practice skills, the student is able to:

 Determine the coherence in HRM policy and its alignment with the internal
organization and the external environment of the working organization;
  Make a substantiated choice for the design of HRM in organizations at different levels;
 Determine the consequences in theory and practice for the implementation of HRM
strategies in organizations in different (inter)national institutional contexts;
 Reflect, based upon both practice and empirical evidence, on HRM theories,
approaches and practices in the organizational context;
 Reflect on one’s own behavior and on that of others in the context of practical skills.
 In this course, the student also further develops his or her career management skills.

Knowledge:

 Obtaining ‘up-to-date’ knowledge regarding concepts and theories in the field of

Strategic Human Resource Management;
 Obtaining insight into new HRM practices that are used in modern, contemporary
organizations;
 Comprehensive attention for both the European institutional context and the
broader, global context, such as reflected in the role of trade unions and works
councils.

Application:

 ‘Real-life’ case studies are used to deal with and to analyze current HRM issues;
 Participation in engaging and in-depth discussions regarding the factors that shape,
among others, Strategic HRM in organizations;
 Training the student in some essential practical skills.

Reflection:
 Enlarging the competencies of students to reflect on theories, approaches and
practices of Strategic HRM;
 Reflect on their own practical skills through the assignments in the prescribed
books. These assignments encourage the student to critically evaluate the topics
that are dealt with, and to learn them to assess how they can apply the newly
learned in ‘real-life’ situations.

a. Course design - theoretical part

Week Lecture Date Room Professor(s) Subject Book Boselie

04-09-2017 Introduction: SHRM in
36 1 CC1 Van der Heijden Chapter 1
10:45-12:30 the 21st century

08-09-2017
2 GR 0.100 Peters & Van der Heijden SHRM and context Chapter 2
13:45-15:30
Stavenuiter & Van der
11-09-2017
37 3 CC1 Heijden, Enrichment from HRM and performance Chapter 3
10:45-12:30
practice
15-09-2017 De Beuckelaer & Van der HR metrics and
4 GR 0.100 Chapter 4
13:45-15:30 Heijden measurement

18-09-2017
38 5 CC1 Van der Heijden Mutual gains? Chapter 5
10:45-12:30
 22-09-2017 Schouteten & Van der High-performance work
6 GR 0.100 Chapter 6
13:45-15:30 Heijden systems

25-09-2017 Selective recruitment and

39 7 CC1 Van der Heijden Chapter 7
10:45-12:30 selection

29-09-2017 Van Rossenberg & Van Performance

8 GR 0.100 Chapter 8
13:45-15:30 der Heijden management
Verhoeff & Van der
02-10-2017
40 9 CC1 Heijden, Enrichment from Compensation Chapter 9
10:45-12:30
practice
06-10-2017
10 GR 0.100 Frie & Van der Heijden Talent management Chapter 10
13:45-15:30

09-10-2017 Poutsma & Van der

41 11 CC1 Employee participation Chapter 11
10:45-12:30 Heijden

13-10-2017 Stoffers/Habets & Van der

12 GR 0.100 HR roles Chapter 12
13:45-15:30 Heijden

16-10-2017
42 13 CC1 Bücker & Van der Heijden International HRM Chapter 13
10:45-12:30
Houtzager & Van der
20-10-2017
14 GR 0.100 Heijden, Enrichment from Implementation strategy Chapter 14
13:45-15:30
practice

b. Course design - practical part

Next to the plenary lectures, you will also attend ‘work groups’ (or tutorials). During these
work groups you will learn practical skills, specifically regarding the communication skills
you need to possess as a future manager within the HR field. Attendance at these work
groups is mandatory.

Week Work Subject Literature:

groups
38 1 Basic Book ‘Communication in Organizations´:
conversation Chapters 1, 2, 3 and Appendix B Role play
skills
Article:
Dasgupta, S.A., Suar, D., & Singh, S. (2013). Impact of
managerial communication styles on employees’ attitudes
and behaviors. Employee Relations, 35(2), 173-199.

39 2 Performance Book ‘Communication in Organizations´:

evaluation Chapter 7
interview
Article:
Jacobs, G., Belschak, F.D., & Den Hartog, D.N. (2014).
(Un)ethical behavior and performance appraisal: The role of
affect, support, and organizational justice. Journal of Business
Ethics, 121, 63-74.

40 3 Delivering bad Book ‘Communication in Organizations´:

news Chapter 10
 Article:
Bies, R.J. (2013). The delivery of bad news in organizations: A
framework for analysis. Journal of Management, 39(1), 136-
162.

41 4 Conflict Book ‘Communication in Organizations´:

management Chapter 14

Article:
Ballien, E., Bollen, K., Euwema, M., & De Witte, H. (2013).
Conflicts and conflict management styles as precursors of
workplace bullying: A two-wave longitudinal study.
European Journal of Work and Organizational Psychology,
23(4), 511-524.

42 5 Negotiating Book ‘Communication in Organizations´:

Chapter 15

Article:
Wilken, R., Jacob, F., & Prime, N. (2013). The ambiguous role
of cultural moderators in intercultural business negotiations.
International Business Review, 22, 736-753.

To prepare for these work groups you will hand in an assignment with a 300-word reflection
(see 5.3) on what your previous experiences with the assigned topic of that week have been
and how you would translate these into action learning points for that week’s work group.
Drawing on the assigned book chapter(s) and article, you will go through the reflection cycle
as designed by Kolb and Kolb (2005). For more information, go to section 5.3 of this course
manual.
Every week, the work group will start with a group presentation on the assigned literature.
More information on this presentation, and the division into groups can be found in section
5.2 of this course manual.

In case you have missed a work group meeting (only after permission of the course
coordinator Prof. Beatrice van der Heijden in case of serious personal circumstances,
and maximum of one missed work group), you can still meet the requirements for the
course by handing in a substitute assignment on DVD or memory stick wherein you
show the conversation skills from the meeting that you have missed. You will have to
ask some other students to volunteer for role playing with you. The objective of the substitute
assignment is that you go through the whole conversation cycle as described in the book by
Van der Molen and Gramsbergen, including a reflection and feedback round, and that this
shows from your recording. In case the specific assignment does not go too well, you show in
your reflection and feedback round (also recorded) that you are conscious of this. In other
words, it is not necessary to record 30 times until you have an excellent role playing. The
objective is to be able to evaluate that you have done your utmost to develop the skills that
were dealt with in the work group meeting that you have missed.

The work group meetings regarding the practical skills will take place in weeks 38, 39, 40,
41 and 42.
You will have to register separately for these work groups in OSIRIS. The schedule for the
work groups can be found below (please note that a couple of work groups will be taught in
English, they are marked specifically for IBA and/or HBO pre-master students (see OSIRIS for
details when the system is open), in order to align the rostering with the rest of their program.
Also, there is a system in place to ensure that all groups will be evenly filled with students. As
a result, not all time slots will be available for registration at all times.

Work group 1 Prof. dr. Beatrice van der Heijden Monday 13:45-15:30 E 3.29

Work group 2 Channah Herschberg Monday 13:45-15:30 E 2.12

Work group 3 Dr. Yvonne van Rossenberg Tuesday 08:45-10:30 E 2.18

Work group 4 Dr. Daniela Patru Tuesday 10:45-12:30 E 2.18

Work group 5 Dr. Joost Bücker Tuesday 10:45-12:30 E 3.29

Work group 6 Dr. Joost Bücker Wednesday 8:45-10:30 TvA 3.0.07

Work group 7 Dr. Alain de Beuckelaer Wednesday 8:45-10:30 TvA 3.0.09

Work group 8 Dr. Joost Bücker Wednesday 10:45-12:30 TvA 3.0.07

Work group 9 Dr. Alain de Beuckelaer Wednesday 10:45-12:30 TvA 3.0.09

Work group 10 Dr. Daniela Patru Wednesday 13:45-15:30 E 2.56

Work group 11 Channah Herschberg Wednesday 13:45-15:30 E 1.14

Work group 12 Prof. Beatrice van der Heijden Friday 10:45-12:30 E 1.05

c. Course design - office hours

Every Monday after class, the course coordinator (Prof. dr. Beatrice van der Heijden) will be
available for asking questions about the assigned reading and general questions pertaining
the organization of the course. Please feel free to use this hour and ask your questions.

The office hours will take place every Monday (week 36-42) from 12:30-13:30 in her office
(Thomas van Aquinostraat 3.01.08).

Please be advised that Prof. van der Heijden needs transfer time from the lecture hall to her
room.
 Literature
Boselie, P. (2014) (2nd Ed). Strategic Human Resource Management: A balanced approach.
London: McGraw Hill Education.

Van der Molen, H.T., & Gramsbergen-Hoogland, Y.H. (2005). Communication in

Organizations. Basic skills and conversation models. Hove and New York: Psychology Press.
Taylor & Francis Group.

Dasgupta, S.A., Suar, D., & Singh, S. (2013). Impact of managerial communication styles on
employees’ attitudes and behaviors. Employee Relations, 35(2), 173-199.

Jacobs, G., Belschak, F.D., & Den Hartog, D.N. (2014). (Un)ethical behavior and performance
appraisal: The role of affect, support, and organizational justice. Journal of Business Ethics,
121, 63-74.

Bies, R.J. (2013). The delivery of bad news in organizations: A framework for analysis. Journal
of Management, 39(1), 136-162.

Ballien, E., Bollen, K., Euwema, M., & De Witte, H. (2013). Conflicts and conflict management
styles as precursors of workplace bullying: A two-wave longitudinal study. European Journal
of Work and Organizational Psychology, 23(4), 511-524.

Wilken, R., Jacob, F., & Prime, N. (2013). The ambiguous role of cultural moderators in
intercultural business negotiations. International Business Review, 22, 736-753.

Evaluation
Evaluation for this course is based on four separate examinations (all of them have to be
marked with a 5.5 or higher or a sufficient to receive a passing grade for the class)

Multiple choice final exam (70% of the final grade)

The multiple choice exam consists of 60 questions that evaluate the knowledge regarding the
domain of Strategic HRM, and the capabilities of the student to apply the concepts and
insights in different situations, as well as the reflection skills of the student regarding the
domain of knowledge.

Assignment details:
 The exam takes place in week 44.
 The exam is based on all the literature assigned for the course (see section 4) + all the
lectures (including the guest lectures dealing with enrichment from practice)
 The exam will be in English

Group presentation (10% of the final grade)

During the first half of the work group meetings, one of the subgroups (consisting of about 6
students out of the total group) is invited to deliver a presentation about the article that ought
to be dealt with in that particular week (see sections 3.b and 4 for assigned literature). The
objective is to prepare a presentation of 15 minutes wherein you summarize the content of
the article, the relationship with the specific chapter in the book by Van der Molen and
Gramsbergen-Hoogland, the importance of the specific conversation skill in practice, and the
experience you, as group members, already have. Moreover, the group of students is
responsible for guiding the discussion with the rest of the class after their presentation (you
might want to think of statements that you can present to the group to elicit discussion). Make
sure that all presentation group members are actively involved in the assignment preparation
and its presentation. From all other students in class, it is expected that they are well-
prepared by having studied the literature, and able to provide constructive feedback about
the group presentation.

Please note: the first week of work groups (week 38), there will already be a group
presentation. Please keep an eye on Blackboard to see to which group you have been assigned
to.

Assignment details:
 The entire presentation will take up the first half of the work group meeting, with 15
minutes of actual presentation and about 30 minutes for discussion.
 Please make PowerPoint slides to support your presentation.
 Please make sure that your presentation is engaging for the other students.

Preparatory reflection assignment for work groups (sufficient/insufficient)

To prepare for each work group meeting, you will read the assigned literature. You will then
write a reflection on the assigned topic of that week: (1) discussing your previous experiences
with the topic (e.g., have you ever had your performance evaluated, how did that go, etc.), (2)
observing and reflecting on what you have learned from that experience, and (3) describing
learning action points for during the upcoming work group.

These different steps overlap with the steps of ‘concrete experience’, ‘observing and
reflecting’, and ‘abstract concepts and generalization’ as described in Kolb and Kolb (2005)
on experiential learning. For more information, see:

http://www.whitewater-rescue.com/support/pagepics/lsitechmanual.pdf

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php

Assignment details:
 The minimum word limit is 300 words.
 You can write the assignment in English or Dutch, based on your own preference.
 You have to hand in the assignment at the start of every work group.
 You will not receive personalized feedback, only a sufficient or insufficient grade.
 If you miss one of the work groups, and, therefore, cannot submit this assignment at
the beginning of class, you will submit the reflection assignment together with your
 substitute assignment (i.e., the recorded assignment practicing the conversation
skills).

Final reflection report (20% of the final grade)

In the reflection report, the student will reflect on what he/she has learned in all five work
group meetings. Divide your report into five sections, each representing one of the five topics
of the work groups. You will start each section with a short summary of the particular topic’s
preparatory assignment you wrote. Focus on your proposed learning action points in this
summary.

You then continue on discussing what you have actually learned during the work groups. You
are not asked for to come up with vague expressions, such as: “I really liked the class, and I
have learned a lot”. Rather, the assignment is aimed at reporting on concrete behavior, such
as: “In the performance evaluation interview, I participated in the role play with Michiel and
Loes. I played the role of Alex Armstrong and received the following comment by Loes
regarding my role as interviewer: I appeared to give too much speaking time to the temporary
worker who kept on talking and talking. However … I did not know what to do. Later on, I
have concentrated on practicing my structuring and summarizing skills, which enabled me to
perform somewhat better, as I could guide the trainee much better during the performance
evaluation interview” et cetera.

Reflect on all three different roles you’ve played (conversation leader, conversation partner,
and observer). You may also include your reflections on the other students in your groups, in
order to show that you have also gained the expertise to evaluate practical skills in your role
as observer. Of course, I expect that in most cases you will also reflect on your role as
conversation leader.

End the report with an overall reflection on the question: “How can I continue my
development in this regard?”

In order to be able to write a sound reflection report, it is advised to do so immediately after

the work group meetings. You can usefully draw on the Kolb and Kolb learning cycle (see
section 5.3). Starting with where you left off in the preparatory assignments (‘testing
implications in new situations’) please go through the whole cycle again.

Submit your final report by e-mail to b.vanderheijden@fm.ru.nl latest Wednesday 25th

of October at 12:30 (afternoon).

Assignment details:
 The final report will be about 15 pages long (Times Roman 12, 1.5 line spacing, about
6500 words).
 You can write the assignment in English or Dutch, based on your own preference.
 Evaluation criteria:
o The student reflects according to a cyclical model (see Kolb and Kolb learning
cycle section 5.3).
o The student - if necessary - critically discusses his/her own development.
 o The student, in his/her own development, makes proactive use of the input of
other students.
o The student learns to recognize his/her own learning - and development
needs in practice, and labels these.
o The students arranges suitable training- and development opportunities for
him/herself.
o Spelling and grammar, structure, writing style and coherence.
o Reference style (APA), if applicable.
 Your grade will be made available through Blackboard, together with your grade for
the final exam.