The course, the supporting material and the references will be in English, students' interactions and productions (written, oral) are expected to be in English - so it's a must have to have more than a basic
understanding of English.
The course will be delivered for 150+ students and will require to work in team - so ability to speak in public and to partner/contribute in team work will be key.
Basic understanding of:
- Human Resource - as a support function,
- Organization theory & management - Mintzberg configurations, Schein's cultural model,
- Convention theory
- Basics of Change Management - is a nice to have.
- Basic understanding of Process and Process design.
The course will provide a crash class on the previous items (either during the introduction or via some notes).
The course Advanced Human Resource & Organization Management (AHROM) has two targets: the future Operational (or line) managers, and the future Human Resource generalist practioner. To the future
line manager, the course will bring an understanding of the HR function and its interactions with the business - it will answer questions such as: "how does HR help me ; to the future HR practioner, it will
provide a framework and methodology to deliver value. To the future HR generalist or manager, the course will provide a strong framework and introduction in the core of the HR "business". It will answer
questions such as: "how does HR create value in an organization?", "how do i create an HR strategy aligned with the business?"; "what are the roles HR should organize?".... and much more.
The course is designed to confront students with real cases (incl. testimonials) where operations and HR/Organization specialists teams up to face organization transformation challenges.
The course is rooted in the contemporary managerial context where the following (non exhaustive) trends can be easily spotted:
- typical organizational lifecyle events: merger, acquisition, downsizing, restructuring, transformation, ...
- organizations are challenged: flat organizations, "entreprise libérée/liberated company" holocracy, ...,
- the role of manager is equally challenged: from a command-control perspective to a mentoring, coaching approach ...still delivering results;
- organization of the work is challenged: new ways of working, "happiness at work", remote working, outsourcing, ...
- leadership: new mandate for the leaders, ie to inspire, communicate, to impersonate the firm and not (only) "to tell" people...
and for which a theoretical framework will be provided, in the form of keys to understand the role and value-add of an "HR/Business manager".
In this program, we assume that:
- HR (and organization management) are in the business not side to the business; the strategic alignment between what is typically described as "supporting" functions is key to business success;
- HR processes and practices are not the preserve of HR professionals; the effective management of people and organization is a combined responsibility of line manager, HR and employee (in generic term);
- knowledge on HRM and Organisation Design and Development (how to organize work) are key to any manager, and learning how HR (must) create value and/or how to interact with HR Professionals is essential to line manager and leaders;
Main topics covered:
- Formal components of organizations,
- Organization transformation,
- Business & HR Value Proposition,
At the end of this learning unit, the student is able to :
Upon successful completion of the course, each student must acquire the following knowledge, skills and aptitude:
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Due to the COVID-19 crisis, the information in this section is particularly likely to change.
- Interactive seminars
- Guest lecture
- Coaching sessions to practice applying knowledge
Due to the COVID-19 crisis, the information in this section is particularly likely to change.Individual evaluation (100% of total grade):
- students will be examined through a closed-book exam consisting of multiple choice questions
- students whose score for the multiple choice exam is below 10/20 will have to re-take the exam in the second examination period
Selected book chapters and academic articles make up the material for this course. All articles and book chapters will be made available to the students on Moodle.
Here are some indicative references:
- Analoui, F. (2007) Chapter 1: Introduction. In Strategic Human Resource Management. London: Thompson, pp. 1-29.
- Newell, S. & Shackleton, V. (2001) Selection and assessment as an interactive decision-action process. In: Redman, T. & Wilkinson, A. (Eds.) Contemporary human resource management: Text and cases, pp 24-56. Harlow: Prentice Hall.
- Redman, T. (2001) Performance appraisal. In: Redman, T. & Wilkinson, A (Eds) Contemporary human resource management: Text and cases, pp 57-97. Harlow: Prentice Hall.
- Kelly, E., & Dobbin, F. (1998). How affirmative action became diversity management: Employer response to antidiscrimination law, 1961 to 1996. American Behavioral Scientist, 41(7), 960-984.
- Robinson, G., & Dechant, K. (1997). Building a business case for diversity. Academy of Management Perspectives, 11(3), 21-31.
- Ely, R. J., & Thomas, D. A. (2001). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes. Administrative science quarterly, 46(2), 229-273.
- Noon, M. (2010). The shackled runner: time to rethink positive discrimination?. Work, Employment and Society, 24(4), 728-739.
- Kalev, A., Dobbin, F., & Kelly, E. (2006). Best practices or best guesses? Assessing the efficacy of corporate affirmative action and diversity policies. American sociological review, 71(4), 589-617.