HRM300 A Lecture 1 Introduction

(1)

HRM300A:

(2)



Introduction of entire Course

(Course outline)

(3)



 Instructor: Frederick Owusu Sarpong

 Office Location: SB 308

 E-Mail: [email protected]

 Telephone: 0208971364

 Classroom:

(4)

APPOINTMENT TIME

 You are encouraged to talk to me about any

problem or suggestions you may have concerning the course, careers, benefits of advanced courses in Human Resource Management, or other

general issues.

 If you cannot seem to find the time to talk with

me face-to-face, send an e-mail and I will respond as quickly as possible.

 Students’ appointments are possible on

(5)

COURSE INTRO

 This course aims at arming students with the

knowledge and understanding of some key concepts in Human Resource Management (HRM) as a discipline of study.

 Its focus is primarily on issues that are normally

(6)

LEARNING OUTCOMES

On completing this course, participants will be able to: Understand the key concepts in Human Resource Management (HRM).

Have an idea on the steps in conducting Human Resource Planning.

Know the basic steps in conducting job analysis.

Critically reflect on existing recruitment and selection processes. Get insight into the role HR managers’ play in motivating,

rewarding and ensuring discipline in organizations.

Have an idea of how performance of employees are managed in organizations.

(7)

COURSE REQUIREMENTS

 Course emphasizes continuous assessment and there will be a quiz every other week.

 Class attendance is expected;

 All homework assignments/quizzes are due in class on the specified due date.

 Late assignments will NOT be accepted;

 Text material should be read before class to understand the class lecture; and

(8)

MODE OF DELIVERY

 The delivery mode shall include:  Lectures

 Class Discussions  Group Work

(9)

MODE OF ASSESSMENT

 Learning outcomes may be measured through:  Class participation and contribution - 5  Group Work and presentations -10

 Quizzes/Assignments - 10  Case Studies - 15  Examination - 60

EXAMS

 The final examination will be comprehensive covering

most of the topics discussed for this course. The

examination content will be drawn from the lectures, textbook, and class discussions using the objectives

(10)

 DISABILITY STATEMENT

 Any student who feels he/she may need a special support based on the

impact of a disability should contact the instructor privately to discuss your specific needs. You may also contact the Office of the Student Affairs of GIMPA at +233 – 302 – 401681 (Extension 1022) in Oval 4 block for assistance.

ACADEMIC DISHONESTY

All forms of academic dishonesty, including cheating and plagiarism, are strictly prohibited, the penalties range up to permanent expulsion from the university.

Examples of Cheating in the lecture room are as follows:

 Talking with someone during quizzes and other exams  Allowing someone to copy your work

 Copying somebody’s work

 Carrying unauthorized materials during quizzes and examinations

 Any other practices that the disciplinary committee of the institute would

(11)

 CLASS PARTICIPATION

 Class participation is strongly encouraged since it’s an important part of

the learning process. It is critical that each student be prepared to discuss the assigned readings for each class session.

 READING MATERIALS\Textbook  Primary text:

 Armstrong, M., & Taylor, S. (2014). Armstrong's handbook of human

resource management practice. Kogan Page Publishers.

 Secondary text:

 Mathis, J. A. and Jackson, J. H. (2010). Human Resource Management, 12th

Edition, Thomson, South-Western, United States of America.

 Redman, T. and Wilkinson, A. (2012). Contemporary Human Resource

Management. 4th Edition. Harlow: FT Prentice Hall.

[Compendia from professional bodies (IHRMP

 Recommended Journals

(12)

(13)

OVERVIEW OF HUMAN

RESOURCE MANAGEMENT 1

BRIEF HISTORY OF HUMAN

RESOURCE MANAGEMENT

(14)

HRM – FROM THEN TO NOW

 HRM started from a point, went through a

number of refining stages before its present form, which could still change with time.

 As humans change, the discipline of HRM will

as well undergo such metamorphosis to suit the prevailing demands and conditions

dictated by the wider social, economic, environmental, legal, political and

(15)

THE STAGES OF HRM’S EVOLUTION

 The Craft Stage

 Industrial era

 Scientific Management era

 Paternalistic era

 Industrial Psychology era

 Human Relations era

(16)

THE CRAFT STAGE

 This was around the early civilisations in Egypt

and Babylon.

 Training was the main focus, and it was done to

maintain adequate supply of craft workers.

 Efforts were made to identify talents of people

whenever they came together as a community in order to undertake projects.

 Around the 13th century in Western Europe,

(17)

THE CRAFT STAGE (CONTD.)

 Recruits were taken as apprentices and

underwent training for a period of time. Quality service was closely monitored.

Conditions of employment were regulated by production methods.

 The craft stage was best suited for the

domestic industries; the master had his

(18)

INDUSTRIAL ERA

 This period was around the time of the

Industrial Revolution (19th and early 20th

centuries).

 The Industrial Revolution earlier helped to

move people away from the poverty of rural life to factories in the cities, however, work

conditions dehumanised workers.

 Due to the inhumane nature of work during

this era, some activists intervened to assist those factory workers who were severely

(19)

INDUSTRIAL ERA (CONTD.)

 The nature of work was transformed

significantly in two main ways:

 Subdivision of tasks into smaller bits both at

management level and shop floors;

 Growth in manufacturing, requiring large

(20)

SCIENTIFIC MANAGEMENT ERA

 The Scientific Management focused on job design,

selection, and compensation. The name

associated with this movement is Frederick W. Taylor (1856-1915).

 Scientific Management involved:

 An increase in size of work organisations

 Specialisations emerged at management level and

shop floors

 Growth in personnel work such as staffing

 Concern for role specification, careful selection,

(21)

SCIENTIFIC MANAGEMENT ERA

(CONTD.)

 The objective of Scientific Management was

to make work more efficient by analysis of what was required and the careful selection and training of workmen. There was also the emphasis on cooperation between management and workers.

 According to Taylor "planning should be the

result of cooperation between management and workers and that a provision should exist for

(22)

PATERNALISTIC ERA

 Robert Owen worked for the welfare of

workers and tried to develop a spirit of cooperation between workers and

management. Investment in human and machines.

 He adopted a paternalistic attitude towards his

(23)

INDUSTRIAL PSYCHOLOGY ERA

 Applications of Psychology to business and

industry began around the 1890s and 1900s as psychologists studied selling techniques and

ways of testing job candidates.

 The father of Industrial Psychology is Hugo

Munsterberg, and his key contributions were:

 Analysis of jobs in terms of their physical,

mental and emotional requirements.

 The development of testing devices for

(24)

INDUSTRIAL PSYCHOLOGY ERA

 During this era, greater emphasis was given to

individual and group relationships in the work place.

 The role of Psychology and Sociology in the

understanding of individual and group behaviour in an organisation was emphasised.

 Top management personnel began to realise that

(25)

HUMAN RELATIONS ERA

 The Human Relations school of thought opposed

Scientific Management, especially for its

overemphasis on; specialisation of work, tight systems of payment, and absence of personal motivation.

 The Human Relations approach emphasised informal

relationships and employee morale as contributors to organisational effectiveness.

 This approach stressed that attention must be given to

industrial conflicts and dehumanising potential of

Scientific Management School. The main advocate for the Human Relations approach was Elton Mayo

(26)

HUMAN RELATIONS ERA

 Elton Mayo and others of the Harvard Business

School conducted experiments at the

Hawthorne plant of the Western Electric Company at Chicago.

 The experiment ...

 The basic conclusion was that sociological and

psychological phenomena often exerted even greater influences on output than the physical conditions of work. Therefore, management

(27)

HUMAN RESOURCE MANAGEMENT

 The term Human Resource Management

(HRM) originated in the USA in the late 1970s as a label for the way certain blue-chip

companies such as IBM, Xerox and Hewlett Packard were managing their people.

 In order to give themselves a competitive edge

over their rivals, these companies managed their people according four underlying

(28)

HUMAN RESOURCE MANAGEMENT

(THE FOUR PRINCIPLES ACCORDING TO

GUEST)

 Strategic integration – people must be managed in

a way that contributes to the organization’s goals and strategies.

 Commitment – people must be managed in a way

that ensures their genuine commitment to the success of the organisation.

 Flexibility – HRM policies must be structured to

allow maximum flexibility for the organization, so it can respond to ever-changing business needs.

 Quality – the notion of quality must run through

(29)

HUMAN RESOURCE MANAGEMENT

 It combines the tenets of all other previous

movements and is more comprehensive in the management of the human resource of any

organisation.

 HRM has now become a profession and has

(30)