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Working with People: Stories and Theories

Working with People: Stories and Theories

Code: LEA3LF001
Extent: 6 ECTS (162 h)
Timing: Year 3
Language: English
Level: Professional Specialisation Studies
Type: Specialisation
Integrated studies: -
Module: Human Resource Management for Global Business

Prerequisites

Joint professional studies successfully completed.

Learning outcomes

Upon successful completion of the course, the student

  • Has  an overview of the development of PM into HRM and HRD as an academic discipline and an organizational function, and understands the necessity and role of HRM as a strategic business partner. Is able to analyse HR management and leadership as a business phenomenon in today’s world at a general and organizational level.
  • Has a deeper understanding of the most common managerial and supervisory tasks and situations, and is able to turn them into case studies and analyze them critically.
  • Understands how management and leadership theories have developed over time and how they influence daily management and supervisory work today.
  • Is able to make use of employer image/branding concepts to plan and manage the employer brand, especially internally.
  • Knows the current trends and future challenges HRM and HRD are facing
  • Is able to use of storytelling (narrative techniques and drama) as a tool to develop personal supervisory, subordinate and leadership competencies.
  • Is able to engage in self-reflection and professional development planning as a developing HR professional.
  • Can take action to proactively observe and investigate organizational HR practices and daily leadership situations in order to design and maintain an HR system, management and leadership practices that generate satisfaction and wellbeing among organizational members; and as a result total up to a positive internal employer brand. Additionally, the student has started to develop his vision of his own eclectic leadership practice.

Course contents

Theme 1: Leadership Paradigms and Theories (2 cr)

  • History, the main drivers, approaches and functions of PM, HRM and HRD until today
  • Key thinkers in HRM
  • The development of management and leadership thinking
  • HRM as strategic business partner

Theme 2: Experiencing Leadership Training (2 cr)

  • The narrative approach and drama in business use and as a leadership development tool
  • Personal supervisor-subordinate cases written, shared, acted and analysed in order to develop intrapersonal and interpersonal subordinate, supervisory and leadership competencies

Theme 3: Worklife Project on Internal Employer Image (2 cr)

  • Analysing how daily supervisory work influences employees perception of the internal employer image/brand, and how to ensure that this experience is positive.

Cooperation with the business community

Worklife project:

Students complete individually or in teams an qualitatively oriented analysis of the external and/or internal employer brand/image of a company of their choice. The objective is to offer information to the company on the status of their current employer image and make proposals for further development.

Teaching and learning methods

  • Contact -based tuition 50% of the course
  • Virtual learning individually and in teams 50% of the course
    Methods used
  • Narrative and drama approaches
  • Working life project in teams on employer branding
  • Individual written assignments
  • Investigative learning approach (e.g. information search, research and knowledge sharing)
  • Social learning methods (e.g. workshops and class discussions based on literature readings)
  • The assessment of one’s own learning 1 h

Accreditation of prior learning (APL)

Students with experience in the area of the course can apply to complete the course through RPL (Recognition of Prior Learning done outside higher education). RPL process consists of two parts both of which must be passed with the grade 1 to pass the course: 1) Examination: Development of people management and leadership from past to today, 2) Project: Analysis of an organization’s employer brand.

Teacher with the main responsibility for the course

Elisabeth San Miguel

Course materials

Course handouts

Barrow, S. and Mosley, R. Bringing the Best of Brand Management to People at Work. John Wiley  Sons. Chichester. Required course book.
Denning, S. 2011. The Leader's Guide to Story Telling. Mastering the Art and Discipline of Business Narrative. Jossey-Bass. San Francisco. Chapters 1, 2 and 12.
Human Capital 2010. Employer Branding. The Best Employer Survey. p.1. Quoted: 20.4.2011.
Krasikova, D.V., Green, S.G. & LeBreton, J.M. 2013. Destructive leadership: A Theoretical Review, Integration and Future Research Agenda. Journal of Management, Vol. 39 No. 5.1308 - 1338.
Shriberg, D. and Shriberg, A. 2011. Practicing Leadership. Principles and Applications. Fourth Edition. Required course book.
Sternberg, P. & Garcia, A. 2000. Drama. Who’s in Your Shoes? Second edition or later. Praeger, London. Chapters 1 and 2.
Welch, J. & Welch, S. 2006/2007. Winning: The Answers. Confronting 74 of the Toughest Questions in Business Today. HarperCollins. New York. HarperCollins. New York. Chapters 9–66.

Assessment criteria

Grade/Learning Outcomes

1 (Min. 40%
competence level)
3 (Min. 70%
competence level)
5 (Min. 90%
competence level)
Knowledge Student can describe several PM, HRM and leadership models, and is able to consider some aspects influencing their efficiency and effectiveness. Student can name the components and systems that form the employer brand/employer image of an organization. Student can explain the meaning and importance of several PM, HRM and leadership models, and estimate at a good level their efficiency and effectiveness in a specific management/leadership situation while also taking into consideration some aspects of the viewpoints of the employer/ manager and the employee. Student can explain the meaning and importance of the components and systems that form the employer brand/employer image of an organization while also considering some aspects of the perspectives of management and employees. Student is knowledgeable about the historical development of HRM as a discipline. Student can compare and contrast various PM, HRM and leadership models, and estimate their efficiency and effectiveness in a specific management/leadership situation while balancing the viewpoints of the employer/manager and the employee. Student can compare and contrast the components and systems that form the employer brand/employer image of an organization from the perspectives of management and employees.
Skills Student can analyze existing employer brands, HRM policies and practices, and leadership methods at a satisfactory level. He is able to pinpoint only a few areas needing development. Student has good skills in analyzing existing employer brands, HRM policies and practices, and leadership methods, and can pinpoint several areas needing development as well as propose some appropriate development measures. Student has excellent skills in analyzing existing employer brands, HRM policies and practices, and leadership methods, and can pinpoint areas needing development as well as propose appropriate development measures.
Competence Student can analyze and describe organizational HR management and leadership practices and employer brands as a team member based on his theoretical knowledge and analytical skills. The student shows poor service and sales orientation as required by the HH3S policy. Student can develop organizational HR management and leadership practices
and employer brands as a team member based on his theoretical knowledge and analytical skills. The student shows good service and sales orientation as required by the HH3S policy.
Student can develop organizational HR management and leadership practices and employer brands independently or as a team member based on his theoretical knowledge and analytical skills. The student shows excellent service and sales orientation as required by the HH3S policy.

Modes of assessment and their weights

 

Assessment

Targets

Assessment target

Minimum grade of 1 required for all targets.

Learning methods

% of course grade

Theme 1

HRM and Leadership History

Assignment 1: Literature discussions. Topics 1–4 are discussed in class based on individual study before the session. Performance is assessed using PBL assessment criteria. Lecturer is chair. Recorders and memos are not used.

Contact class

33%

Theme 2

Experiencing Leadership Training

 

Assignment 2.1: Drama exercises. A team assignment. Team prepares two mini-dramas (bad practice vs. good practice version of the same event) outside class time and presents them in class. Participation of all in the class discussion is required.

Contact class

33%

Assignment 2.2: Narratives. An individual assignment followed by virtual discussion and analysis of the narratives in your own team.

Virtual

Theme 3

Worklife Project

Assignment 3 Employer Brand Worklife Project. A team assignment. A qualitative interview study conducted outside class time, uploaded to Moodle.

Virtual

33%

 

 

TOTAL

100%

 

The assessment of one's own learning does not influence the course grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed on an E-form.