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Collaborative Dimension in HRM

Collaborative Dimension in HRM

Code: LEA3LF004
Extent: 6 ECTS (162 h)
Timing: Semester 5 - 7
Language: English
Level: Professional Specialization Studies
Type: Compulsory to those chosen LEALF2 Human Resource Management for Global Business as their specialization.

Prerequisites

The student has successfully completed the GloBBA Basic and Joint Professional Studies. The course is part of the module of Human Resource Management for Global Business.

Learning outcomes

Upon successful completion of the course, the student

  • utilize leadership to facilitate collaborative working processes to create and innovate
  • makes use of the opportunities diversity offers in the work place 
  • knows how to encourage and make use of dialogue in the work place to build trust and respect 
  • is able to apply various approaches and methods for organizational learning 
  • is able to plan and conduct a qualitative research
  • is able to reflect on, assess and develop personal leadership, teamwork and collaboration skills 
  • knows how to approach and resolve conflicts 
  • recognizes the prerequisites of successful virtual communities 
  • appreciates personal accountability as a learner in the collaborative value creation process 
  • has further developed his/her information search skills and analytical thinking
  • has enhanced his/her HH3S competences as applicable to the course.

Course contents

  • Leadership as a resource for collaboration 
  • Collaboration enablers: Dialog, group work, teamwork and networking 
  • Diversity management 
  • Conflict management 
  • Organizational learning, the learning organization, knowledge learning 
  • Collaborative and innovative atmosphere 
  • Creativity techniques and tools 
  • Personal DiSC analysis

Cooperation with the business community

Company cases and/or company guest speakers.
Qualitative research project for a case organization.

International dimension

Articles and cases used are from MNC context. Teams are built from multicultural basis.

Teaching and learning methods

Contact lessons
Qualitative research project for a case organization
Articles and case studies
Self-assessment
Student presentations
Social learning methods and investigative learning approach (e.g. information search and knowledge sharing)
The assessment of one’s own learning 1 h

Accreditation of prior learning (APL)

Accreditation of prior learning (APL) is observed on the course according to separate instructions.

Teacher with the main responsibility for the course

Anu Santala

Course materials

Articles selected the teacher
Caproni, P.J. 2012. Management Skills for Everyday Life. The practical coach. Third Edition. Pearson.

Assessment criteria (waiting for new criterias)

Grade/Learning outcomes

1 (Min. 40%
competence level)
3 (Min. 70%
competence level)
5 (Min. 90%
competence level)
Knowledge

The student can understand and describe at some level alone different collaborative dimensions and tools in team level context. His/her use of theories, models and concepts is somewhat inaccurate and superficial. He/she can give some real-life examples, but  the use different theories is very limited and does not present his/her own models.

The student can understand and describe very well different collaborative dimensions and tools in team level context. His/her use of theory and specific terminology is mostly accurate. The real-life examples are mostly relevant and accurate, and mostly support the theory. He/she sometimes uses different theories, but seldom presents his/her own models.

The student can fully understand and describe in depth different collaborative dimensions and tools in team level context. His/her use of theory and specific terminology is very accurate. The real-life examples are relevant and accurate, and support or challenge the theory.
He/she uses and combines different theories to present his/her own models.

Skills

The student can partly analyze, assess, and apply research article findings. He/she is able to plan and conduct and report a qualitative research process at basic level. He/she can describe collaborative dimensions in HRM in company context, but
can rarely offer development ideas to improve collaborative practices. The student has a limited view of the themes and can apply only some concepts and models and rarely uses the viewpoints of other students to widen his/her own thinking and seldom finds some connections between different perspectives. He/she reflects on and improves his/her learning process only occasionally.

The student can analyze, assess, and apply research article findings at a good professional level. He/she is able to plan and conduct and report a qualitative research process at medium level and he/she can assess collaborative dimensions in HRM in company context. He/she can offer some development ideas to improve collaborative practices and has an overall view of the themes and can mostly apply concepts and models. He/she sometimes uses the viewpoints of other students to enhance his/her own thinking and can find some connections between different perspectives. He/she often reflects on and improve my learning process.

The student  can analyze, assess, and apply research article findings at an excellent professional level. He/she is able to plan and conduct and report a qualitative research process at good level and can assess collaborative dimensions in HRM in company context  and suggest areas needing development. He/she has a holistic view of the themes and can apply concepts and models logically.
He/she uses the viewpoints of other students to enhance his/her  own thinking and sees the connection between different perspectives.
He/she actively reflect on and improve his/her learning process.

Competence

The student mostly works professionally in a multicultural team and can sometimes engage in problem identification and analysis, and suggests some solutions to issues in question. He/she can discuss collaboration issues using some professional terminology and prepare a description of a company’s collaboration activities. He/she mostly works professionally in a multicultural team, but rarely generates new and useful ideas. His/her ability to understand different viewpoints is limited, and his/her comments sometimes lack logic. He/she rarely respond to or further develop comments of others. He/she seldom offers or expects knowledge that is accurate and relevant to the issue. He/she is rarely able to use evidence appropriate to the topic and only occasionally gives and receives feedback. The student shows poor service and sales orientation as required by the HH3S policy.

The student can work very professionally in a multicultural team and actively engages in problem identification and analysis, and solves issues in question. He/she  can discuss collaboration issues using professional terminology and  make an analysis of a company’s collaboration activities at a medium level. He/she can work professionally in a multicultural team and  often generates new and useful ideas. He/she understands different viewpoints and argues his/her opinions understandably.  Reasoning is mostly visible in his/her comments. He/she often responds to and further develops comments of others. He/she mostly offers and expects knowledge that is accurate and relevant to the issue. He/she is  sometimes able to use evidence appropriate to the topic and  mostly gives and receives feedback effectively. The student shows good service and sales orientation as required by the HH3S policy.

The student can fully engage in problem identification and analysis, and solve issues in question. He/she can discuss collaboration issues using professional terminology fluently and  make an analysis of a company’s collaboration activities at a good level. He/she can work very professionally in a multicultural team and generates new and useful ideas. He/she questions different viewpoints and argues his/her opinions very logically.  Reasoning is always visible in his/her comments. He/she seriously responds to and further develops comments of others. He/she puts forth and demand knowledge that is accurate and relevant to the issue. He/she uses evidence appropriate to the topic and  gives and receives feedback effectively. The student shows excellent service and sales orientation as required by the HH3S policy.

Modes of assessment and their weights 

Article Review 25%
Qualitative Research project (choice of individual or pair assignment) 30%
Exam 25%
Active participation in contact classes 20%

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.