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TOPIC: Introduction to assignments and changing HRM

  • Demonstrate leadership in class discussion and small group assignments
  • Recognize the ethnocentric values contained in the Canadian and US approaches to HRM.
  • Demonstrate respect and value for the diverse viewpoints and experiences in the classroom population.
  • Research and assess current US and Canadian issues in strategic HRM.

  • Read Ch. 2
  • Read Ch. 17
  • Post in HR Stories #1
  • Read Assigned Materials in Week 2 Folder

  • Icebreaker - 10 minutes maximum
    Activity: Creating groups for Assignment #1
    Students will form their own groups for Assignments #1 and #2
    Maximum 5 students
    Minimum 4 students
    Any students absent in class today are responsible for contacting their classmates to ask to join a group.
    If any student is not part of a group by Monday of Week 3, I will assign them to a group with 4 (or less) members.
    Once the groups have been formed, one person in the group will log into Moodle and post to Week 2 Forum for Assignment #1.
    If a group has already posted to the Forum for Assignment #1 before class, they can begin discussing the one (1) country they have chosen and the one (1) issue they are going to compare and contrast with Canadian HRM.
  • Activity: Considering Ways of Forming Groups
    To form the groups for the final assignment New Employee Handbook, we are going to use this as a learning opportunity. 
    a. HR staff are regularly called upon to assist managers in forming teams for projects.  This exercise will be a close-to-the-working-world exercise on ways to form groups and then choosing one for the class through voting.
    b. It is useful for students to also bring their own cultural ways of knowing, being, and working to class discussions for everyone to learn how to work in the multicultural Canadian environment.
    1. The class will be sorted into groups of 3-4 students.
    2. In the group, the students will come up with 3 ideas for how the class can be sorted into groups for the final assignment New Employee Handbook.
    3. The groups will record their 3 ideas on the 3 Big Notes provided.
    4. Next, the groups will record in table format the Pros and Cons for each of the 3 ideas on the 3 Big Notes.
    5. Once the groups are finished their Big Notes, the Instructor will find if there are any similar (enough) ideas to group the Big Notes together.  NOTE: The Instructor retains the right to discard any ideas that are not appropriate.
    6. Once the Big Notes have been re-sorted by ideas, students will go around and vote for their 2 favourite ideas for group assigning using the Dot voting stickers provided.
    7. Once voting has completed, the Dot voting stickers will be tallied and the winning idea will be announced.
    The next steps and rubric will then be announced and discussed in next week's class.

  • Lecture - Ch. 2 = Changing legal emphasis and contrasting with other countries.
  • Lecture - Techniques and strategies for comparing and contrasting.
  • Activity: Bona Fide Occupational Requirements (BFOR)
    Number off into 6 groups.
    Each group will be assigned one scenario (see slide deck) that we will then debrief and discuss as a class.
    The two questions each group will need to answer to their classmates are as follows:
    1. Is this a BFOR? Yes/No
    2. What do you recommend?
  • Lecture - Ch. 17 = Managing HR in a global business

  • Learning Consolidation & Check-in
    Activity: Tweet-style Exit Slips
    As a way to tell me how today's class went, use one of the provided slips of paper to tell me something I should know. It is like tweeting at me, but offline.  Like tweeting, it allows everyone to share their voice.
    Tweets may include information on what is working or isn't working for you in the course.  It will also tell me what information I may need to include in the LMS (Moodle) or in the next in-person class.
    Formative assessments helps us work as a team together in helping everyone succeed this semester!
    Source: https://www.nbss.ie/sites/default/files/publications/exit-entry_slip_-_comprehension_strategy_handout_copy_2_0.pdf
  • Next Steps
    1. Catch-up on Moodle, the Assigned Readings, and HR Stories.
    2. Get ready for next week's class activity using LinkedIn.
    3. And form your groups and get started on Assignment #1 Global HRM
    4. A start-of-term reminder: To be successful, students budget at least 2 hours of homework time for every 1 hour of class. For this 4 hour class, that means budgeting 8 hours of homework time per week.
    5. Also, reading is not passive learning. Using strategies such as the SQW3R Method turns reading into an active learning activity: https://student.unsw.edu.au/reading-understanding
    6. Start work on Assignment #1 Global HRM - DUE in-class on Week 4 - No extensions possible

  • Canadian Human Rights Commission.  (2007).  Bona Fide Occupational Requirements and Bona Fide Justifications under the Canadian Human Rights Act: The implications of Meiorin and Grismer.  Ottawa, ON:  Canadian Human Rights Commission.
  • Discrimination Prevent Branch, Information.  (2005).  Duty to Accommodate: Frequently asked questions & answers.  Ottawa, ON:  Canadian Human Rights Commission.
  • Schuler, R.S., Jackson, S.E., & Luo, Y.  (2003).  Managing Human Resources in Cross-Border Alliances. New York, NY: Taylor & Francis.
    Chapter 1: Managing human resources in cross-border alliances.
    Chapter 8: Cross-border alliances and the HRM profession.