Course outline: Human Resources Management: Theory and Practice /
CORG 420/ 771
General information
Term and year: Fall 2024
Course pre-requisite(s): CORG 225 Foundations of Organizational Behaviour and Administration or
MGCR 222: Organizational Behaviour.
Course co-requisite(s): None
Course schedule (class day(s) and time): Wednesdays from 6:00 to 9:00
Number of credits: 3
Number of CEUs: N/A
Offering Domain: Administration and Governance
Instructor information
Name and title: Maha Daoud
E-mail: maha.daoud@mcgill.ca
Office location / office hours: 1325-Available by appointment only.
Communication plan: Students can contact the instructor by e-mail. We will proceed with a vote to
select the two allocated days for the course. Please anticipate an immediate answer from the
instructor within the “Two allocated days”. Outside of these two days, the instructor will reply within
48 hours. If you need to meet the instructor, please advise. We can either meet in-person, in teams or
zoom. Meetings before or after class are recommended. For any urgent matter, students are
encouraged to ask their questions on the discussion board on myCourses. All students should check
myCourses for course updates at least twice a week.
Course overview
This course provides a comprehensive overview of human resources management (HRM) and an
understanding of the strategic role HRM plays in the work environment. It introduces students to current
HRM concepts, skills and practices, focusing on both theory and its practical application. Topics include:
human resources planning, job analysis and design, recruitment selection and retention, training,
performance management, organizational development and change, compensation and benefits, labour
relations, legal issues, and strategic issues and challenges in HRM.
McGill School of Continuing Studies 1
Updated on May 15, 2024
Learning outcomes
At the end of this course, students should be able to:
1.Recognize the difference between the transactional and the strategic part of Human Resources
Management (HRM).
2. Explain the dynamic interaction between Human Resources Management (HRM) and the different
subsystems: job analysis, job design, technology, legal requirements, recruitment and selection, Training
and career development, performance management, total rewards, wellness, health and safety, labor
relations, and international HR management.
3. Interpret the HR “language” – the practices, processes, and systems integral to the success of the people
in the organization, and therefore, the success of the organization.
4. Identify what types of people practices are needed to create an engaged workforce.
5. Distinguish HRM as an integral part of all disciplines and relevant for those in marketing, finance,
operations, manufacturing, information systems, and sales or other. All professionals need to interact at
some point with HRM matters.
6. Align HRM policies and practices to the newest trends in the field (EDI, Sustainable HRM, Hybrid Work.
Etc.,)
Expectations for student participation
What constitutes participation?
• You must come prepared for class and actively participate, contribute to discussions in-class and
online, engage your listening, and people skills. Students should be prepared to enable and encourage
their classmates to engage in active learning.
What the guidelines for participation are in discussions?
• This course assumes that students take part not as passive consumers of knowledge but as active
participants in the exchange and production of course concepts and ideas.
• Engage in In-class discussion (case study, group discussion and pair and share questions) and online
discussion board and multiple-choice question generation on myCourses.
• Poor attendance, lack of engagement, not participating in group work, working on other activities
during class are a few examples of what will contribute to a 0/10 participation mark.
• Please be clear that attendance does not equate to participation. Attendance and participation are
interrelated but distinct concepts. “Showing up” is your attendance. What you do when you show up is
your participation: it is the measure of your engagement in the readings/discussions/lectures of the
course.
• “Participation” is not just a measure of the quality and quantity of your exchanges with your
instructors but also with your peers in the class.
• Asking questions does not count towards class participation, but engaging in discussions, sharing your
insights on the course material, answering instructor questions are all considered forms of participation.
The grade is not dependent on the correspondence of your views with the views of the instructor.
McGill School of Continuing Studies 2
Updated on May 15, 2024
Instructor comments and occasional challenges to your ideas are not a sign of disrespect but to expand
the course materials and the learning of the class.
What appropriate class conduct is (e.g., respectful interactions and communications)?
• Promote interdependence and mutual respect and help each other to get the most out of this class.
• It is important that any questions or areas in need of clarification about grading for participation be
raised to your instructor at the beginning of the term. It is therefore important that each student read
through these guidelines carefully because it is the students’ responsibility to understand how their
participation grade will be assigned.
• Participation marks must be earned and are assigned based on your actual contributions. They will
not be used to round up your final grade to the next letter grade as this practice undermines the validity
of all the other graded elements in the course and other students’ participation efforts.
• Please check the rubrics below for contribution.
Needs Improvement Developing Proficient Exemplary
Frequency - Rarely or never contributes to - Demonstrates sporadic - Demonstrates consistent - Demonstrates ongoing
discussions involvement. ongoing involvement. very active involvement.
- Dominates the discussions - Initiates - Student initiates - Student initiates
- Poor attendance, contribution at contribution once in contributions more than
lack of engagement, working least in half of the each class once in each class.
on other activities during class are a classes
few examples of what will contribute
to a 0/10 participation mark.
Quality, - Marginal or obscure contributions - Contributes to portions or - Comments mostly - Comments always
Relevance - Comments are segments, but misses the insightful & constructive insightful & constructive
& Value uninformative, lacking in big picture. - Mostly uses appropriate - Uses appropriate
appropriate terminology. - Comments are sometimes terminology. terminology.
- Heavy reliance on constructive, with - Occasionally - Comments
opinion & personal taste, e.g., “I love occasional signs of comments are too balanced between general
it”, “I don’t like it”, etc. insight. general or not relevant impressions, opinions &
- Does not to the discussion. specific, thoughtful
use appropriate criticisms or contributions.
terminology; comments
not always relevant to the
discussion.
Critical - Displays little understanding of the - Displays some - Displays a clear and solid - Contributes in a very
Thinking specific topics being discussed. understanding of the understanding of the topics significant way to ongoing
- Tries to respond when called on but materials and supporting being discussed discussion
does not offer much insights. discussions. - Offers interpretations and - Keeps analysis focused,
- Responses are vague. analysis of material (more than responds very
- Does not show evidence of just facts) to class. thoughtfully to other
trying to interpret or analyze - Contributes well to students' comments,
materials discussions in an ongoing way: contributes to the
- Offers straightforward responds to other students' cooperative argument-
information (e.g. straight points, thinks through own building, suggests
from the reading or slides), points, questions others in a alternative ways of
without elaboration. constructive way, offers and approaching material and
supports suggestions that may helps class analyze which
be counter to the majority approaches are appropriate
opinion. etc.
Required course materials
Eileen B. Stewart; Monica Belcourt (2023) Understanding Human Resources Management: A Canadian
Perspective, 2nd Edition.
Course Link is provided on myCourses
Course Key: MTPPR2C329B2
Material provided on “myCourses” and indicated as required readings
McGill School of Continuing Studies 3
Updated on May 15, 2024
Optional course materials
G.Dessler & N. Chhinzer (2023). Human Resources Management in Canada, Fifteenth Canadian Edition
Monica Belcourt; Parbudyal Singh; Scott Snell; Shad Morris (2023) Managing Human Resources, 10th
Edition
Material provided on “myCourses” and indicated as optional
Course content
• This course constitutes an overview of the different functions in human resources management.
• As this is a foundational course, the approach consists of organizing topics in chronological order; a
progression from simple to more complex procedures or concepts; a series of theoretical principles
followed by applications.
• We compare theoretical applications with practical applications in the field while highlighting the
importance of ethical perspectives.
• Below is the sequence of organized material.
McGill School of Continuing Studies 4
Updated on May 15, 2024
Week Date Description Course materials Assessment task
1 28 August Introduction to the Required reading RR: Required:
2024 HRM Course Chapter 1 MindTap Quiz
Exploring Why HRM Course outline, Advised: Group preparation
Matters evaluation criteria. and case study
Course objectives, Brief introductions and
and methodology. expectations setting
2 04 The Legal RR: Chapter 2 Required:
September Framework of HRM MindTap Quiz
2024 and Diversity Advised: Group preparation
and case study
3 11 Defining, Analyzing RR: Chapter 4 Required:
September and Designing the MindTap Quiz
2024 Work Advised: Group preparation
and case study
4 18 Planning for, RR: Chapter 5 Required:
September Recruiting and MindTap Quiz
2024 Selecting the Advised: Group preparation
Workforce and case study
5 25 Orientation, RR: Chapter 6 Required:
September Training and MindTap Quiz
2024 Development Quiz 1 in-class:
Students must be present
and bring their device
Advised: Group preparation
and case study
6 02 Human Resources RR: Chapter posted in Advised: Group preparation
October Information System, myCourses and case study
2024 innovation and Required: Team composition
technology & Project Contract
DEADLINE
7 09 Managing Employee RR: Chapter 7 Required:
October Performance MindTap Quiz
2024 Advised: Group preparation
ZOOM and case study
LECTURE
Enjoy your Fall Reading Break 😊
8 23 Rewarding and RR: Chapter 8 Required:
October Recognizing MindTap Quiz
2024 Employees Advised: Group preparation
ZOOM and case study
LECTURE
McGill School of Continuing Studies 5
Updated on May 15, 2024
9 30 Promoting RR: Chapter 3 Required:
October Employee Health MindTap Quiz
2024 and Safety & Advised: Group preparation
Creating a culture of and case study
well-being
10 06 Knowing Employee RR: Chapter 9 Required:
November and Employer Rights MindTap Quiz
2024 and Responsibilities Advised: Group preparation
and case study
11 13 Understanding RR: Chapter 10 Required:
November Labour Relations MindTap Quiz
2024 and Collective Quiz 2 in-class:
Bargaining Students must be present
and bring their device
Advised: Group preparation
and case study
12 20 Addressing the RR: Chapter 11 Required:
November Global Perspectives MindTap Quiz
2024 Learning about Advised: Group preparation
International and case study
Human Resources
Management
13 27 Group Required: All documents to
November Presentations be posted on myCourses on
2024 November 26th
Assessment
• Please check the Explicit assignment descriptions below and the additional resources provided in
myCourses.
• Students may not use artificial intelligence tools for taking Quizzes or completing major course
assignments. However, these tools may be useful when gathering information from across
sources and assimilating it for understanding.
• Students must submit, as an appendix with their assignments, any content produced by an
artificial intelligence tool, and the prompt used to generate the content. Any content produced
by an artificial intelligence tool must be cited appropriately.
McGill School of Continuing Studies 6
Updated on May 15, 2024
Name of Due date % of final Assessment criteria
assessment grade
task*
Active Ongoing- 10 The valuable contribution of students in class and on
contribution Every lecture discussions board on myCourses. Please refer to Expectations
for student participation section.
*Post a Ongoing- Formative To help students assimilate class material, I ask each student
multiple-choice Every lecture assignment, to post on the discussion board of myCourses one multiple
question on the Part of the choice question (including the correct answer). This will help
discussion contribution us better engage in class ‘discussion.
board grade
*MindTap Ongoing- 10 Reading in a comprehensive way improves your
Assignments Every lecture Formative understanding of the HRM concepts. For that reason, you
assignment need to complete assignments that count toward a grade for
each chapter. It is required that you read each chapter and
complete related activities before showing up to each lecture,
by the due date, to maintain a good score. You may decide to
collaborate with a fellow student if this enhances your
learning.
*Quiz 1 25th 25 Quiz is done in class. All students must be present on this
September date. The quiz requires students to stay on top of their
2024 material. MindTap assignments help to achieve a better score.
Students must bring their device to class and be able to
connect to myCourses. No second chance is granted.
*Quiz 2 13th 25 Quiz is done in class. All students must be present on this
November date. The quiz requires students to stay on top of their
2024 material. MindTap assignments help to achieve a better score.
Students must bring their device to class and be able to
connect to myCourses. No second chance is granted.
*Group 2sd October Formative 1.Form a team, ideally composed of five team members. Self-
Assignment- 2024 assignment enrol yourself to a team on the Group Tab on myCourses. Form
Team Part of the a team of members you feel comfortable working with or have
composition & similar time availability. The effectiveness of your team is your
group
Project joint responsibility; team member’s contribution will be
contract-Team assignment
Grade assessed using the “Contribution Coefficient” that can be found
charter
within the “Assignment Resources: section in myCourses.
2.Draft a contract proposal (team charter) for your team
assignment. The team charter serves as a set of explicit mutual
expectations (name, leader, roles, deadlines, expectations,
goals, norms, etc.,) to structure your project. The team charter
serves as a set of explicit mutual expectations (name, leader,
roles, deadlines, expectations, goals, norms, etc.,) to structure
your project.
McGill School of Continuing Studies 7
Updated on May 15, 2024
Name of Due date % of final Assessment criteria
assessment grade
task*
3.Upload your “Team charter”. Due on (Class 6) *.
The team leader is the person in charge of communicating with
the professor and uploading all documents.
*Group 26th 20 The assignment is a field project, where you will be asked to
Assignment- November interview an HR professional within your chosen organization.
Group 2024 Your goal is to make recommendations as to how a specific
Presentation function within HR can be made more strategic. Each team will
choose one HR topic. Rubrics are posted on myCourses.
*Group 26th 10 The objective of the Group Term Assignment is for your team
Assignment- November to act as consultants and analyse the HRM practices of an
Group Paper 2024 organization. Topics cannot be repeated ergo the same topic
cannot be chosen by two different teams. Rubrics are posted
on myCourses.
*Electronic assessment tasks must be submitted via myCourses. FAQs for students using myCourses:
Assignments.
• Absence or Late submissions is penalized by 10% each day; and
• If you have special circumstances to ask for extensions, you should discuss them with the professor,
subject to approval.
Land acknowledgment
McGill University is on land which long served as a site of meeting and exchange amongst Indigenous
peoples, including the Haudenosaunee and Anishinabeg nations. We acknowledge and thank the diverse
Indigenous people whose footsteps have marked this territory on which peoples of the world now
gather.
L’Université McGill est située sur un territoire qui a longtemps servi de lieu de rencontre et d’échanges
entre les peuples autochtones, notamment pour les Haudenosaunee et les Anishinaabeg. Nous saluons
et remercions les divers peuples qui ont enrichi de leur présence ce territoire accueillant aujourd’hui des
gens de partout dans le monde.
McGill policy statements
• Language of submission
“In accord with McGill University’s Charter of Students’ Rights, students in this course have the right
to submit in English or in French written work that is to be graded. This does not apply to courses in
which acquiring proficiency in a language is one of the objectives.” (Approved by Senate on 21
January 2009)
McGill School of Continuing Studies 8
Updated on May 15, 2024
« Conformément à la Charte des droits de l’étudiant de l’Université McGill, chaque étudiant a le
droit de soumettre en français ou en anglais tout travail écrit devant être noté, sauf dans le cas des
cours dont l’un des objets est la maîtrise d’une langue. » (Énoncé approuvé par le Sénat le 21 janvier
2009)
• Academic integrity
“McGill University values academic integrity. Therefore, all students must understand the meaning
and consequences of cheating, plagiarism and other academic offences under the Code of Student
Conduct and Disciplinary Procedures” (Approved by Senate on 29 January 2003) (See McGill’s guide
to academic honesty for more information).
« L'université McGill attache une haute importance à l’honnêteté académique. Il incombe par
conséquent à tous les étudiants de comprendre ce que l'on entend par tricherie, plagiat et autres
infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le
Code de conduite de l’étudiant et procédures disciplinaires. » (Énoncé approuvé par le Sénat le 29
janvier 2003) (pour de plus amples renseignements, veuillez consulter le guide pour l’honnêteté
académique de McGill.)
• Inclusive learning environment
As the instructor of this course, I endeavor to provide an inclusive learning environment. However, if
you experience barriers to learning in this course, do not hesitate to discuss them with me and/or
Student Accessibility and Achievement.
• McGill’s Policy on Assessment of Student Learning (PASL) contains important information about how
assessments are carried out and communicated to students. It also describes a process for
contesting assessment practices that do not respect the policy:
“In cases where a student believes this Policy is not being respected, they are advised to make their
concern known by contacting the instructor and/or Program Director/Chair of the Department in
writing. A response shall be provided to the student within 7 working days. If the matter is not
resolved satisfactorily, any party may refer it to the Office of the Dean of Students or an Associate
Dean of the Faculty where the course resides. A response outlining the process and indicating an
expected resolution date will be provided within 7 working days. All parties should exercise discretion
around the student’s identity to maintain the integrity of the process.” (Approved by Senate on 11
May 2022)
In the School of Continuing Studies, the first step to take should you wish to raise a concern is to fill
out and submit the McGill SCS Central Point Contact Form.
McGill School of Continuing Studies 9
Updated on May 15, 2024
