Not available in 2021/22
MG518      Half Unit
Employment Relations and Human Resource Management Seminar I

This information is for the 2021/22 session.

Teacher responsible

Dr Jonathan Booth NAB 4.20

Availability

This course is compulsory on the MRes/PhD in Management (Employment Relations and Human Resources). This course is available on the MRes/PhD in Management (Organisational Behaviour). This course is available with permission as an outside option to students on other programmes where regulations permit.

Course content

The Employment Relations and Human Resource Management PhD seminars cover micro- and macro-HRM course content. The MG518 Seminar familiarizes students with foundational micro-HRM topics (e.g., job search, recruitment, and selection; organisational socialization and newcomer adjustment; compensation; work arrangements; retention and turnover; training, learning, and development; performance management; careers and career management; diversity and inclusion). The MG518 Seminar will cover familiarizes students with foundational micro-HRM topics (e.g., job search, recruitment, and /selection;, organisational socialization and newcomer adjustment; compensation; work arrangements; retention and turnover; training, learning, and development; performance management; careers and career management; diversity and inclusion).



This course also will provides the opportunity for students the opportunity to get to know the faculty members and their research in detail. Further, the course will incorporates comprehensive direct discussion of each week’s academic materials between students and faculty lead for the respective week. Seminar discussions allows students to develop their critical evaluation skills, to generate research ideas and make connections with previous studied literatures, and to learn best practice in reading and interpreting scholarly research to understand the  to teach students how to correctly ‘read’ academic journals in detail for their theoretical, and empirical, and other contributions.This course also provides students the opportunity to get to know faculty members and their research. Further, the course incorporates comprehensive discussion of each week’s academic materials between students and faculty lead for the respective week. Seminar discussions allows students to develop their critical evaluation skills, to generate research ideas and make connections with previous studied literatures, and to learn best practice in reading and interpreting scholarly research to understand the theoretical, empirical, and other contributions. In addition to reading the required readings for each week and being prepared to engage in discussion, each student is generally asked to present and lead group discussion for at least one article. To aid students in generating research ideas, students typically are asked to identify a research gap in the respective week’s literature and to bring to seminar a research proposal and/or model related to the identified gap for discussion with the larger seminar group.

Teaching

30 hours of seminars in the LT.

Indicative reading

The seminars will follow a variety of formats, including discussing recent work of academic colleagues, and so include the following indicative reading.

Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Journal of Applied Psychology, 92, 707-721. doi: 10.1037/0021-9010.92.3.707

Bell, B. S., Tannenbaum, S. I, Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go. Journal of Applied Psychology, 102(3), 305-323.

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065-1105.

Cable, D. M., Gino, F., & Staats, B. R. (2013). Breaking them in or eliciting their best? Reframing socialization around newcomers’ authentic self-expression. Administrative Science Quarterly, 58, 1-36.

Dobrow Riza, S., & Heller, D. (2015). Follow your heart or your head? A longitudinal study of the facilitating role of calling and ability in the pursuit of a challenging career. Journal of Applied Psychology, 100, 695-712.

Felps, W., Mitchell, T.R., Hekman, D.R., Lee, T.W., Holtom, B.C., & Harman, W.S. (2009). Turnover contagion: How coworkers’ job embeddedness and job search influence quitting. Academy of Management Journal, 52(3), 545-561.

Hornung, S., Rousseau, D. M., & Glaser, J. (2008). Creating flexible work arrangements through idiosyncratic deals. Journal of Applied Psychology, 93(3), 655-664.

Jones, D. A., Willness, C. R., & Madey, S. (2014). Why are job seekers attracted by corporate social performance? Experimental and field tests of three signal-based mechanisms. Academy of Management Journal, 57, 383-404.

Leslie, L., Manchester, C., & Dahm, P. (2017). Why and when does the gender gap reverse? Diversity goals and the pay premium for high potential women. Academy of Management Journal, 60, 402-432.

McKay, P.F., Avery, D.R., & Morris, M.A. (2009). A tale of two climates: Diversity climate from subordinates’ and managers’ perspectives and their role in store unit sales performance. Personnel Psychology, 62, 767-791.

Nyberg, A., Pieper, J. R., & Trevor, C. (2016). Pay-for-performance’s effect on future employee performance: Integrating psychological and economic principles toward a contingency perspective. Journal of Management, 42, 1753-1783.

Roberson, Q., Ryan, A. M., & Ragins, B. R. (2017). The evolution and future of diversity at work. Journal of Applied Psychology, 102(3), 483-499.

Rubenstein, A. L., Eberly, M. B., Lee, T. W., & Mitchell, T. R. (2018). Surveying the forest: A meta‐analysis, moderator investigation, and future‐oriented discussion of the antecedents of voluntary employee turnover. Personnel Psychology, 71(1), 23-65.

Seibert, S.E., Kraimer, M.L., Holtom, B.C., & Pierotti, A.J. (2013). Even the best laid plans sometimes go askew: Career self-management processes, career shocks, and the decision to pursue graduate education. Journal of Applied Psychology, 98(1), 169-182.

Smither, J.W., London, M. & Reilly, R.R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis, and review of empirical findings. Personnel Psychology, 58: 33-66.

Sutton, R. I., & Staw, B. M. (1995). What theory is not. Administrative Science Quarterly, 40, 371–384.

Wright, P.M., & Boswell, W.R. (2002). Desegregating HRM: A review and synthesis of micro and macro human

resource management research. Journal of Management, 28, 247-276.

van Hooft, E.A.J., Kammeyer-Mueller, J.D., Wanberg, C.R., Kanfer, R., & Basbug, G. (2020). Job

search and employment success: A quantitative review and future research agenda. Journal of Applied

Psychology. Advance online publication.

Assessment

Essay (100%, 4000 words) in the ST.

Course selection videos

Some departments have produced short videos to introduce their courses. Please refer to the course selection videos index page for further information.

Important information in response to COVID-19

Please note that during 2021/22 academic year some variation to teaching and learning activities may be required to respond to changes in public health advice and/or to account for the differing needs of students in attendance on campus and those who might be studying online. For example, this may involve changes to the mode of teaching delivery and/or the format or weighting of assessments. Changes will only be made if required and students will be notified about any changes to teaching or assessment plans at the earliest opportunity.

Key facts

Department: Management

Total students 2020/21: 2

Average class size 2020/21: 2

Value: Half Unit

Guidelines for interpreting course guide information

Personal development skills

  • Self-management
  • Team working
  • Problem solving
  • Application of information skills
  • Communication
  • Specialist skills