Management Development Institute

Mehrauli Road, Gurgaon-122007

NMPXXVII & EM (Energy) Term III 2014-15
Core Course: Human Resource Management
Course: Human Resource Management (Core)
Course faculty: Professor Debi S. Saini
E-mail: debisaini@mdi.ac.in;
Phone: MDI Phones Ext. 5305
Mobile: 9810341064
In case of any queries, the participants may contact me on my office phone or mobile.

Course Objectives:
The course, human resource management (HRM) aims has two main elements i) Functional HRM; and
ii) Employee relations management as part of the HR function. Employee relations (ER) management
issues will be discussed in the pre-mid-term; and functional HR in the post-mid-term. Together, these
two parts of the course aim at enabling the participants to grasp basic concepts and principles related to
HR issues.
The HRM concept as it has evolved in the past two decades or so subsumes in it issues in industrial
relations (IR), which is now being described as employee relations (ER)a term that is considered
more oriented to positivity in building this relationship and also focusing on all categories of
employeesunionized, non-unionized, women, young workers, knowledge workers, and those
working in manufacturing as well as in service industries. In the era of globalisation, HRM is assuming
a strategic connotation, and also impacts issues that are of concern to individual employees as well as
groups and collectives. Basically, this course deals with functional HRM issues, but also emphasizes an
overview of some of the transformational HRM issues.
The course underscores conceptual and operational understanding of basic issues in management of
human resources and developing skills in articulating and managing HR functions in general and in the
Indian context in particular.
Overall, the class will examine and discuss the nature and scope of HRM concept and HR functions
performed in a typical Indian organizationpublic and private sectors. In the course of doing so, it will
place importance on different dimensions and angularities of people management i.e. history;
philosophy; globalization exigencies; structural framework of HRM systems; legal framework; power
position of actors in HR system; best HR processes and practices; ethical considerations; building
engaging workplace through care, empowerment and involvement; decision-making processes to
handle these issues in corporate settings; and the contemporary covert attempts of employers towards
individualization of collectives through de-unionization agenda. Among others, attempt will be made to
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juxtapose issues such as HRM structures and processes and demands of productivity, justice, fairness,
and performance culture.
At the end of the course, the participants are expected to have understood, among others, the following:
The key principles of traditional industrial relations (IR), new IR paradigm and emerging union-substitution
strategies;
The legal framework of managing discipline, and work place conflict espousal and resolution;
The legal and managerial issues in redressal of employee grievances and maintenance of discipline;
The structure and working of trade unions, and issues related to negotiation and collective bargaining.

A broad overview of the changed business environment necessitating the critical significance of
efficaciously managing the human resource;
The basic concepts and principles of functional human resource management, and the key functions
involved in managing the human resource;
The significance of managing HR function for all line and HR managers;
The dynamics of performance management and its shifting paradigm in the new era;
Traditional and contemporary focus on pay, rewards and relational culture;
The use of HR concepts in developing a High Performance Work System (HPWS), and building an
engaging and exciting organization;

Section II. Learning Methodology:

i)

The course is built around intensive participative learning by the participants while using each
aspect of the learning tool.

ii)

Learning of the course contents will be imparted through presentations, case analyses,
discussions, lectures, videos, quizzes, role plays, and problem solving exercises. All
participants have to contribute to the learning activities in the class by raising queries and
replying to those of others, and by making presentation.

iii)

Participant are also advised to keep themselves abreast with the contemporary developments in
people management including the employee relations scenario so as to critically gauge the
suitability of the present HR frameworks and practices in building a competitive organization.

iv)

In view of point number i) all the participant would necessarily come to the class read (NOT
NEGOTIABLE) the case being discussed. So, carefully note the next sessions agenda in the
course outline. The Class Representative shall divide the class into 10 groups (about 4
participants in each group), and mail me the Group number, roll numbers and names of all
group members. The groups that will present a case analysis in a particular session is mentioned
in the sessions schedule.
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v)

Each session will typically consist of some exposition by the faculty to the concepts involved in
the topic of the day; then presentation by the group concerned that is scheduled to make
presentation; an overview by the faculty; followed by joint problem-solving and interactive
dialogue on the issues involved in the case or the written material to be presented in the context
of the Indian situation with illustration of problems and possible solutions.

vi)

The questions given at the end of the cases are merely indicative. The students are expected to
generate more questions on the basis of their understanding of the issues from the prescribed
and other reading material from books and business magazines. The case discussions do not
pre-suppose any right or wrong answers to the issues posed and problems raised. But in
concepts-focused cases (as opposed to decision-focused cases) some answers may be closer to
the meaning of the concept concerned. The case group concerned is expected to elect its own
case coordinator while preparing and presenting a case. The case coordinator is responsible for
conducting the case discussion and organizing the response to the queries raised. S/he is also
expected to summarize the discussion in the end.

vii)

Students are expected to make quality contribution to the collective learning process of the class
as a whole through case discussion and/or otherwise making comments/observations on the
issue/s being discussed. They are also advised to keep themselves abreast with the latest
developments in HRM so as to critically gauge the suitability of certain people management
practices to the developmental needs of India, which will help in a better understanding of the
nuances. The following are some of the criteria that will be considered as quality contribution:

Is the comment a mere repetition of facts from the case, or does it hint at some relevant
angularities and provide an analysis of some of the issues and their broader implications?

Does the comment reflect mere symptom/s of the problems involved or is an attempt to take the
analysis towards seeing the big picture and understanding the concepts related to the causal
root/s of the issues?

Is the comment presented in a clear, compelling manner or is it repetitive or contradictory?

Does the comment reflect creativity and out-of-box thinking in understanding the dimensions of
the issues?

Does the behaviour of the student as a class participant reflect good listening skills?

How significantly does the students overall participation contribute to the learning of the class
as a whole?

Is the students observation/comment linked to the comments of others on the issues being
examined so as to be in the flow?

Does the comment reflect verbosity and long narration of a simple/obvious point?

viii)

All participants will be doing a group project; the guidelines for the same will be provided
soon. Each group will submit a soft copy the project report; and hard copies of the interviews
done to collect the data [this is done to assess that you have interpreted the data correctly and to
ensure that there is no fudging of the data by any group concerned]. The project is to be
assigned after the course begins. The last date for submission of the project report is:
December 6, 2014. 3.30 p.m. (Non-negotiable). Please start your project immediately when
the course begins. Do not make any attempt to fudge the data. You are expected to collect the
data yourself so that real learning takes place.

Participants: Please do not hesitate to contact me if you think that I can be of any
assistance in helping you resolve any problems related to the course or otherwise.
Course Evaluation:

HRM project (To be mailed soon)

Group Presentation in class & participation
Quizzes
Mid-Term Examination
End-Term Examination

20%
20%
20%
20%
20%

SECTION III: SESSIONS PLAN

Course Contents (and sessions):
Session No and Topic

Case or Other Presentation; and Reading

recommended beside the Textbook
Case 1: (All groups to come read)

Session 1:

People management Fiasco in HMSI

Conceptual Framework of Industrial relations Qs.:

1.
(IR)-I

Who all are actors in IR in this case

formally or indirectly?

2.

In view of this case, state the usual issues

in industrial relations in the Indian
context?

3.

What were the gains of HMSI workers?

What source of workers strength led to
these gains?

4.

It is said that IR is a game of power.

How much power was enjoyed by the 3
main IR actors in the caseemployer,
union, & state?

5.

Do you think that workers have an

unqualified right to form union in India; if

so what is the logic of such a law?

Readings:
Reading 5, Ch. 1
Case 1: People management Fiasco in HMSI
contd

Session 2:

Conceptual Framework of Industrial relations Group 1 to make presentation involving the

following questions:
(IR)-II
6.

What is the difference between the rights

enjoyed by a registered union and a nonregistered union?

7.

What role was played by the AITUC

leader, Gurudas Dasgupta in this case?

8.

What precisely, in your opinion, was the

role played by the media in the case?

9.

What role do you think was played by the

Deputy
Labour
Commissioner
in
processing the dispute; and why you think
he did not succeed?

10.

What do you think were the major

concerns of the central as well as the state
governments?

Readings:
Reading 8, Saini & Budhwar

Session 3:

Case 1: People management Fiasco in HMSI

contd

Trade unions: Structure and functions in

Indian context & Their handling by Group 2 to make presentation involving the
employers through policies of proactive following questions:
industrial relations--I
Qs.:
Unions in Crisis and changes in the traditional frame
of IREmergence of new issues in IR:

11.

What do you think were the principal

causes of the trouble that HSMI faced?

12.

What are the key challenges before HMSI

in the post-July 25 scenario?

13.

What lessons in people management and

industrial relations do you learn from this
case?

14.

What HRM strategy was followed by

HMSI consciously or subconsciously;

Why, if at all, are there differences in the

pursuit of the global and the local IR
strategy of HMSI?
15.

What led to failure of that strategy, and

what are the causal roots of the breakdown
of industrial relations in HMSI?

16.

What
people-management
strategies
should HMSI adopt so as to promote a
harmonious working with the union or
subtly promote dilution of the unions
strength?

Readings:
1. Reading 10. Guest.
2. Reading 3, Saini and Khan, chapters 13, 11

Group 3

Session 4

Case 2 Mahavir Polyester Ltd.

Trade unions: Structure and functions in

Indian context & Their handling by
employers through policies of proactive
industrial relations--II

1.

Do you agree with the observation of Gabstons

CEO that The market is a beast; it does not spare
any one.

2.

Do you think that there is a problem with Gabstons

people management policies?

Union-substitution strategies of firms: Managing
The shifts in Managing employee relations through
3. What do you think are the major differences in the
Strategic HR Interventions, including employee
people management approaches of Gabston and
engagement
Hammings?
Why do you think the two
organizations
approaches?

are

following

different

4.

If you were in place of Karim as the HR head of

Gabston, what major change agenda will you devise
for gabston?

5.

How will you handle the Kasir issue?

Readings:
1. Reading 5 Chapter 5, 18
2. Reading 8, Saini & Budhwar
Group 4

Sessions 5

Case: Hindustan Unilever Ltd.

Trade unions: Structure & functions in Indian
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HR

context & Their handling by employers

through policies of proactive industrial
relations--III
Emergence of trade unions, their role, outsiders in
their functioning, and managements approach
towards handling them:

What is the nature and scope of trade unions in

Indian economic & social environment?
What role do they play in industrial working?
How have trade unions emerged in India?
Outsiders in Unions and issues in multiplicity of
unions

1.

What precisely are the employee relations

issues in this case?

2.

What Should Prasad do to break the mental

barriers of union members against integration
of cultures?

3.

What and how should Prasad go about

promoting a greater degree of transparency and
trust in IR?

4.

What strategic HR interventions should the

HUL top mgt. use to evolve a unified culture at
the new unit?

5.

What lessons in ER management do you learn

from this case?

Readings:
1. Reading 5 Chs 5, 6
Group 5:

Sessions 6

Case: RD International
Legal framework of industrial relations in India:
Overview & Key features of the Principal IR Laws

Key IR laws in India: Industrial Disputes Act

1947 (IDA)Trade Unions Act, 1926The
Industrial Employment (Standing Orders) Act
1946
(IESOA)The
Contract
Labour
(Regulation and Abolition) Act 1970 (CLA).

1.

Do you think that RDI is an industry under the

Industrial Disputes Act, 1947?

2.

If yes, out of many categories of persons

working in RDI which ones are workmen under
the IDA and why?

3.

What is the legal position of these different

categories of employees in view of the
structure and contents of the IDA?

4.

Is the espousal of the industrial dispute by the

union which had just 20 members (as 5 had
withdrawn) justified, and can it be said to be an
industrial dispute?

5.

Can the union raise a dispute for reinstatement

of the research investigators and managers?

6.

Did the works committee have the jurisdiction

to discuss the dispute in question? What role is
expected of a works committee under the IDA?

7.

Was the registrar of trade union right in

registering the trade union of the employees of
RDI?

8.

What action should the mgt. take on the gherao

of a manager by the employees?

Readings:
1. Reading 7 Malik, P.L. (2011)
2. Reading 6, Saini
3. Reading 11, Sucher
Group 6 & 7

Session 7

Role Play: Telhost India Ltd.

Collective Bargaining (including negotiation): Nature

and Contents

1.

What IR issues are at stake in this case?

2.

How will you argue the managements case

before the union for this change keeping in
view the issue of industrial peace and workers
morale and other needs.

Readings:
Reading 5 Ch. 17
Roger 9, Volkema

Session 8 Grievance management: Nature of

Group 8.

grievances and their handling

Presentation: To make a
prsentation on: How do
software organisations and
service companies handle grievances
Readings:
1. Handout

Session 9:

Groups 9 to Present

Management of discipline: Issue of charge sheet, and

procedure for conducting Domestic Inquiry

Case: He Asked Me to Pay Up

Questions:

1.

Is the mgt. justified in conducting the domestic

enquiry and taking disciplinary action against
the delinquent worker?

2.

Which points are legally strong in favour of the

mgt. & which are legally weak against it?

3.

What precautions you will keep in mind in

future while handling a situation of this type?

Readings:
1. Handout.

Sessions 10

Group 10

Employee Involvement: Nature and Contents:

Case: National Pharma:

1.

What are the strengths of the analyses of each

of the three discussants of this case?

2.

What are the limitations of the analyses of each

of the three discussants of this case?

3.

Which of the three analyses you like the most

and why?

4.

If you come to know that discussant III is an

HR manager, what do you think is lacking in
his analysis that he should know so as to
become a still better HR manager?

5.

What do you learn from this case and the new

methodology of discussing the analyses by
different discussants?

Readings:
1. Handout

Mid-term Examination:

Weight: 20 per cent

Session 11.

Readings:
Text, Ch. 1.

Functional HRM: Evolution and HR systems-Related issues in general management

Session 12.
Globalization
syndrome
Conception of HRM

and

the

Group 1: To make a presentation on the

Impact of globalization on the people
Changing management function (20 minutes)
Readings:
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1. Text, Chs. 1 and 3.

2. Saini and Khan Chs. 1-3

Group 2 to make a presentation: on Job

analysis, Job description & Job specification
(30 minutes)

Session 13.
Job Analysis and related concepts; and
Recruitment & Selection-I

Readings:
1. Text, Ch 4.

Session 14.

Group 3.

Recruitment & Selection--II:

Caselets:
1. McDonalds
2. Starbucks Staffing strategy
(Caselets on recruitment)
Questions:
1. How has McDonalds aligned its business, HR, &
staffing strategies?
2. What are some possible threats related to talent &
turnover or a tight labour market?
3. How can the McDonalds maintain its comptt.
advantage over the next five years?
5. How can Starbucks use staffing to pursue its growth
strategy & competitive advantage?
6. What kind of staffing strategy should Starbucks
pursue to continue to hire the right people?

Readings:
1. Text, Chs 5-6.

Session 15.

Guest Speaker:

Human Resource Planning

Readings:
1. Text, Ch 5.

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Session 16.

Guest Speaker:

Training, learning & development:

Readings:
1. Text, Ch 8.

Session 17.

Readings:
1. Text, Ch 11-13.

Issues in Compensation Management:

Session 18-19.

Gr. 4 & 5
Case: Rob Parson at Morgan Stanley (A)

Management of Performance:
Questions:
1.

What do you think is the difference in working

style of Rob and the culture of Morgan Stanley

2.

What are the causal roots of the problem?

3.

What do you think should be done to resolve

the problem?

4.

Should Rob be promoted?

Readings:
2. Text, Ch 9.
Readings: Handout
Session 20.
Building people engagement and excitement in
organizations

Groups 6 to 10 to analyse the case below &

send me their PPTs for evaluation (Any of
the groups may be asked to make a
presentation) Any one of the groups would
be asked to make presentation
Case: Renn Zaphiropoulos

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1.

What interventions have contributed to

high employee engagement in this company?.

2.

Discuss the importance of communication in

Renns mgt. philosophy of creating the
requisite ambiance

3.

Is Renn Zaphiropoulos a transformational

leader? Which of his competencies as a leader

is the most critical for the company?

4.

Analyse the following statement of Renn:

Very few orders are given here and virtually
no punishment. We dont like phonies; we
throw them out after they have been here a very
short period of time. We like the brutal
truthEffort does not count. Results count.

5.

What lessons in HRM do you learn from this

case?

Readings:
1. Text, Ch 3
2. Handout.

Essential Readings:
1. G. Dessler and B. Varkkey (2009) Human Resource Management, Pearson, New Delhi (Relevant chapters)

Recommended Readings:
(Some of the readings have been specifies as recommended readings for some of the
topics mentioned)
2. Robert Mathis, John H. Jackson, and Manas Ranjan Tripathy (2012) Human Resource
ManagementA South Asian Perspective, Cengage Learning, New Delhi (Please read the relevant
chapter of this book for the topic to be discussed)
3. Debi S. Saini and Sami A. Khan (eds.) (2000) Human Resource ManagementPerspectives for
the New Era, New Delhi: Response Books (A Division of Sage). (Chapters: 1, 2, 4, 11, 18)
4. G. Hollinshead, P. Nicholls, and S. Tailby (2003) Employee Relations, Second Edition, Financial
Times Pitman Publishing, London (Chs. 1, 2, 3-5, 9, 15).
5. P N Singh and Neeraj Kumar, (2011) Employee Relations Management, Pearson, New Delhi
(Relevant chapters) (chapters 1, 5, 6, 7, 8, 12, 14.4, 17, 18)
6. Debi S. Saini (2008) Labour Law in India: Structure and Working, In Budhwar, P. and J.
Bhatnagar (Eds.), Changing Face of HRM in India, London: Routledge.
7. Malik, P.L. (2011) Handbook of Labour and Industrial Law, Eastern Book Company, Lucknow.
(For reference only, in case of clearing doubts].

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8. Debi S. Saini and Pawan Budhwar (2013) In A. Verma and P. Budhwar (2013) Human Resource
Management in Asia-Pacific Countries, Routledge, London.
9. Roger J. Volkema (2009) Why Dick and Jane don't ask: Getting past Initiation Barriers in
Negotiations, Business Horizons, Nov 15.
10. D. Guest, D., Human Resource Management and Industrial Relations, Journal of Management
Studies, 24 (50), pp. 503-21.
11. Sandra J. Sucher, Managing the Lay-off Process: India, Harvard Business Publishing, Harvard,
Boston. Product Number: 612068-PDF-ENG (To be supplied by MDI)

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