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InstructionsHR Mission Statement By now, from your textbook readings and lesson, you should have a firm
grasp on the different types of human resource values and strategies that are
commonplace in the workforce. From this information, complete the following
assignment (this is a two-part assignment): Compare and contrast the three Sample Mission Statements below. Evaluate
them for overall effectiveness addressing what is strong, weak, effective, or
ineffective and state your reasons. Sample 1: Human Resources Mission Statement Our mission is to treat each person as a valued customer while contributing
positively to the bottom line of [Company Name] through comprehensive
programming that displays a thorough understanding of all aspects of the human
resources profession, including proactive involvement in areas of legal
compliance and service that displays an enthusiastic interest in the lives of
others. We will continually develop our own repertoire of skills and maintain
a balance between our personal and professional lives.Sample 2: Human Resources Mission Statement The mission of [Company Name] is dedication to the highest quality of
customer service delivered with a sense of warmth, friendliness, individual
pride, and company spirit. To our employees: We are committed to provide our
employees a stable work environment with equal opportunity for learning and
personal growth. Creativity and innovation are encouraged for improving the
effectiveness of [the company]. Above all, employees will be provided the same
concern, respect, and caring attitude within the organization that they are
expected to share externally with every [company] customer.Sample 3: Human Resources Mission Statement It is the mission of the human resources department to provide the
following quality services to the employees of [Company Name]: recruitment of qualified individuals; retention of valuable employees; training, development, and education to promote individual success
and increase overall value to the organization; a safe and healthful working environment; inspiration and encouragement for a high level of employee morale
through recognition, effective communication, and constant feedback;
and resources for administering benefits, policies, and
procedures. These services are achieved through a teamwork philosophy that is inspired
through effective organizational skills, proactive efforts, and maintenance of
a balance between professionalism and the ability to have fun! Part Two: Create and briefly describe a fictional large company of your
choice. This is your company and it should preferably be in your current or
desired future industry. This company and the HR mission statement you
create will be used as a foundation for future assignments in this course.
Use your analysis to write your own HR mission statement for your fictional
company. Consider the following questions when evaluating and formulating your
mission statement. Keep in mind that good mission statements are short, clear,
concise, & brief hard-hitting comments on your mission. Why does your HR function exist? What do you want for your
customers and how can HR provide that? Who are your customers and what can you do for them that will
enrich their lives and contribute to their success, both present and
future? What image of your function do you want to convey internally and
externally? Customers, employees and the public will all have perceptions
of your company. How will HR help create the desired picture? What level of service do you provide to employees and the company?
Don’t be vague; define what will make your service extraordinary. What kind of relationships will your HR function maintain with
customers? Every company function is in partnership with its customers.
When you succeed, so do they. What underlying philosophies or values guided your responses to the
previous questions? Some mission statements choose to list these
separately (as core values or vision). Writing them down clarifies the
“why” behind your mission. Does your HR function’s mission statement describe and support what
your company will do and why it will do it (the company’s core
values)? There is a minimum requirement of 500 words for this assignment. The paper
must be in APA format. Any
sources used, including the textbook, must be referenced; paraphrased and
quoted material must have accompanying citations in APA format.


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Strategic Human Resource
Management in a Global Environment
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Compare and contrast effective human resource management strategies.
Reading Assignment
Chapter 1: Creating Value Through Human Resources
Chapter 2: Making Human Resource Management Strategic
Chapter 14: Aligning Strategy with Practice
Unit Lesson
Every professional discipline has its own set of vernacular. Basketball players will talk about pick and rolls,
football players will talk about the B-gap, accountants will talk about profit and loss statements, and quality
assurance professionals will talk about Six Sigma. Human resource (HR) professionals are no different. One
purpose of this unit is to introduce you to this vernacular. Learning the HR language will serve as a foundation
for future units to help you connect the HR dots. Overall, Unit I may best be described as a dump truck of
large rocks. There are many concepts here that you will be introduced to, and it may seem overwhelming at
first. Remember that each successive unit will go deeper on what is introduced here.
Twenty-first century businesses rely on four fundamental resources known as the factors of production. Those
four resources include natural resources, capital, human resources, and entrepreneurship (Kelly & Williams,
2015, p. 7). Unit I is about putting the foundational building blocks in place to create a common philosophy
and language for exploration of human resource strategy and practice over the seven remaining units.
Kelly and Williams (2015) give us a simple definition of human resource management when they explain that
it is the job of recruiting hires, engaging in career development, and creating workforce strategies to maximize
Apart from the textbook and reading/viewing material, there are four truths to think about when working in
(and then teaching) human resource management.
Truth #1—Human Resource Management is a Support Function
On average, people tend to see their world as the center of the universe, and HR people are no exception.
For an HR professional, every move in a company is seen through HR lenses. For example, when there is a
promotion, they think about equal employment opportunities, training, salary adjustments, talent retention,
management development, organizational development for those who were not promoted, and the list goes
on. Over time, they can tend to make decisions based on risk avoidance that may be best for HR, but not
necessarily best for the business. People who are interested in the HR field need to hear this clearly; the
business will go on without you, and you exist to support the business. HR people have incredible potential to
enhance the business or become HR cops; the latter produces little or no value for the firm. An HR person is
a servant and support mechanism first.
Truth #2—The Ripple Effect
Sometime on a calm spring morning, find a pond, and throw a rock into the middle. What you will see is the
waves of that rock going away from the point of impact and, while diminishing, if you can follow them,
BHR 3352, Human Resource Management
touching every piece of the shoreline. What you cannot see (but physicists willUNIT
tell you),
is thatGUIDE
the rockmoving water molecules affected every part of the pond, even if ever so slightly.
This is the tough reality of
human resource management. When a policy is formed or a procedure is changed, there is a ripple effect to
the entire firm. For example, let’s say I, as a manager, realize I am not offering a high enough entry-level
wage to college graduating engineers in my firm, and thus, I increase the starting offers from $60,000 per
year to $70,000 per year. Maybe I can better acquire and retain good engineering talent? It seems like a good
decision. What else is likely to happen? First, the engineers I hired in the last three years will be disgruntled
over wage compression, and I am likely to see turnover in this group, more complaints in my office, and more
counteroffers to contend with, and, perhaps this was just enough to push the disgruntled types over the edge
to a union certification campaign. There are many other issues to be concerned with, but you can now see
that by making a “wise” decision in order to increase recruiting of new engineers, I have demotivated a major
part of my workforce, increased my workload, massively increased labor costs as replacement costs of
leaving one-to-three-year engineers will be higher, and now I have a union knocking on my door. Nothing in
HR is done in a vacuum, and HR professionals constantly have to think about the ripple effect and long-term
unintended consequences.
Truth #3—Globalization is Not “Out There”
Often, people think knowing about globalization is important if your business is global, meaning operations
outside of the United States. What they do not realize, is that about 99% of the time employees and
customers are global by perspective, culture, and experience. Picture this: An HR manager’s first assignment
outside of HR was with a large international Fortune 500 manufacturing firm. As a general practice, he held
Monday morning stand-up meetings to make sure everything was going to plan and everyone was supported.
When the manager took the role, the lead engineer was from Vietnam and, no matter how many times the
manager asked him how it was going, he always replied, “Everything is going great boss, thank you.” Over
time, the HR manager could see things were not going great, and he began to question both his lead
engineer’s ability and integrity. About this time, a coworker of the manager (whom he was complaining to
about the situation) clued him in that due to the cultural effects of power, distance, and saving face, his lead
engineer would never be so rude as to change his answer in public. In order to resolve this, after his Monday
standups the manager began to engage in casual conversations while walking with his lead engineer back to
his office and to occasionally take him out to lunch. In three weeks, the manager and engineer had a new,
honest, and transparent relationship. A clash of cultures almost led the manager to firing one of his best
engineers. Globalization is real, here, and right now.
A large university is no different from any other global organization in today’s world. Students attend classes
electronically from all over the globe. Even a residential campus may have students from countries such as
Japan, Brazil, Spain, Germany, Mongolia, Ukraine, Canada, Mexico, Australia, and Great Britain. The
residential university may be home for employees who originated from some of these same countries. The
online faculty could be from all over the world. Therefore, the university has a global presence. As a result,
the HR efforts must be aware of the wealth of things these cultures have in common while at the same time
being sensitive to the differences.
Truth #4—HR is Not for the Emotionally Unstable or Mono-Task Person
 What is there to love about HR? No day is ever the same.
 What is there to hate about HR? No day is ever the same.
People often say they want to work in HR. When asked why, they inevitably respond, “because I like people.”
If this is the response, they should seriously consider the other aspects of the field that are not as pleasant.
Yes, giving jobs to new college graduates is fun, promoting people is fun, and passing out stock options is
fun. However, you cannot wear your heart on your sleeve when you lay off an individual with 20 years of
service due to economic cuts. You cannot be too scared to do your job when you have to fire the individual,
who is violent with his or her manager. These are hard days, and they do happen.
On any given day, you may have to build a training program for new managers, conduct sexual harassment
training, review and authorize a new supplier of HR services, conduct salary analysis, fix someone’s
inaccurate paycheck, break up a fight in the parking lot, or build a succession plan for your CEO. In HR, you
are not dealing with static technology and processes; you are dealing with dynamic people who can be
BHR 3352, Human Resource Management
heroes and boneheads in the same shift. It is an awesome field, but the seasoned
will have
thick skin, keen judgment, and will understand the second and third tier consequences
of their choices.
Kelly, M., & Williams, C. (2015). BUSN: Introduction to business (7th ed.). Stamford, CT: Cengage
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to
submit them. If you have questions, contact your instructor for further guidance and information.
For additional information regarding the topics discussed in this unit, please see the following videos. These
videos visually demonstrate the concepts discussed in the unit lesson and readings.
Chapter 01: Seeing People As a Strategic Resource
Chapter 14: Aligning Strategy With Practice
BHR 3352, Human Resource Management
Unit I Assignment Grading Rubric
Achievement Level
Level 1
Content 0 – 23
(40 points)
Content is often irrelevant;
information may be
noticeably incorrect and/or
(35 points) 0 – 20
Level 2
Level 3
28 – 31
32 – 35
36 – 40
Content is somewhat
relevant and informative;
may stray off topic a few
Content is mostly
relevant and informative;
may stray off topic one or
two times.
Content is relevant and
informative; may stray
slightly off topic one
Content is highly
relevant and
informative; remains
on topic.
21 – 24
9 – 10
Several areas of the
Most of the assignment is
assignment may be slightly
clearly inaccurate and lacks
lacking in accuracy and/or
attention to detail.
attention to detail.
Writing 0 – 5
(10 points) Writing lacks clarity and
conciseness. May have
several serious problems
with sentence structure and
grammar. Numerous major
or minor errors in
punctuation and/or spelling.
Level 5
24 – 27
25 – 27
Some areas of the
A few areas of the assigned
The assigned tasks may be
assigned tasks may be
tasks may be missing;
mostly incomplete or
missing or incomplete;
completed tasks may need
poorly done.
completed tasks are fairly
well done.
(15 points) 0 – 8
Level 4
28 – 31
32 – 35
All areas of the
Most or all areas of the
assigned tasks are
assigned tasks are
addressed and
addressed and
competently completed.
14 – 15
11 – 11
12 – 13
Most of the assignment is Most of the assignment
fairly accurate and shows is accurate and shows
fair attention to detail.
good attention to detail.
Writing is somewhat
Writing lacks clarity and/or
clear and concise.
conciseness. May have
Sentence structure and
minor problems with
grammar are fairly strong
sentence structure and some
and mostly correct. Few
grammatical errors, as well
minor errors in
as several minor errors in
punctuation and/or
punctuation and/or spelling.
Writing is mostly clear
and concise. Sentence
structure and grammar
are strong and mostly
correct. Few minor
errors in punctuation
and/or spelling.
Accuracy is excellent
and close attention to
detail is clearly
evident in all parts of
the assignment.
9 – 10
Writing is clear and
concise. Sentence
structure and grammar
are excellent. Correct
use of punctuation. No
spelling errors.

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