HR managers have impact in developing HRIS course - human resource; human resource information systems; teaching software applications - HR Education

HR Magazine, Nov, 1993 by H. Eugene Baker, III, Sally A. Coltrin

Collaboration between university professors and practitioners resulted in a relevant and practical way to teach software applications.

Practicing HR professionals have an advantage over academics in keeping up with new developments as they generally are in a position to monitor technological changes in their field on a day-to-day basis. Because we were cognizant of the rapidly expanding availability of HR software and wanted to counter the "ivory tower" label, we decided to take a unique approach to developing a course that would expose our students to the reality of computerization in HRM. We decided to go straight to those who are most directly affected by this technology explosion--practicing HR professionals.

Responsive course design

By getting input from practitioners through group discussions and a survey, we devised a course on computer applications in HR management that directly addresses current needs of the profession.

We decided to use a three-person team to teach the course, bringing together expertise from several areas. The teaching team is composed of one faculty member with a specific concentration in HR, one with behavioral and organizational emphasis and one with expertise in the management information systems area.

This approach was chosen initially to allow full treatment of the issues proposed by HR practitioners. Considerable effort and time were devoted to writing a syllabus both reflecting the concerns of practitioners and building on a sound pedagogical basis.

The teaching team determined that the course should not have a strictly "how-to" focus but should provide the students with an approach that would serve them well regardless of the specific software they might encounter in the workplace. Although two commercially available software packages were obtained for the course, these packages were to be viewed as instruments of learning, not the object. Our emphasis in the course was on problem solving using the software as a means to that end.

Computer applications course

The finished course has three major components: systems review, applications modules and student projects.

Systems review. This component covers roughly the first third of the course and introduces the concept of problem solving using computer-assisted techniques. Although a fundamental computer course is a required prerequisite for the course, we feel that a reinforcement of basic concepts is important as a building block. The emphasis in this area is on the integration of systems concepts with a problem-solving approach to HR problems and issues.

Applications modules. The applications modules provide a link to specific HR functional areas (recruitment, compensation, benefits, planning); each is conducted over a sequence of three class meetings. The first class in each module reflects a more traditional, academic treatment of computerization of the function. In the second class meeting, HR professionals recruited from the business community present the topic. The third session gives an opportunity for the student teams to informally discuss their software packages in the context of the particular application area.

Student projects. Student teams are assigned to develop a proposal for evaluating an HR software package in terms of its efficacy in meeting specific organizational needs. Preliminary software use is required, beginning in the second week of classes, so the teams become familiar with and somewhat proficient in the operation of their assigned package. During the remainder of the course, the teams refine their knowledge of their specific package, while developing a comprehensive approach to problem solving in a computerized environment. The final portion of the course requires the teams to present their detailed plan and an evaluation of their software package.

A new approach

The course-development process occurred in three distinct phases: a "nominal-group" decision-making session, a survey of practicing HR professionals and course preparation.

We invited several HR practitioners to a session held on campus, described as an opportunity to participate in the development of a practical applications course in the HR area. To get a cross section of practitioners, we included vice presidents of HR, directors of HR and functional HR managers from the insurance industry, manufacturing, the services industry, finance and banking, medicine, government, and public education.

Specific members of the nominal-group were selected from the current SHRM directory based on their "fit" with the cross section defined. We added to the selection criteria "number of employees" to attempt to include the larger organizations in the community. To round out the group, we also invited several members of the local chapter of the Association of Human Resource Systems Professionals to participate.

We telephoned prospective members to ascertain their interest and to elicit commitment to the project. The response was overwhelming. Virtually everyone contacted expressed a high level of interest and a desire to participate. Eighteen people subsequently attended the session.