• Formulate a research question that has relevance to the course focus on various contexts for people strategy
• Demonstrate knowledge of the courses’ theories about people strategy trough conducting a theoretical based analysis of the research question
• Motivate the choice of theory used to address answer the research question
• Ensure a logical coherence between problem statement, analysis and conclusion.
• Discuss the theoretical and practical implications in relation to people strategy within the course’s field of study.

Key for understanding the role of HRM is to understand that HRM is more than a function or a department in an organization. It is a way of creating value through combining people with the context they are part of. The value-creation routines of HRM such as recruiting and upskilling is always relative to its context. In this course we analyzing such different contexts: the societal development, the business environment, the specific organizational dimensions such as capabilities, routines and talent management activities, and the individual context that focus on motivation and psychological safety.

HRM-routines and design can make a unique contribution to any organization that adds to and enhances the value added by management to the organization in general. While the skills and knowledge that makes HRM-routines possible are important, their ultimate relevance is determined by the value they add to the purpose of the organization and its stakeholders. In the course HRM practices and routines will be discussed in light of its potential value creation. Key concept discussed in the course will be HRM from the outside-in, sustainability, the role of organizational capabilities and routines, the notion of human capital, talent management and employee voice and a focus on purpose driven HR, self-management and the ingrained habits of managers and employees in everyday organizational life. 

In general the course will take its point of departure from these concepts and use them to distinguish the context of an reoccurring organizational case or theme. The analysis then proceeds to inquire how a particular context affects HRM-policies, processes, and activities that have developed or strategically selected by management. The final element of the analysis is to analyze the relationship between stakeholders, business development and people development.

The course works with the assumption that the students are familiar with basic organizational theory, management theory, and basic HRM-concepts. This module will link people development to strategy in specific organizational contexts and widen the students' conception of how people development and strategic choice can influence another in specific contexts.

Key for understanding the role of HRM is to understand that HRM is more than a function or a department in an organization. It is a way of creating value through combining people with the context they are part of. The value-creation routines of HRM such as recruiting and upskilling is always relative to its context. In this course we analyzing such different contexts: the societal development, the business or juridical environment, the specific organizational dimensions such as capabilities, routines and talent management activities, and the individual context that focus on meaningful work, self-management and daily habits of managers and employees.

HRM-routines and design can make a unique contribution to any organization that adds to and enhances the value added by management to the organization in general. While the skills and knowledge that makes HRM-routines possible are important, their ultimate relevance is determined by the value they add to the purpose of the organization and its stakeholders. In the course HRM practices and routines will be discussed in light of its potential value creation. Key concept discussed in the course will be HRM from the outside-in, sustainability, the role of organizational capabilities and routines, the notion of human capital, talent management and employee voice and a focus on purpose driven HR, self-management and the ingrained habits of managers and employees in everyday organizational life. 

In general the course will take its point of departure from these concepts and use them to distinguish the context of an reoccurring organizational case. The analysis then proceeds to inquire how a particular context affects HRM-policies, processes, and activities that have developed or strategically selected by management. The final element of the analysis is to analyze the relationship between stakeholders, business development and people development.

The course works with the assumption that the students are familiar with basic organizational theory, management theory, and basic HRM-concepts. This module will link people development to strategy in specific organizational contexts and widen the students' conception of how people development and strategic choice can influence another in specific contexts.

Teaching strategy

The key concept is context analysis. The course learning design builds on a case example that students analyze in class and study groups through a number of workshops. The case act as a material through which students can get an understanding of how various contexts influences the design of business and people development.  Teachers apply the case analyses in a way that covers the broad business and people development areas. The course consists of a series of podcasts and vidoes that explain core elements in the readings for the course; thematic lectures about the broad stroke of the particular context (for instance HR from the outside in or human capital); workshops with a team-based focused analysis of the case. And finally a reflection session where the students reflect upon their learning and key takeaways from the week. Notice that a key ingredient in feedback sessions will be the students own reflections about what they find important, difficult and what new knowledge and knowhow they need to obtain in their further academic development. The aim with the feedback is more concerned with finding new avenues for student learning that getting to know the ‘correct result’ of a case analysis or a reading.

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