AEB3424

Human Resource Management

in Agribusiness

- Spring 1997 -

Section A: Course Syllabus and

Introductory Information

1-3. Course Syllabus

4-5. Course Outline

6. Educational Philosophy

7. Book Report Format

8-9. Term Project Information

10-12. Triad Information

13. Facilitator Expectations

14. First Assignment

- Course Syllabus - A-1

AEB3424

Section 2147X

Human Resource Management in Agribusiness

Spring 1997

Facilitators/Leaders: K. W. Kepner

Distinguished Service Professor

Department of Food and Resource Economics

1091 McCarty Hall

IFAS, University of Florida

Phone: (352) 392-1871 (office) (352) 375-0529 (home)

Fax: (352) 392-1886

E-mail: Kepner@fred.ifas.ufl.edu

Office Hours: Monday and Wednesday

7:30 - 8:15 a.m.

10:00 - 11:00 a.m.

Many other times by appointment

Secretary: Vivian Thompson, 1083 McCarty Hall

(352) 392-1871

Text: None (Book Report Substitution)

Readings: As Assigned (Very Limited)

Course Objectives: 1. To discuss the issues involved in the strategic and effective leadership and management of the human resource in agribusiness for achieving greater organizational success.

2. To discuss human resource leadership and management ideas and techniques that, when applied, will assist in the improvement of organizational teamwork, productivity and performance.

3. To apply the learned human resource management leadership and managerial processes via case problems, triads and video exercises.

4. To help students improve their overall ability to effectively lead and manage the human resource.

5. To help students function more effectively in all their future interpersonal relationships.

Subject Matter: See Course Outline (A-4,5)

Attendance Policy: Class attendance, while both anticipated and encouraged, is not required. However, class absences will, without question, significantly impact one's ability to perform competently on student evaluations and hence upon the final course grade. Readings and written assignments are designed to supplement and support in-class discussion. They are not a substitute for it.

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Written Assignments: Written and case problem assignments will be made with regularity throughout the semester. Late papers will be significantly down-graded. On out-of-class written assignments, please collaborate only with those colleagues that are smarter than you.

IMPORTANT: All written assignments are to be submitted on smooth edged, standard 82" x 11" paper. Multiple pages are to be fastened by staples. Other connection methods, (i.e. paper clips) are not acceptable. Printed assignments are greatly appreciated. Please be sure your name and social security number are on all submitted papers.

Class Participation: This course is not designed to be a large class lecture. Student participation and contributions are actively solicited. Class participation by everyone is important for true understanding of the subject matter and therefore vital to the success of both the student and the course. All questions are welcomed.

Triads: Students will be involved in triad (manager-associate-observer) simulations on three(3) human resource management and leadership situations. Written triad performance reports will be required. Students are encouraged to submit their triad teams as soon as possible, but no later than Monday 27 January 1997. (See Triad Information sheet for details) (A-10,11,12). The triad teams can also be utilized for case problem assignments.

Minor Evaluations: Periodically announced and unannounced evaluations of readings and class presentation materials and discussions are a possibility. Historically, the frequency of these minor evaluations has been inversely related to the facilitator's perception of class participation and preparedness. Students may be excused from these minor evaluations for a valid reason. However, no make-up of these minor evaluations will be permitted.

Major Evaluations: There will be two required major evaluations and a required final evaluation during the semester. Evaluation question format will emphasize essay, case problems and short answer responses.

Book Report: A required written book report is utilized as a substitute for the textbook. The book report is to be on a facilitator approved "popular" human resource management/leadership book. Detailed book report instructions are included with this packet (A-7).

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Term Project: The term project involves the development of a mini-human resource management research paper based upon interviewing industry leaders and managers and/or organizational associates. Detailed term project instructions are included with this packet (A-8, 9).

Programmed Notes: Most of the course materials utilized in AEB3424 are contained in a course packet and utilize a programmed notes format. Characteristics of this format include a) fill-in the blank, b) listing of important ideas and c) self-evaluation of current practices and improvement opportunities.

Academic Honesty: As a result of completing the registration form at the University of Florida, every student has signed the following statement: "I understand the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University."

UF Counseling Services: Resources are available on-campus for students having personal problems or lacking clear career and academic goals which interfere with their academic performance. These resources include:

1. University Counseling Center, 301 Peabody Hall,

392-1575, personal and career counseling;

2. Student Mental Health, Student Health Care Center,

392-1171, personal counseling;

3. Sexual Assault Recovery Services (SARS), Student Health Care Center, 392-1161, sexual counseling;

4. Career Resource Center, Reitz Union, 392-1601, career development assistance and counseling.

Evaluation Procedure: (Tentative Weights)

Class Participation, Discussion, Triad

Performance, Written Assignments, etc 20%

Major Evaluations (2) 20%

Book Report 20%

Term Project 20%

Final Evaluation 20%

Total 100%

- Course Outline - A-4

AEB 3424

Human Resource Management in Agribusiness

Spring 1997

A. Course Syllabus and Introductory Information

B. Introduction to Agribusiness Human Resource Management

1. What Managers Manage

2. The Importance of the Human Resource

3. The New Business Environment

4. Where Business Losers Go Wrong, What Winners Do Right

5. Employees or Associates

6. Characteristics of Highly Productive People

7. Managing and Goal Setting

8. Establishing Course Goals and Action Plans

9. Obstacles to Improved Performance

C. Developing Human Assets Not Organizational Liabilities

1. Evaluating Human Resource Beliefs and Philosophy

2. Assessing Associate Job Needs

3. Effectively Leading (Managing) the Change Process

4. Associate Motivation: Myths-Facts-Responsibility-Opportunity

5. Managing Associates by Exception

6. Management Feedback and Associate Performance

7. Recognizing Average Associates

8. Helping Associates Improve Performance

9. Managing Problem Associates

10. Fire or Salvage

11. Developing Associate Involvement and Commitment

12. The Communication Process

a. Importance e. Attitude

b. Understanding f. Feedback

c. Differences g. Listening

d. Assumptions h. Strategy

13. Agribusiness Human Resource Management Case Problems

14. Effective Human Resource Management Applications - Triads

A-5

D. From Management to Leadership

1. Let's Get Rid of Management

2. Dynamic Leadership and the Changing Business Environment

3. Managers vs Leaders

4. Potential Leadership Myths

5. Becoming a More Effective Leader

6. The Positive Leadership Model

7. How to Be a Positive Leader

8. Leadership and the Organizational Culture

9. Creative Leadership

10. The Alternative Leadership Styles

11. Leadership Style Effectiveness

12. The Nissan Way

13. Step-By-Step Leadership

14. Leading from the HEART

15. Teamwork Case Problem

16. Leadership Case Problems

E. Selecting Productive Associates (Time Permitting)

1. The Human Resource Selection Model

2. Effective Selection Guidelines

3. Developing the Associate Profile

4. Recruitment

5. Reviewing and Screening Applications

6. The Interview Process

7. The Selection Decision Including Legal Ramifications

8. Associate Orientation

9. The Selection Process Case Problem

F. Human Resource Management in Agribusiness: Summary/Conclusion

1. Human Resource Management and Total Quality Performance

2. Quality of Work Life

3. Twenty (20) Critical Management Competencies

4. Organizational and Personal Action Plans

A-6

- Educational Philosophy -

K. W. Kepner

Distinguished Service Professor

IFAS, University of Florida

- Student learning at the college/university level, and therefore instruction at this level, must be viewed from the perspective of andragogy (the art of science of helping adults learn) versus pedagogy (the art and science of helping children learn). Therefore, effective college/university educators are andragogists rather that pedagogists.

- College/university students, for educational purposes, must be viewed as adults. Adults learn best when:

6 They recognize why they have the need to know before they begin the learning process.

6 They believe they are responsible for their own decisions and they exercise self-directiveness.

6 The educational process utilizes their experiences as a resource for learning.

6 They can readily and immediately apply the subject matter to real-life situations.

6 They can visualize how the subject matter can assist in solving current and future life problems.

6 They are motivated from within and the learning facilitator creates a positive motivational learning environment.

- Most importantly, adults (college/university students) do not learn very well by being told. Therefore, the most effective college/university educators do not view themselves as teachers but rather as facilitators of the learning process.

- Effective facilitors of adult learning make extensive use of a variety of interactive educational activities and materials including but not limited to case problems, triads, video illustrations, computer simulations, interactive handouts, etc.

- As a facilitator of adult agribusiness management learning at the University of Florida, my responsibility is to help prepare students for life because everyone (a) lives by selling something (AEB3341) (b) utilizes interpersonal human relations skills (AEB3424 and AEB4931), (c) is a marketer of their, and often others' products and/or services (AEB4342) and (d) manages within the contemporary economic system (AEB4325).

- AEB3424 - A-7

Human Resource Management

Book Report Format

Spring 1997

(5) 1. Title Page (Title, Author, Publisher, Date)

(5) 2. Author's Page (Author's background, experience, qualifications, etc., if available)

(10) 3. Table of Contents -

a. The Book Itself (detailed with appropriate page numbers)

b. Your Book Report (with page numbers)

(20) 4. Executive Summary -

- A two(2) page Executive Summary of the book's content designed so a busy executive can read the highlights of the book and decide if there is interest in reading the rest of the report.

(30) 5. Book Review -

a. Organization Alternatives -

- As organized by author (chapters, sections, etc.)

- Organized by some other method that you believe to be more appropriate

b. Length -

- Long enough to adequately review the important topics discussed by the author, short enough so as not to be redundant (10 typed double spaced pages is the minimum length suggested for this section, the body of the book report).

(20) 6. Conclusion -

- Detail the 7-10 most important ideas that you believe the author discusses from the perspective of their value in helping managers improve their human resource leadership and/or management effectiveness.

(10) 7. Evaluation -

- Your evaluation of the book, its potential value to managers, its consistency with class discussions, how it might be improved, would you recommend it to others, for what reasons, etc.

8. Due Date -

- Friday 28 February 1997.

AEB3424 A-8

Human Resource Management in Agribusiness

Term Project - Interview Industry Leaders, Managers

and/or Associates

Spring 1997

1) Develop a mini-human resource management research paper based upon interviewing industry leaders and managers and/or associates. The precise details of this project are to be outlined by you in your project proposal. The proposal, which is due Wednesday 5 March 1997, will be reviewed and returned with observations and suggestions. Approval of your proposal is required as a prelude to the interview process and the project development.

2) A suggested outline of the project proposal follows:

a) Brief (1-2 paragraph) background/situational statement detailing the importance of the research area

b) Research objective (very important)

c) Research procedure (number and type of managers and/or

associates to be interviewed, type of organizations represented, etc.)

d) Interview questions (preliminary)

e) Research timetable

3) A suggested outline for the completed term project mini-research paper should include the following sections:

a) Items a-c from the project proposal (see #2 above). (15)

b) The finalized interview questions that were utilized. (10)

c) Detailed background on the interviewed managers and/or associates including their responsibilities and how they might be contacted. (5)

d) Discussion of the manager and/or associate responses to the human resource areas being researched, the research results. (15)

e) Discussion and evaluation of the differences and similarities among the interview respondents. This includes the consistency of the responses to your human resource management beliefs, the beliefs of your book report authors, class discussions, etc. Basically this is an evaluation of the research results. (25)

f) Evaluate, from your perspective, the human resource management/leadership effectiveness of the interviewed managers/associates regarding the research topic with specific management improvement recommendations. (20)

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g) Observations regarding the most valuable human resource management lessons learned from the research how the research project might have been improved, was the research objective achieved for what reasons, etc. (10).

h) Appendix of completed questionnaires.

4) Some additional project guidelines which may be useful include:

a) The most effective term projects are generally those that focus on a specific as contrasted to a general topic, i.e. feedback as opposed to communication.

b) A wide variety of different human resource management topics exist. Choose one in which you have a particular interest.

c) Your book report, class discussions and class handouts should provide ideas regarding specific topics that you might like to pursue as well as some that you might want to avoid.

d) Emphasis upon scaled response questions rather than open-ended questions is recommended because it will facilitate tabulation and analysis of the research results.

e) Suggested minimum length is 12 double spaced typed pages not including the Table of Contents and Appendix.

f) Term project due date is Wednesday 23 April 1997 at 4:00 p.m.

AEB3424 A-10

Human Resource Management in Agribusiness

Spring 1997

Triad Information

A. What Is A Triad?

- A triad involves three people role playing a predetermined situation. For AEB3424, the three triad members role play a manager, an associate (employee) and an observer. The triad team rotates roles so each triad member plays each role for each management situation. (see D-3 below).

B. What Is The Objective Of The Triad Exercise?

- The objective of using triads is to provide students the opportunity to practice, via role playing, the application of important human resource management techniques that are discussed and illustrated in class.

C. What Human Resource Management Situations Will Be Role Played In The Triad?

- It is currently anticipated that three human resource management situations will be practiced via triad exercises. These will include:

1. Recognizing Average Associates (Employees)

2. Helping Associates (Employees) Improve Performance

3. Discussing Disciplinary Action

- These triad assignments will be done outside scheduled class hours at mutually agreed upon times by the participants of each triad.

D. Precisely What Is the Triad Assignment? What Are the Assignment Expectations?

- The expectations of the triad assignment will be explained utilizing the "Recognizing Average Associates" situation as an example. Each student will be expected to do the following:

1. Develop (write-up) a description of a specific average associate including details of both the associate's work responsibilities and activities, and his/her personal life. Even though the associate is considered to be an

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average worker be sure to detail two or three specific work activities that the associate performs well and some work activities that are not performed up to standard. Provide enough information so one of the other triad team members, by reading and studying the description, can effectively role play this average associate when you act as the associate's manager. Be sure to be very specific and detailed about this average associate.

2. Submit your average associate description to the course facilitator for approval. This is a vital requirement.

3. After receiving course facilitator approval of your average associate description, share the approved description with the triad member that will be playing the associate's role.

4. Role play the situation utilizing the class discussed and illustrated process. Each student, acting as a manager, has the responsibility for "recognizing" the average associate they have described in D-1 above. All triad members, through rotation, will thereby play all three triad roles for the average associate as illustrated below:

Triad Role Rotation #1 Rotation #2 Rotation #3

Manager Student-A Student-C Student-B

Associate Student-B Student-A Student-C

Observer Student-C Student-B Student-A

5. After each rotation the triad team should discuss the human resource management experience that was just concluded with the observer having the major responsibility for leading this discussion.

6. Each student, as the manager, develops an individual report of the triad experience which must include the following:

a) The description of the average associate (D-1)

b) The observer's detailed and objective evaluation of the manager's performance. Special emphasis is to be placed upon the extent to which the manager followed the class discussed and illustrated procedure and specific managerial improvement opportunities. The observer is to rate the manager's performance on a 1-10 scale with ten being perfect.

c) A brief observer's assessment of the extent to which the associate played his/her role appropriately.

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d) A detailed self-evaluation of your performance as a manager including the extent to which you followed the discussed and illustrated procedure and how your performance could have been improved. The self-evaluation should also rank your performance on a 1-10 scale.

7. Observer's Role - No one's role in the triad exercise is more important than the observers. The observer has responsibility for leading a discussion after each rotation on what was done well and what might have been improved. It is also the observer's responsibility to provide the manager with a write-up on both the manager's and associate's performance for inclusion in the manager's report.

8. Associate's Role - The associate has the responsibility for reading and studying the associate's description (D-1) as developed by the manager and role playing the part as realistically as possible. The associate, in all the triad exercises, should be neither a push-over nor a

S-O-B.

9. Although not required, it is suggested that the triad groups video their role playing situations. The video improves the learning process, makes it easier to write the self-evaluation and qualifies for extra credit.

E. Conclusion

- By following these triad guidelines the triad exercises can be a valuable human resource management learning experience. Please advise should questions exist and/or should additional information be desired.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -NOTE: Referring to Triad Rotation #1, (D-4) student A is the manager. He/she is to turn in the following to the course facilitator:

1 - Associate description (D-1) and (6-a)

2 - Observer critique of manager as written by student C (6-b)

3 - Associate critique as written by student C (6-c)

4 - Self performance evaluation (6-d)

These requirements exist for each student when they role play the manager for each of the three triad situations as identified in Section C.

A-13

AEB3424

Human Resource Management in Agribusiness

Facilitator Expectations

of

Course Participants

When entering new experiences, everyone has expectations regarding what should, is expected to, occur. In a university course environment it may be helpful, to both the course leader and the students, if the leader identifies his expectations of the students. Therefore, your course leader has identified the following expectations of the students enrolled in AEB3424, Human Resource Management in Agribusiness during Spring Semester 1997:

1. Be an interested and concerned listener.

2. Be open minded and willing to objectively evaluate new ideas.

3. Be challenging and questioning of:

a) yourself

b) classmates

c) outside resources

d) course leader

4. Provide the course leader with objective and frequent feedback on his performance.

5. Show creativity and ingenuity.

6. Have a positive and cooperative attitude.

7. Participate in class discussions.

8. Exhibit teamwork in triad and other team exercises.

9. Act with the highest possible level of integrity.

10. Accept the fact that in Human Resource Managements, as well as in life, most things are neither white or black but rather are shades of grey.

11. Have a commitment to performance excellence including:

a) attendance

b) appropriate study effort and time

c) thoughtful, on-time assignments

d) a questioning mind

Conclusion:

Your course leader has high expectations of AEB3424 students. The rewards for fulfilling these expectations include positive feedback, a positive learning experience and the achievement of your course grade goal. What expectations do you have of the course leader? (See assignment for Wednesday 8 January 1997).

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- Assignments -

AEB3424 / Section 2085X

Human Resource Management in Agribusiness

Spring 1997

Due: Friday 10 January 1997:

(1) Develop a list of the words/phrases that describe characteristics of effective and ineffective people managers. Please be as specific as possible. Talk to other people who have worked for one or more managers and utilize their input.

(2) The course facilitator has detailed his expectations of course participants. As a course participant, detail your expectations of the course facilitator.

Due: Wednesday 15 January 1997:

(1) Preview at least two "popular" human resource management/leadership books. Submit the following specific information: title, author(s), publisher, copyright date, and table of contents. Indicate your book preference for the report and the reason(s) for this preference.

(2) Many organizations are utilizing names other than employees when referring to their workforce. One of the most commonly used substitutes is associates. In the work environment identify the connotations that are most commonly associated with these two words: employee and associates.