Strategic Human Resource Management – Old State University

Strategic Human Resource Management – Old State University The School O

Identify the organizational strategy (defender, prospector, analyzer, reactor) pursued by Dean Barnes and discuss the strategy Dean Blake is pursuing. Analyze his objectives and whether his strategy aligns with the internal and external environment of the school. Recognize key problems and opportunities within the case. Formulate an HR strategic plan that supports Dean Blake’s new organizational strategy, including recommendations for staffing, performance management, compensation, and employee relations. Address how Blake’s changes should be communicated and introduced to faculty, supporting your suggestions with HR theories, concepts, and models based on textual references.

Paper For Above instruction

The organizational strategies adopted by educational institutions significantly influence their management approach and operational tactics. Analyzing the strategic orientations of Dean Barnes and Dean Blake at Old State University’s School of Business provides insights into their leadership philosophies and adaptation to internal and external pressures.

Dean Barnes’s Strategic Approach

Dean Barnes exemplified a defender strategy—focused on consolidating existing programs, improving the quality of current offerings, and maintaining stability. His tenure emphasized traditional programs such as accounting, marketing, and finance, with incremental improvements like faculty upgrades and enrollment increases. The defender strategy typically involves safeguarding core competencies and concentrating operations on existing markets (Miles & Snow, 1978). Barnes’s approach, characterized by “doing the same things better,” aimed to strengthen the core academic offerings, sustain student enrollment, and uphold faculty quality standards. While consistent and stable, this strategy limited innovation and responsiveness to shifting market demands, such as declining demographic groups and evolving industry needs.

Dean Blake’s Strategic Intentions

In contrast, Dean Blake sought to enact a prospector strategy—aiming to explore new markets, diversify offerings, and implement innovative initiatives. His background in corporate marketing and leadership signals a focus on growth, market expansion, and entrepreneurial endeavors. The recommendations he endorsed—such as evening courses, satellite locations, noncredit practitioner programs, and new MBA concentrations—reflect a proactive orientation to capitalize on emerging opportunities. Blake’s intent to target adult learners, expand into underserved markets, and introduce new degree programs indicates a deliberate effort to diversify revenue streams and adapt to external demographic shifts and competitive pressures (Dess & Picken, 1999).

Alignment with Internal and External Environments

The internal environment at Old State University’s School of Business was characterized by faculty expertise, stable enrollment, and institutional prestige, but also an adherence to traditional academic paradigms. Externally, demographic decline in traditional-age students and increased competition from private colleges necessitated strategic innovation (Hitt et al., 2007). Blake’s strategy aligns well with these external realities—seeking to attract adult learners and expand geographically and programmatically—thus positioning the school for growth despite demographic headwinds.

However, internal resistance from faculty loyal to the traditional model presents a challenge. The existing faculty’s concern over stricter hiring criteria and potential devaluation of academic standards reveals tension between legacy and innovation, a common organizational challenge when strategic shifts occur (O’Reilly & Tushman, 2013). Successfully executing Blake’s strategy requires managing this internal conflict and aligning faculty practices with new institutional goals.

Key Problems and Opportunities

Problems:

- Resistance from faculty favoring the traditional academic focus, perceiving Blake’s criteria and strategic direction as threats.

- Potential decline in quality due to perceived shifts away from academic standards.

- Internal conflicts may impede swift implementation of expansion strategies.

- Risk of alienating faculty and staff, impacting morale and cohesion.

Opportunities:

- Rising demand for adult and continuing education offers a growth avenue.

- Expansion into suburban and underserved markets can increase enrollment and revenue.

- Diversification of program offerings (e.g., healthcare management, arts management) meets market needs.

- Leveraging Blake’s corporate experience can foster industry partnerships and practical learning.

HR Strategic Plan to Support Blake’s Organizational Strategy

Effective human resource management is essential to facilitate strategic change, especially when transitioning from a traditional to an innovative, growth-oriented model. The HR strategic plan should encompass staffing, performance management, compensation, and employee relations to align faculty and staff with Blake’s vision.

Staffing:

Recruitment efforts should prioritize individuals with managerial experience, willingness to teach evening classes, and a proactive approach to industry engagement. Utilizing competency-based hiring models (Campion et al., 2011) ensures candidates possess the skills necessary for flexible teaching schedules and industry collaborations. Existing faculty evaluations should incorporate criteria emphasizing adaptability, entrepreneurial mindset, and external engagement, aligning with the resource-based view (Barney, 1991) that values unique competencies.

Performance Management:

Implement a performance appraisal system that evaluates faculty on contributions to strategic objectives, such as industry partnerships, innovative program development, and student engagement in adult education. Incorporating goal-setting theories (Locke & Latham, 2002) can enhance motivation by aligning individual objectives with institutional strategy. Regular feedback and coaching sessions can support faculty adaptation, while recognition programs can incentivize proactive behaviors aligned with the new vision.

Compensation:

Design a flexible compensation structure that rewards faculty for contributions to program expansion, industry collaboration, and innovative teaching. Performance-based incentives and bonuses (Milkovich & Newman, 2008) can motivate faculty to participate actively in new initiatives. Additionally, innovative compensation packages that include professional development opportunities can attract talent with industry experience.

Employee Relations (ER):

Transparent communication is vital to managing internal resistance. Regular town hall meetings, newsletters, and faculty forums facilitate dialogue, address concerns, and promote shared vision (Meyer & Smith, 2000). Establishing faculty participation in decision-making processes—such as committees and strategic planning—can foster commitment and mitigate feelings of marginalization. A change management framework based on Kotter’s 8-Step Process (Kotter, 1995) should guide the introduction of strategic shifts, emphasizing urgency, coalition-building, and clear communication of vision and benefits.

Implementation of Changes:

To ensure smooth adoption, Blake and the Dean should create a change agent team comprising faculty champions, industry partners, and administrative staff. Pilot projects testing new programs can demonstrate success and reduce uncertainty. Continuous training in new methodologies and strategic priorities will develop internal capabilities, facilitating sustainable transformation (Schein, 2010).

Conclusion

The transition at Old State University’s School of Business from a traditional defender strategy to an innovative prospector approach requires a corresponding HR strategy that supports change. By emphasizing strategic recruitment, aligned performance management, incentivized compensation, and participative employee relations, the school can foster a committed, talented workforce ready to meet new market challenges and opportunities. Careful management of internal resistance, coupled with clear communication and inclusive participation, will be crucial to realizing Blake’s vision for growth and diversification in an increasingly competitive educational environment.

References

• Barney, J. B. (1991). Firm resources and sustained competitive advantage. Journal of Management, 17(1), 99–120.
• Campion, M. A., et al. (2011). Innovation in recruitment: HR practices that attract and retain quality talent. Harvard Business Review.
• Dess, G. G., & Picken, J. C. (1999). Building dynamic capabilities: Strategies for capturing opportunity in a rapidly changing environment. Strategic Management Journal, 20(10), 859–874.
• Hitt, M. A., et al. (2007). Managing strategic change: The role of HR in change initiatives. Academy of Management Journal.
• Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review.
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
• Meyer, J. P., & Smith, C. A. (2000). HRM practices and organizational commitment: Test of a conceptual model. Human Resource Management, 39(1), 5–19.
• Milkovich, G. T., & Newman, J. M. (2008). Compensation. McGraw-Hill/Irwin.
• O’Reilly, C. A., & Tushman, M. L. (2013). Organizational ambidexterity: Past, present, and future. Academy of Management Perspectives, 27(4), 324–338.
• Miles, R. E., & Snow, C. C. (1978). Organizational strategy, structure, and process. McGraw-Hill.