College of administration and finance sciences assignment (

1. College of Administration and Finance Sciences
Assignment (1)
Deadline: Saturday 16/10/2021 @ 23:59
Course Name: Cost Accounting
Student’s Name:
Course Code: ACCT 301
Student’s ID Number:
Semester: 1st
CRN:
Academic Year: 1443 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: /5
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
· The Assignment must be submitted on Blackboard (WORD
format only) via allocated folder.
· Assignments submitted through email will not be accepted.
· Students are advised to make their work clear and well
presented, marks may be reduced for poor presentation. This
includes filling your information on the cover page.
· Students must mention question number clearly in their
answer.
· Late submission will NOT be accepted.
· Avoid plagiarism, the work should be in your own words,
copying from students or other resources without proper
referencing will result in ZERO marks. No exceptions.

2. · All answers must be typed using Times New Roman (size 12,
double-spaced) font. No pictures containing text will be
accepted and will be considered plagiarism.
· Submissions without this cover page will NOT be accepted.
Assignment Question(s): (Marks 5)
Q1. Examine with suitable examples, how “Vision and Mission
statement” influence the organization’s decision making
process? Also provide vision and mission statement of any two
Saudi companies.
(1.5 Marks)
Answer:
Q2. The following data has been taken from the records of ABC
Company for the year 2015: (1 Marks)
Month
Units Produced
Total Cost (SAR)
January
3,500
35,500
February
3,750
35,750
March
4,000
36,000
April
4,250
36,250
May

3. 4,500
38,000
June
4,750
43,000
July
2,750
32,000
August
3,250
32,500
Required:
Using the high-low method of analysis, find out variable cost,
fixed cost and determine a cost function.
Answer:
Q3. MNM Corporation provides you the following accounting
information related with a particular product:
(1.5 Marks)
Particulars
Amount (SAR)
Selling price per unit
500
Variable cost per unit
200
Total fixed cost
240,000
Use cost volume profit analysis to answer the following
questions:
a) Determine the break-even point in units?
b) Determine the break-even point in sales value SAR?

4. c) What will be the pretax profit if company sells 1,200 units of
the product?
d) How many units the company will be required to sell to reach
a target pretax profit of SAR 150,000?
Answer:
Q4. X Ltd. makes metal products and sells a metal product for
SAR 150 per units. The company’s variable cost is SAR 35 per
units and total fixed cost are SAR 51,750. The company’s
estimated next year budgeted sales are 1,500 units. You are
required to calculate: (1 Marks)
a) Degree of operating leverage
b) Margin of safety in units
c) Margin of safety in SAR value
Answer:
r Academy of Management Perspectives
2015, Vol. 29, No. 3, 357–369.
http://dx.doi.org/10.5465/amp.2014.0127
S Y M P O S I U M
MAKING STRATEGIC HUMAN CAPITAL RELEVANT:
A TIME-SENSITIVE OPPORTUNITY
DAVID KRYSCYNSKI
Brigham Young University
DAVE ULRICH
University of Michigan
The domain of strategic human capital is emerging at the
intersection of strategy and

5. strategic human resource management. Because it is still in the
development phase, its
core underlying assumptions have not yet solidified. This
presents a unique and time-
sensitive opportunity to explore and challenge these core
assumptions and, specifically,
to evaluate whether these assumptions mesh with the lived
experiences of practicing
managers. We argue that now is the time for the field to ground
itself in practical
phenomena so that its insights moving forward can be both
academically rigorous and
practically relevant. In this paper we illustrate the problems of
theory for the sake of
theory by systematically comparing the assumptions required in
firm-specific human
capital theory against the lived experiences of workers and
managers. We then identify
several phenomena that present new and useful opportunities to
expand theory in the
strategic human capital domain.
“There is nothing more practical than a good theory.”
—Kurt Lewin (Lewin, 1951, p. 169)
What guidance does the emerging strategic hu-
man capital field offer to the manager who wres-
tles daily with rapidly changing product and labor
markets? One of us recently worked with a company
that has competed through product innovation for
decades but now wants to evolve its strategy from
product leadership to customer intimacy. Leaders
can articulate this shift, talk about why it matters,
define desired outcomes in financial and customer
terms, and recommend the actions to make it hap-
pen. But within the company they find work pat-

6. terns and assumptions that are difficult to uncover
and even more difficult to change. In other words,
the company has a deeply embedded and historical
culture of product leadership that may not align
with the desire to shift to a new culture of customer
intimacy.
As we look to the academic literature both in
strategy and in strategic human resource manage-
ment (SHRM), we find much about HR practices
(see Jiang, Lepak, Hu, & Baer, 2012, for a review and
meta-analysis), firm-specific human capital (Hatch
& Dyer, 2004; Wang & Barney, 2006; Wang, He, &
Mahoney, 2009), and mobility constraints (Campbell,
Coff, & Kryscynski, 2012), but not much about how
a company can redirect the actions and behaviors of
its critical human capital to deliver on the changing
demands of the external marketplace. This is just
one example of demanding, practical human capital
problems that managers deal with every day but
that our academic literature seems to ignore—yet
more evidence of the commonly discussed divide
between theory and practice (Bartunek & Rynes,
2014).
Some companies are trying to close the theory–
practice gap by reaching out to academicians, who
tend to apply traditional academic mindsets rather
than bridging mindsets. Here is an example we re-
cently observed: One leading analytics company
hired well-trained theorists and researchers to help
with human capital challenges using the best
methods and approaches available in academic re-
search. After considerable effort they developed
a model that improved the explained variance in

7. retention at a statistically significant level. But
357
Copyright of the Academy of Management, all rights reserved.
Contents may not be copied, emailed, posted to a listserv, or
otherwise transmitted without the copyright holder’s express
written permission. Users may print, download, or email articles
for individual use only.
http://dx.doi.org/10.5465/amp.2014.0127
when they shared their results, a thoughtful observ-
er asked, “So how serious is the problem of regret-
table losses in the company?” The researchers
responded that the company was experiencing less
than 2% regrettable losses for the key positions and
top levels, a practically insignificant figure given the
other business challenges business leaders face at
this company such as global market penetration,
product innovation in declining markets, an activist
investor trying to strong-arm changes, a culture of
silos rather than collaboration, and so forth. The
problem is that the academics led their work with
theory and assumptions about what was important
rather than with questions about the substantive
business challenges facing this company. As a con-
sequence, they provided a carefully crafted and
rigorous answer to a strategically unimportant ques-
tion for this particular company.
The emerging domain of strategic human capital
has a unique opportunity to engage in research that
closes rather than widens the gap between theory
and practice. This emerging domain seems to be

8. bringing together scholars and practitioners from
two different traditions: strategy and human re-
source management (Wright, Coff, & Moliterno, 2014).
As with all scholarly domains, strategy and human
resources leverage very different assumptions in
their approaches to research (Molloy, Ployhart, &
Wright, 2010). These assumptions create both ten-
sions and opportunities for those interested in
bringing these two fields together. As scholars from
these different traditions merge approaches, these
assumptions are naturally challenged, explored,
debunked, and extended. Thus, it is likely that the
strategic human capital domain will emerge with an
assumption base that simultaneously extends, bor-
rows, and eliminates assumptions from its two
parent traditions.
Also, while scholars carefully work to select ap-
propriate theoretical assumptions, there is a unique
and time-sensitive opportunity to evaluate those
assumptions against the phenomena of strategic
human capital. Specifically, while many scholars
are actively engaged in exploring assumptions we
have a time-sensitive opportunity to simultaneously
check our assumptions against practice. As the field
matures and grows into a paradigm, the core as-
sumptions will become taken for granted and diffi-
cult to challenge. If the practical phenomena are not
carefully integrated now, we may miss the window
of opportunity to make this emerging field one
that narrows the theory–practice gap and contrib-
utes both theory and relevance. As noted above,
companies are currently relying more on analytical
rigor, but if this rigor comes with traditional aca-
demic theory and approach, then companies may

9. find greater insights into less relevant problems. It is
important to test the academic assumptions and to
evolve them into the world of practice without los-
ing theoretical elegance and research rigor. This
way the field can emerge with a set of assumptions
that take the best of both theoretical worlds and
accurately reflect the experiences of practicing
managers striving to realize human capital-based
competitive advantages.
We worry, however, that the natural approach of
academicians is to meld the assumptions of strategy
and HR as primarily a theoretical exercise rather
than a merged theory–practice exercise. Specifical-
ly, while strategic human capital scholars examine
and evaluate which core assumptions to inherit
from strategy and which from human resources, we
worry that there may not be enough engagement
with the phenomena. Assumptions are, by defini-
tion, simplifications that allow theorists to abstract
away from the inherent heterogeneity in real-life
situations. They provide the theorist with a conve-
nient ability to explore one key mechanism while
holding all other factors constant across units of
analysis. The problem is that by starting with as-
sumptions in one theoretical domain and compar-
ing to assumptions in a different theoretical domain,
theorists continuously live at least one step re-
moved from managers’ lived experiences. As as-
sumptions pile upon assumptions theorists get
further and further away from the phenomena, and
the theories become less and less likely to satisfy
Kurt Lewin’s definition of “good theory” referenced
in the opening quotation.
In addition to failing to provide useful insight to

10. practical managers, theory that is too far removed
from the phenomena may lead to policy implica-
tions that hurt rather than help competitiveness. We
will use firm-specific human capital as an illustra-
tive whipping boy for the broader set of strategic
human capital theories, partly because it is so easy
to pick on (i.e., low-hanging fruit) but also because
one of the authors is deeply steeped in the firm-
specific human capital paradigm. We have heard
some well-respected scholars discuss the global un-
derinvestment in firm-specific human capital (some
comments along these lines may even appear in
this special issue) and imply that we need policy
changes to shift incentives for individual employees
to invest in firm-specific human capital. We believe
that such conclusions are based on assumptions that
358 AugustAcademy of Management Perspectives
do not mesh with the phenomena. Thus, such pol-
icy implications at best may lead to inefficient re-
source allocation, but at worst could actually damage
the global competitiveness of any nation or state that
chooses to engage such policies.
Our position is unabashedly normative. We be-
lieve that strategic human capital scholars should
deeply engage the phenomena they study and look
carefully for situations where theories fail to explain
reality—that is, scholars should look for what
Christensen and Carlile (2009) called “anomalies.”
Doing so may allow strategic human capital schol-
ars to follow in the footsteps of intellectual pio-
neers such as Frederick Taylor, Frank and Lillian

11. Gilbreth, Chester Barnard, and many others who
leveraged the complexity of actual phenomena to
generate new and useful theories. Starting with
assumptions leads to more refined current theories;
starting with the phenomenon leads to the creation
of innovative new theories. This is a useful time for
strategic human capital to discover new concep-
tual frameworks and assumptions by bridging the
theory–practice gap.
We first briefly discuss the theory–practice gap in
management research and then describe why the
strategic human capital domain is at risk of widen-
ing rather than closing this gap. We then describe
how delving into the phenomena may help strategic
human capital research to close the theory–practice
gap. We illustrate this potential by describing sev-
eral emerging phenomena that we observe in prac-
tice and explore the possibilities for strategic human
capital scholars to leverage these kinds of phenom-
ena to develop “good theory.”
ILLUSTRATING THE THEORY–PRACTICE GAP
Many have discussed the potential problems of
the theory–practice gap in management research
(e.g., Bartunek & Rynes, 2014; Daft & Lewin, 2008;
Rynes, Bartunek, & Daft, 2001), but we believe the
emerging strategic human capital domain has
a time-sensitive opportunity to bring theory and
practice closer together. The problem, however, is
that much of our academic training may actually
cause us to drift further from practice rather than
closer to it.
Management scholars are well trained in looking

12. for theoretical gaps in the literature. Specifically,
doctoral students frequently cut their teeth on
comprehensive exam questions that require them to
compare and contrast different core theories and
identify gaps and tensions between the two. Many
times, these gaps arise from disparate and/or con-
flicting assumptions in two theoretical domains.
When doctoral students effectively compare the-
ories and identify interesting tensions they are
rewarded with passing scores, and the implicit re-
ward reinforces within those students the impor-
tance of looking for these kinds of gaps. Rewards for
these kinds of interesting theoretical insights re-
main well into academic careers.
While the ability to identify theoretical tensions
may be particularly valuable for generating theoreti-
cal insights, examining theoretical tensions devoid of
phenomenological grounding risks developing theo-
ries that do not mesh with managers’ lived experi-
ences. This occurs because theoretical assumptions
are, by definition, oversimplifications. In some cases,
they are vast oversimplifications. Consider, for ex-
ample, Becker’s (1964) assumption that wages accu-
rately proxy for the total personal value workers
derive from their employment. Becker’s purpose was
to theoretically explore returns to individuals from
investments in firm-specific versus general human
capital. The challenges of dealing with worker non-
pecuniary preferences and different HR systems
within different firms would have significantly dis-
tracted from the core purpose of his exploration.
In fact, wages/financial gain is only one of many
well-documented sources of personal value that
employees gain from employment. Thus, he applied

13. a vast oversimplification and clearly acknowledged
the limitations of his assumption. As with Becker,
theorists benefit greatly from the opportunity to
apply theoretical assumptions so that they can focus
narrowly on a few theoretical mechanisms and hold
all other factors constant, as if they existed in a re-
ality vacuum.
Assumptions like Becker’s (1964) are quite useful
in pushing theory forward, but they also have
downsides. As oversimplifications, assumptions are
naturally at least one step removed from manage-
rial experiences. Managers, unlike theorists, do not
have the luxury of assuming that all employees have
similar and simple motivations or that customers
have homogenous preferences. Managers must deal
with the constant heterogeneity embedded in real
organizational life.
When we examine theoretical gaps and tensions
between assumptions in different theoretical disci-
plines, then, we are exploring the tensions between
purposeful oversimplifications. When we examine
tensions between assumptions, it is possible that
resolving those tensions will lead to new theoretical
insights that better explain the phenomenon. It is
2015 359Kryscynski and Ulrich
also possible, however, that resolving theoretical
tensions can take researchers even further from
the phenomenon, widening (or exacerbating) the
theory–practice gap that others lament (Rynes et al.,
2001).

14. There are a number of theoretical conversations
in the strategic human capital domain that may
suffer from the theory–practice gap. As noted above,
there is a substantial focus on the antecedents and
outcomes of turnover (e.g., Nyberg, 2010; Nyberg &
Ployhart, 2013; Reilly, Nyberg, Maltarich, & Weller,
2013), but managers are far less concerned with
turnover as a phenomenon and far more concerned
with retaining the right people at the right times in
the right places. Managers clearly worry about re-
grettable losses, but worry somewhat more about
matching the right person to the requirements of
the position so that their company can compete in
changing market conditions.
We also have substantial research on HR systems
(such as performance management, career planning,
and learning) and the performance benefits of such
systems, but managers are far less concerned about
whether their HR systems match the best practices
espoused in the research and far more interested in
choosing the efficient practices that help them re-
spond to their unique competitive challenges. Do
our theories of HR systems provide managers with
enough granular insight on how to configure dif-
ferent practices to deliver in idiosyncratic business
contexts? For example, in our research on HR
practices in Asian settings, we found that optimal
investments in HR practices vary by strategic focus
(e.g., product, customer, or cost) (Ulrich & Allen,
2014).
There are many such examples where the theo-
retical conversation seems disconnected from the
lived experiences of managers, but for several rea-

15. sons we choose to focus our detailed discussion on
the illustrative example of firm-specific human
capital. First, Campbell, Coff, and Kryscynski (2012)
recently critiqued firm-specific human capital the-
ory by identifying a number of theoretical condi-
tions required for the theory to inform practice. In
other words, they identified a set of implicit as-
sumptions in firm-specific human capital theory
that limit the potential explanatory power of the
theory in practice. Thus, they provided a nice the-
oretical bridge to a different type of critique. Sec-
ond, one of us is deeply steeped in the firm-specific
human capital paradigm, so we can address this
with detail and authority. We certainly do not mean
to suggest that firm-specific human capital theory is
representative of all strategic human capital re-
search, but we use this theory to illustrate the po-
tential downsides of continually extending theory
based on assumptions without carefully grounding
those assumptions in phenomena.
Based on logic from the resource-based view
(RBV), firm-specific human capital should be a par-
ticularly important strategic resource because it is
uniquely valuable in the focal firm. The difficulties
with transferring firm-specific human capital to
different firms provide theoretical isolating mecha-
nisms that allow the firm to capture quasi-rents
(Barney, 1991; Campbell et al., 2012; Rumelt, 1984).
The collective wisdom of strategic human capital
scholars, then, is that firm-specific human capital
is a critically important source of sustainable com-
petitive advantage.
The supposed strategic importance of firm-specific

16. human capital has become so entrenched in mod-
ern strategy research that researchers no longer
ask whether it is important, but rather explore how
to create firm-specific human capital given its high
taken-for-granted importance—the firm-specific
human capital (FSHC) paradox (Wang & Barney,
2006). The FSHC paradox is that firms need workers
to invest in firm-specific human capital, but work-
ers don’t always want to make these investments
(Wang & Barney, 2006). Workers have a choice about
whether to invest in general or firm-specific human
capital. If they invest in general human capital they
can always take their human capital to another em-
ployer and get paid appropriately for their skills. If
they invest in firm-specific human capital, they can
extract the value from those skills only in their cur-
rent firm. If the firm goes out of business, if the em-
ployees need to change jobs for personal reasons, or if
the firm decides to act opportunistically and not
compensate the employees for these skills, the em-
ployees cannot achieve any reasonable return on
their investments. Generally, risk-averse employees
are more likely to invest in general human capital,
because there is less risk of losing the value of the
human capital investment (see Wang and Barney
2006 for a more detailed review of the paradox). The
focus on this paradox has led some scholars to claim
that we have a global underinvestment in firm-
specific human capital that may be holding back our
economic growth and development.
Our key concern with the firm-specific hu-
man capital paradox is that it rests on a set of
assumptions that do not square well with the prac-
tical realities of everyday employees or managers.
To illustrate this point, we articulate three of these

17. 360 AugustAcademy of Management Perspectives
key assumptions and discuss why these assump-
tions effectively widen the gap between research
and practice.
Assumption 1: Firm-specific human capital is
important for a firm’s competitive performance
There must be a clear line of sight between unique
and difficult-to-transfer employee skills and the
firm’s ability to continuously outperform competi-
tors in the marketplace. If firm-specific human
capital is not substantively important for firm per-
formance, then firms do not need employees to
make these investments.
Lazear (2009) suggested that firm-specific human
capital is not particularly important in practice. He
argued that some of the knowledge that is truly firm
specific, such as finding the bathrooms, is important
for daily functioning but not particularly relevant
for competitive performance. Thus, he proposed
that different combinations of general skills may be
more practically relevant than trying to search for
unique and difficult-to-transfer skills.
Lazear’s critiques resonate with us based on our
conversations with managers and executives. One
of us has spent the past five years engaging prac-
ticing managers and executives in conversations
about firm-specific human capital. This author has
framed questions about firm-specific human capital

18. in language that managers can understand and
appreciate. Once it is clear that the practicing
managers and executives clearly understand the
concept, this author asks about the firm-specific
human capital in that particular firm. Without fail,
the response is blank stares or confused efforts to
converse on the topic.
In one interview a social media software execu-
tive was asked what knowledge, skills, and abilities
critical employees had that were hard to take else-
where. He became very animated as he described
the unique challenges associated with monetizing
social networks and talked about how very spe-
cialized those skills were. The author pushed back
and suggested that these skills sounded important
and relevant to any social media company. This
question took the wind out of the executive’s sails as
he then admitted that he was not sure what, if any,
knowledge, skills, and abilities his employees had
that they could not readily apply at a new job if
they moved tomorrow. This same conversation has
played out hundreds of times over the last five years
in multiple industries with large and small firms
and with managers and executives at many different
levels of the organization. While managers occa-
sionally acknowledge important firm-specific human
capital, the proportion of managers who acknowl-
edge it to those who do not really understand it
seems out of balance relative to the significant re-
search attention given to the concept of firm-specific
human capital.
We suggest, then, that the very assumption that
firm-specific human capital is substantively important

19. for competitive performance may be a convenient
oversimplification that draws research attention away
from the practical realities faced by managers and
executives. Rather than helping us solve practical
problems, this assumption serves to widen the gap
between research and practice.
In fact, when we talk to managers about competi-
tive advantage without imposing the firm-specific
human capital assumptions, their interest starts by
figuring out how to meet customer needs better than
their competitors in unique ways. They realize that
competitors can relatively quickly match financial
(competitors match price), strategic (competitors
have similar product features), and operational
(competitors use similar systems) capabilities (Ulrich
& Lake, 1990; Ulrich, 1993). Managers want to find
ways to serve customers in ways that competitors
cannot quickly match. Increasingly, they find that
this service comes from organizational capabilities,
which encompasses talent, leadership, and culture
(Ulrich, 1987). Managers want to figure out how to
use organization resources to better serve customers
and deliver investor results. They are less worried
about whether employee skills are specific or general
and more worried about how employees can create
unique value for their customers (Ulrich, Younger,
Brockbank, & Ulrich, 2012). The limiting assump-
tions of firm-specific human capital do not address
the challenge of competitive advantage in ways that
inform managerial action.
Assumption 2: Employees must be able to evaluate
which investments will yield firm-specific versus
general human capital before making those
investments

20. In order for employees to choose not to invest in
firm-specific human capital, they must be able to
tell the difference between investments that yield
firm-specific human capital and investments that
yield general human capital. If we think carefully
about this assumption, we can see that it requires
an uncommon level of employee knowledge, aware-
ness, foresight, and ability to process alternatives.
2015 361Kryscynski and Ulrich
We suspect that this assumption fails in practice in
several important ways.
First, employees must be able to examine a par-
ticular work activity and evaluate beforehand how
that activity will add to their human capital port-
folios. In other words, they must be able to map
a specific work activity to a known set of skills that
they will acquire from that activity. This map-
ping may be clear for a training course with stated
learning objectives, but may be less clear for various
on-the-job training activities and other more in situ
work tasks. We note that this is difficult enough to
do in a formal classroom environment, and we
rarely encounter individuals in real-world situa-
tions who have the foresight and mental mapping
abilities to accurately project the skills they will
gain from their real-time tasks.
Second, even if employees can map an activity
to a specific set of skills, they must also be able
to determine the extent to which those skills are

21. transferable and valuable at other firms. This means
that employees must be able to map these specific
skills to value creation opportunities for the current
firm and also to project the mapping of those skills
to value creation opportunities at other companies.
Again, this level of foresight seems unlikely in the
typical worker we encounter.
Third, in addition to projecting how these skills
will lead to value creation in the current company
and in other companies, the employees must be able
to predict how the current company and any other
potential employers will choose to compensate the
employee for those skills.
Again, referring back to our many conversations
with employees, managers, and executives, we do
not recall ever hearing them describe the dilemma
of trying to decide whether to invest in firm-specific
or general skills. We have heard discussions about
gaining industry expertise and professional exper-
tise, but we have not heard employees talk about the
dilemma of gaining skills that are uniquely valuable
at the current company. Additionally, in the few
instances where we did identify human capital that
seemed highly firm specific, we were surprised to
find that the employees saw it differently. For ex-
ample, some employees suggested that even though
their actual skills were unique to the company, their
underlying ability to acquire those skills could be
applied anywhere. They figure that there will be
some unique things everywhere and that learning
those things is simply par for the course. These
comments from employees are consistent with
the Morris et al. (2010) argument that firm-specific

22. human capital may be a signal of an employee’s
more valuable general human capital. They are also
consistent with Barnard’s (1938) and Simon’s (1945)
classic notions that employees tend to be willing to
do whatever they are asked to do within a reason-
able range of requests––that is, any firm-specific
human capital investments required may simply fall
within an employee’s normal range of willingness.
Ironically, in all of our combined work we find
only one context where Assumption 2 seems to hold
in any consistent way: business school faculty.
Faculty in business schools seem acutely aware of
the benefits of making general investments in their
own abilities to publish in top-tier academic jour-
nals as opposed to making firm-specific investments
in building their own institutions. Thus, they tend
to be able to categorize different professional activ-
ities as firm specific versus general, and they tend to
have reasonably clear understandings of the in-
ternal and potential external rewards for those in-
vestments. It is possible that we as business school
faculty willingly accept these theories because
the underlying assumptions match our own pro-
fessional experiences so well. But it is also likely
that our professional experiences are rare excep-
tions in the broader labor market.
Again, because this assumption seems so discon-
nected from our experience with employees, man-
agers, and executives (with the exception of business
school faculty), we worry that the assumption itself
suggests a reality for employees that only rarely ex-
ists in practice. Thus, this assumption also seems to
widen the gap between research and practice.

23. Assumption 3: Employees must have discretionary
choice over their investments in firm-specific and
general human capital
The firm-specific human capital paradox also re-
lies on employees having discretionary choice over
their human capital investments. If companies can
require employees to gain firm-specific human cap-
ital to keep their jobs, these investments become
simply a normal part of the job. They must be able to
evaluate their different work tasks and choose the
tasks that they prefer based on the level of firm-
specific or general human capital that will result.
If they do not have this choice, then there is no
paradox—employees simply invest because they
are expected to do so. Lecuona and Reitzig’s (2013)
recent work may highlight this issue. They showed
that firms with more plant managers who have spe-
cific skills may be better positioned to perform. The
362 AugustAcademy of Management …
1
Week 1 Discussion 1:
Human Capital & Organizational Goals
W1 Introduction
Welcome to Strategic Human Resources Management! I hope
you are as excited as I am to get started this term. There are so
many opportunities for learning this term and I know you will
leave this classroom with many tools and techniques pertaining
to quality to take with you into the workplace. Before we get
too far ahead of ourselves, let’s begin with a few tips to get you
started. First, be sure that you have reviewed the course
syllabus, the course policies, and the announcements. Starting
here will give you an understanding of the expectations this
term. The announcements will be updated frequently and will

24. contain details pertaining to the course and what to expect each
week. Be sure that you take the time to review the
announcements thoroughly and check them often to ensure that
you are not missing any important information.
Review this week’s Learning Resources, especially:
1. Changing Demographics: Preparing for the Workforce of the
future. - YouTube
1. Strategic Human Resources Exhibit 2.2 of page 47 – See
attachment pdf
1. Making Strategic Human Capital Relevant: A Time-Sensitive
Opportunity." By: Kryscynski, David; Ulrich, Dave. Academy
of Management Perspectives. Aug2015, Vol. 29 Issue 3, p357-
369
Assignment:
Respond to at least (2) two of your peers' postings in one or
more of the following ways:
· Share an insight about what you learned from having read your
peers’ postings and discuss how and why your peer’s posting
resonated with you professionally and personally.
· Offer an example from your experience or observation that
validates what your peer discussed.
· Offer specific suggestions that will help your peer build upon
his or her own virtual communication.
· Offer further assessment or insight that could impact your
peer’s future communications.
· 3 – 4 paragraph responses per each colleague
· No plagiarism
· APA citing
· 24 hours

25. 1st Colleague – Tania Darder
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Tania Darder
W1
Top of Form
Question A
Hello! My name is Tania, I am active duty Air Force currently
stationed in Germany with my husband, daughter and two
furbabies. In April will be 19 years that I have been in the
military as an Engineering Assistant, with retirement being right
around the corner I think it is time for me to figure out what I
want to be when I grow up. I decided to pursue my Masters in
Performance Improvement because it sounded interesting and I
like leaving things better than what I found it and when I did
Green Belt a few years ago I enjoyed it. To be honest I did not
realize that the majority of these classes were going to be
focused on Human Resources but I will say that I have applied
some of the knowledge gain in class at work. School is
intimidating to me probably because I go in with an open mind
and with zero expectations so I am able to take in and learn as
much as possible. With Strategic Human Resource Management
I am guessing is how to use personnel in positions that will best
benefit the organization. People will work but to get the best
performance out of people I feel that as managers or leaders you
have to make them feel valued, empowered and appreciated.
Question B
In our text, Strategic Human Resource Management the author
characterizes employees as assets and describes that an asset is
something of value and worth (Mello, p. 4). The best way for
an organization to successfully manage its Human Capital is my
investing in them. If an organization truly holds value and
worth in their employees and invest in developing and training
them professionally those employees in turn will perform at a

26. level that is required to meet the organization’s goals.
Employees are the most important asset in an organization, I
had a Commander that would “people first, mission always”.
There are various ways leaders and managers can invest in thei r
employees by helping the develop or broaden their current skills
and develop a positive work environment to help increase work
performance and job satisfaction which will in turn help reduce
turnover rates. Goals that are set by an organization should be
achievable and realistic. When developing goals, it is important
that organizations to communicate the goals and any changes to
processes, policies or programs that may take place. And if
feasible organizations should seek input from their employees
so they feel that they are part of the organization’s team and
that not only are they values but their input in the organization
is also valued.
References
Mello, J. (n.d.). Strategic Human Resource
Management. Cengage.
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2nd Colleague – Susan
Susan Christmas
Week 1 Discussion
Top of Form
Question A-Introduction
Hello, I live in Mississippi on the Gulf Coast with my husband.
I have a bachelor’s degree in Business Administration; this is
my seventh class for the Performance Improvement master’s
degree. I have several years of management experience in the
healthcare field but feel drawn to human resource careers. For
now, I plan to just focus on earning this degree while enjoying
my retired life with my husband, but then return to the

27. workforce if/when it feels right. My current knowledge of this
course is somewhat minimal, and I pretty much only know what
I have learned in the six previous Performance Improvement
courses. I hope to learn more about strategies within human
resource departments.
Question B-Successfully Managing Human Capital
The discussion thread for this week asks us to discuss how
organizations can successfully manage its human capital but
still achieve and maintain organizational goals. I have learned
through our eBook, Strategic Human Resource Management,
written by J. A. Mello, that human capital is an extremely
critical factor in the performance of organizations. Employees
make decisions and exhibit behaviors that have a direct
correlation to the success of the organization. Some of the best
ways to successfully manage the human assets in the
organization is to invest in the employees through development
of policies and programs. Humans bring a ton of value to the
organization, so it only makes sense to invest in the employees
just like the organization invests in the other physical and
capital assets (Mello, 2015).
Policies and programs sometimes get a bad reputation, but in
reality, they often provide incentives for employees to put their
best foot forward. Managing human capital is no easy task, but
a key strategy is to show your appreciation to every employee
so they will understand their role is just as vital as all the other
employees. Throughout my careers I have always found that I
naturally put forth more effort when I feel the organization
gives me a voice and appreciates what I can contribute to the
success of the organization. On the flip side, if an organization
puts too many unrealistic demands on me and treats me like I
am unimportant then I will ultimately decide that organization
is not a fit for me. Life is too short to be in a miserable job
when you know your capabilities and know you can be an asset
to another organization.
References
Mello, J. A. (2015). Strategic Human Resource

28. Management. (4th ed.) Stramford, CT: Cengage Learning.
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