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MGF2661 Human resource management - Semester 1, 2012

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This unit concentrates on the management of human resources in the external and internal organisation context. It focuses on the contribution of HRM to competitive advantage via an analysis of HR planning, job design, staffing, reward systems, staff development, and HRM auditing. The relationship between the legal, ethical and industrial relations issues and HRM is also explored.

Mode of Delivery

Caulfield (Day)

Workload

This is a six credit point unit with three hours class contact per week over 12 teaching weeks. The total time commitment expected for this unit is 144 hours.  In order to meet the faculty’s expectation, students should plan to spend on average nine hours in self-directed study, in addition to the three hours of class contact, each week.

Students enrolled in Coursework programs in the Faculty of Business and Economics are required to attend a minimum of 80% of the scheduled class sessions for each unit.

 If you do not attend the required number of classes your performance could be compromised.

Unit Relationships

Prerequisites

It is recommended that students complete MGF1010 before undertaking this unit

Prohibitions

MGC2430, MGG2430, MGW2430

Chief Examiner

Dr Susan Mayson

Campus Lecturer

Caulfield

Dr Susan Mayson
Campus: Caulfield
Phone: +61 3 990 34154
Email: Susan.Mayson@monash.edu

Tutors

Caulfield

Mrs Clair Polonsky
Campus: Caulfield
Email: Clair.Polonsky@monash.edu

Mr Ivan Butar Butar
Campus: Caulfield
Phone: +61 3 990 34661
Email: Ivan.Butarbutar@monash.edu

Academic Overview

Learning Objectives

The learning goals associated with this unit are to:
  1. define the scope and purpose of HRM as an academic discipline and functions associated with HRM as a management practice
  2. identify major changes in the business environment of business organisations and the HR function
  3. understand the links between organisational objectives and HRM strategy and business performance
  4. critically evaluate competing models of HRM that underpin best practice in HRM
  5. develop knowledge about key HR functions and the challenges they pose
  6. enhance students' capabilities to work individually and also in teams.

Graduate Attributes

Monash prepares its graduates to be:
  1. responsible and effective global citizens who:
    1. engage in an internationalised world
    2. exhibit cross-cultural competence
    3. demonstrate ethical values
  2. critical and creative scholars who:
    1. produce innovative solutions to problems
    2. apply research skills to a range of challenges
    3. communicate perceptively and effectively

Assessment Summary

Hurdle Requirements

There is a hurdle requirement in this unit.

The learning outcomes in this unit require students to demonstrate in the individual summative assessment task a comprehensive understanding of the topics covered in the unit. This is demonstrated by the requirement that the student must attain a mark of at least 40% in the final summative assessment task.

A student’s final mark is normally the sum of the marks obtained in all of the individual assessment items in the unit. Where a student fails the unit solely because of failure to satisfy the hurdle requirement a mark of 48 will be returned for the unit.

Second marking

Where an assessment task is given a fail grade by an examiner, that piece of work will be marked again by a second examiner who will independently evaluate the work, and consult with the first marker. No student will be awarded a fail grade for an assessment task or unit without a second examiner confirming the result.

Note: Exceptions to this are individual pieces of assessment contributing 10% or less of the final mark, unless the total of such pieces exceeds 30% of the final mark.

Return of final marks

Faculty policy states that 'the final mark that a student receives for a unit will be determined by the Board of Examiners on the recommendation of the Chief Examiner taking into account all aspects of assessment'.

The final mark for this unit will be released by the Board of Examiners on the date nominated in the Faculty Calendar. Student results will be accessible through the my.monash portal.

Assessment criteria

Assessment Criteria Grading Descriptors available at:
http://www.buseco.monash.edu.au/esg/agu/policies/assessment.html.

Assessment Task Value Due Date
Guided tutorial reading assignment (use Standard Guided Reading Worksheet) + Open Book Class Essay (Weeks 1-4) 5% Standard Guided Reading Weeks 1-4 + Class Essay 15% To be prepared for tutorials weekly, class essay and submission of all guided readings (weeks 1-4) in week 5. Guided readings to be prepared each week for tutuorial and final version submitted with class essay
Guided tutorial reading assignment weeks 5 -11 (use Brief Guided Reading Worksheet available from Blackboard) 5% (Brief Guided Reading Weeks 5 - 11) In tutorials in week 11
Group research paper (essay) and class presentation (Paper 15%, Presentation 10%) Presentations will be scheduled for tutorials in weeks 9-11 (2-3 presentations each week depending on student numbers). Research papers due ONE (1) WEEK after presentation.
Examination 1 50% To be advised

Teaching Approach

Other
The learning approach used in this on campus unit is one that aims to give students the skills to learn to learn. This approach recognises that we live in a ‘knowledge rich’ environment that is changing rapidly. Current knowledge (that learned in lectures and tutorials) may not be enough to solve problems in the future. Hence, when students go into the workplace they will need skills in identifying problems and developing ways to solve those problems by creating new knowledge, rather than simply applying knowledge learned in lectures and the textbook.

To address this, we use a ‘Research Skill Development’ (RSD) approach that aims to develop students’ skills so that they are able to identify what needs to be known about a particular topic area, gather information about a topic or area of practice, evaluate it for its reliability and validity and structure it in a way that provides knowledge about a topic or area of practice.

It is important that students attend the lecture (90 minutes) and a tutorial (90 minutes) each week.  Lectures and tutorials are integrated: each week, lecture, readings and tutorial discussion run simultaneously.

The purpose of tutorials is to provide an opportunity for students to engage with and discuss relevant academic literature relevant to each HRM topic. In addition students will also engage in experiential learning and skill development via a range of class activities that may include case studies, questionnaires, role plays, group activities, debates, and discussions of problems and issues. Time will be allocated in tutorials to work of the group assignment.  All topics covered in lectures and tutorials are examinable.

The RSD approach is operationalised through the assessment tasks for this unit and the assessment criteria which is published on the unit’s Blackboard site. It is important that students look at what is expected of them in the assignments they are asked to complete. The Guided Tutorial Reading task (see below) is designed to give students skills in reading academic material and extracting information from it to support their essay assignments.

Feedback

Our feedback to You

Types of feedback you can expect to receive in this unit are:
  • Informal feedback on progress in labs/tutes
  • Graded assignments with comments
  • Other: Students will receive extensive feedback on their written assignments via an assessment marking rubric that sets out the expections for each facet of the assignment and the grade requirements for each facet. Additionally students will receive feedback on their learning through interaction with their peers, tutors and lecturer in tutorials and lectures.

Your feedback to Us

Monash is committed to excellence in education and regularly seeks feedback from students, employers and staff. One of the key formal ways students have to provide feedback is through SETU, Student Evaluation of Teacher and Unit. The University's student evaluation policy requires that every unit is evaluated each year. Students are strongly encouraged to complete the surveys. The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied and areas for improvement.

For more information on Monash's educational strategy, and on student evaluations, see:
http://www.monash.edu.au/about/monash-directions/directions.html
http://www.policy.monash.edu/policy-bank/academic/education/quality/student-evaluation-policy.html

Previous Student Evaluations of this unit

If you wish to view how previous students rated this unit, please go to
https://emuapps.monash.edu.au/unitevaluations/index.jsp

Recommended Resources

Unit Resources

Prescribed text(s) and readings:

 Nankervis, A, Compton, R.  Baird, M. & Coffey, J. (2011). Human resource management strategies and processes (7th ed.), South Melbourne, Victoria: Cengage Learning.

The text is available from the Monash University Bookshop.

Online reading list available at:

 http://lib.monash.edu/non-cms/resourcelists/

 Recommended text(s) and readings:

In addition to the text, online reading list and key academic journals listed below, the following lists references are relevant and recommended for this unit. Other similar quality references can be found by searching the Monash Library catalogue.

  • Bolton, S. & Houlihan, M. (2007). Searching for the human in human resource management. Basingstoke: Palgrave Macmillan.
  • Boxall, P. F. & Purcell, J. (2008). Strategy and human resource management (2nd ed.). Basingstoke: Palgrave Macmillan. [658.3 B788S]
  • De Cieri, H., Kramar, R., Noe, R., Hollenbeck, J., Gerhart, B. & Wright, P. (2008). Human resource management in Australia: Strategy – people – performance (3rd ed.). Sydney:McGraw-Hill.
  • Storey, J. (2001). Human resource management: A critical text (2nd ed.). London: Thomson Learning.

Key journals (indicative titles):

  Academy of management journal [Caulfield Serials: 658.4005 ACA]

  Academy of management review [Caulfield Serials: 658 ACA]

  Asia pacific journal of human resources [Caulfield Serials: 658.3005 PER 3]

  British journal of industrial relations

  Equal opportunities international

  Industrial relations journal

  Human resource management [Caulfield Serials: 658.3005 HUM]

  International journal of human resource management [Caulfield Serials: 658.3005 I61]

  Journal of industrial relations [Caulfield Serials: 331.0994,JOU; Clayton Serials: 331.105 J86]

  Labour and industry [Caulfield Serials: 331.05 LAB; Clayton Serials: 331.05 L125.6]

Note:   Many of the above (as well as other) academic journals are available electronically in the library (e.g. Proquest, Blackwell-Synergy, Ingenta, EBSCOHost).

The journals and the texts listed above are what we refer to as “academic sources”. They are high quality publications that have been reviewed and evaluated by scholars. Please note academic journals are not the same as newsletters, newspapers, and magazines and should not be confused with these other items.

You can use these texts and articles sourced from the journals for your assignments.

Unit Schedule

Week Activities Assessment
0 Prepare for Lecture 1 and Tutorial 1, Week 1. Tutorials will run in Week 1. No formal assessment or activities are undertaken in week 0
1 Topic: What is HRM? Introduction &Evolution of HRM Guided reading - see Tutorial Guide in this Unit Guide
2 Topic: HRM Theory and Models Guided reading - see Tutorial Guide in this Unit Guide
3 Topic: HRM Perspectives and Critiques Guided reading - see Tutorial Guide in this Unit Guide
4 Topic: HRM in Context: HR Planning in a Changing Environment Guided reading - see Tutorial Guide in this Unit Guide
5 Topic: HRM, Industrial Relations and the law In class essay this week and submit all guided readings weeks 1-4
6 Topic: Work Design Guided Reading weeks 5-11 (Brief) - See Tutorial Guide in this Unit Guide
7 Topic: Attracting, Recruiting and Selecting Employees Guided Reading weeks 5-11 (Brief) - See Tutorial Guide in this Unit Guide
8 Topic: Managing Performance Guided Reading weeks 5-11 (Brief) - See Tutorial Guide in this Unit Guide
9 Topic: Strategic Reward Management Group presentations run in tutorials in weeks 9-11 (depending on student numbers). Group research paper due one week later.
10 Topic: Developing Human Resources Group presentations are in tutorials in weeks 9-11 (depending on student numbers). Group research paper due one week later.
11 Topic: Managing Safety and Employee Wellbeing Group presentations are in tutorials in weeks 9-11 (depending on student numbers). Group research paper due one week later. Guided Readings Weeks 5-11 due.
12 Conclusion and Review Revise Lectures and Readings. No new readings
  SWOT VAC No formal assessment is undertaken SWOT VAC
  Examination period LINK to Assessment Policy: http://policy.monash.edu.au/policy-bank/
academic/education/assessment/
assessment-in-coursework-policy.html

Assessment Requirements

Assessment Tasks

  • Assessment task 1

    Title:
    Guided tutorial reading assignment (use Standard Guided Reading Worksheet) + Open Book Class Essay (Weeks 1-4)
    Due date:
    To be prepared for tutorials weekly, class essay and submission of all guided readings (weeks 1-4) in week 5. Guided readings to be prepared each week for tutuorial and final version submitted with class essay
    Details of task:
    This is a task for an individual.

    The aim of this task is to:

      Develop students’ academic reading and research skills by giving them a method for and practice in reading scholarly articles;

      Provide the basis for tutorial discussion and activities; and

      Provide a set of materials to enable students to write a class essay on an introductory HRM topic; and

      Provide a basic literature review for Assignment 3.

    This assignment asks you to read ONE allocated reading each week in preparation for tutorial discussion and to contribute to your open book class essay. The open book class essay (see topic below) will test your understanding of the readings by asking you to apply new knowledge from the readings and tutorial discussion in response to an essay topic related to the topics discussed in weeks 1-4.  

    The readings will also form the basis of tutorial discussions and activities each week.

    Instructions to Students (PLEASE READ CAREFULLY)

    Each week you must read one assigned weekly reading and complete a ‘Guided Reading Worksheet’. Assigned weekly readings are listed in the unit’s Required Reading List. This is an online reading list available through Blackboard and accessible at https://my.monash.edu.au/muso/blackboard/login/ or via the library at

    http://lib.monash.edu/non-cms/resourcelists/.

    Weeks 1-4 Guided Readings + Class Essay (Due in Week 5) 

     The in class essay will be conducted in tutorials in Week 5. You will have 60 minutes to write about 1000 words.

    You must read the assigned readings and take notes, using the ‘Guided Reading Worksheet’ (also available on Blackboard) in order to compare and contrast key concepts, definitions, ideas and arguments found in the readings in preparation for your tutorial. During the tutorial you will be expected to respond to discussion questions related to the readings.

    The ‘Guided Reading Worksheet’  is designed (as the title suggests) to guide your reading and to record your responses to the articles you have been asked to read. The worksheet is available on the unit’s Blackboard site for you to download. The ‘Guided Reading Worksheet’  assists you in your learning by helping you to be an effective academic reader. It guides you through activities such as noting the bibliographic details of the paper, reading selectively and tips for identifying, categorising and understanding relevant ideas, concepts and definitions from the articles.
    Your notes from the readings and tutorial discussion (plus one additional page – one side A4) will form the “open book” to assist you to write your class essay (1000 words max/ 60 minutes).

    The topic of the class essay is:

     “ANZ has a unique ambition to become a super regional bank – providing the scale and quality of a global business to customers in our core markets of Australia, New Zealand, Asia and the Pacific. To achieve our goals, we know we need to nurture great people. That’s why we’ve made it our business to create an organisation where people want to work and are supported to deliver their best.” (http://anz.com.au/about-us/)

    In light of the effects of the current global downturn on Australian businesses and attendant job losses, particularly in the finance sector critically discuss this quote from the ANZ Bank’s HR website. In your response, draw on theories, models and concepts from lectures and readings in weeks 1-4.

     Please note: For the class essay, only notes on the Guided Reading Worksheet plus one other page of notes (one side A4) will be permitted. You will be asked to submit your completed guided reading worksheets plus the additional note page with your class essay.  The purpose of the notes is as an ‘aide memoire’ to the articles as well as a record of key definitions and models outlined in the lectures. They should not contain prepared answers or essay-like  paragraphs. They may contain an essay plan.

    Note: To prepare for the class essay you need to read the weekly readingsIN ADDITION TO THE REQUIRED READING FROM YOUR TEXT and your lecture notes.
    Word limit:
    Standard Guided Reading Worksheet: See worksheet on Blackboard. Open Book Class Test: 1000 words/60 minutes
    Weighting/Value:
    5% Standard Guided Reading Weeks 1-4 + Class Essay 15%
    Estimated return date:
    Marks for this assessment will be returned two weeks after the class essay has been submitted.
    Criteria for marking:
    See Tutorial Readings Worksheet on Blackboard and marking guide for the class essay.
    Learning objectives assessed:
    The learning goals associated with this unit are to:
    1. define the scope and purpose of HRM as an academic discipline and functions associated with HRM as a management practice
    2. identify major changes in the business environment of business organisations and the HR function
    3. understand the links between organisational objectives and HRM strategy and business performance
    4. critically evaluate competing models of HRM that underpin best practice in HRM
    5. develop knowledge about key HR functions and the challenges they pose
    6. enhance students' capabilities to work individually and also in teams.
    Submission details:
    Class essay in tutorials in Week 4. Submit guided reading sheets plus your notes to your tutor in tutorials in Week 4 along with the completed class essay.
    Penalties for late lodgement:
    A penalty of 10% of the mark allocated to this assessment task will be deducted for each day that the assessment is late.  Students should note that a weekend is 2 days and will be treated as such when penalties are calculated. After 10 days late assignments will be accepted but will not be given a mark. Please see hurdle requirement above regarding completion and submission of all pieces of assessment.
    Assessment coversheet:
    Please complete ONE coversheet for the Guided Reading Worksheets you submit in week 4. A coversheet is not required for the class essay.

    Work submitted for assessment MUST be accompanied by a completed and signed assessment coversheet, available at URL: http://www.buseco.monash.edu.au/student/forms/assessment-coversheet.doc
    Additional information:
    If students have a serious and valid reason for being unable to do the test in tutorials in Week 4 they must contact Dr Susan Mayson, Chief Examiner, to discuss alternative arrangements. In the absence of prior arrangements, the Faculty Special Consideration rules will apply to students who fail to attend tutorials in Week 4 to complete the class test.
  • Assessment task 2

    Title:
    Guided tutorial reading assignment weeks 5 -11 (use Brief Guided Reading Worksheet available from Blackboard)
    Due date:
    In tutorials in week 11
    Details of task:
    This is a task for an individual.

    The aim of this task is to:

      To further develop students’ academic reading and research skills by giving them a method for and practice in reading scholarly articles;

      To develop critical skills in assessing information provided in an academic article 

      To provide a set of materials for tutorial discussion

      To develop deeper understanding of HRM in preparation for the exam

    We want to encourage you to keep on doing your weekly readings so we have allocated a further 5% to encourage you to do so. You need to read the articles and make an assessment of the usefulness of the article to your understanding of the weekly topic using the “Brief Guided Reading Worksheet” and come to tutorials prepared for discussion.

    Instructions to Students (PLEASE READ CAREFULLY)

    In order to complete this piece of assessment you must read the articles weekly and submit your brief guided reading worksheets for Weeks 5 - 11 in Week 11. Please attach a coversheet to the submitted collated worksheets.

    The readings will form the basis of tutorial discussions and activities each week.  They may also be helpful for your research project and paper.

    The readings and worksheet can be accessed from the unit’s Required Reading List (this is an online reading list available through Blackboard and accessible at https://my.monash.edu.au/muso/blackboard/login/

    Note: The reading required in this assignment is IN ADDITION TO THE REQUIRED READING OF YOUR TEXT in preparation for the weekly lecture and tutorial.
    Word limit:
    see Brief Guided Reading work sheet
    Weighting/Value:
    5% (Brief Guided Reading Weeks 5 - 11)
    Presentation requirements:
    Use Brief Guided Reading work sheet
    Estimated return date:
    Marks for this assessment will be returned at the end of semester
    Criteria for marking:
    See Assessment Criteria and Marking Sheet on the unit’s Blackboard site accessible at: https://my.monash.edu.au/muso/blackboard/login/
    Learning objectives assessed:
    This assessment is designed to test your achievement of Unit Objectives 1, 2 & 6.
    Submission details:
    Submit guided reading sheets to your tutor in tutorials in Week 11.
    Penalties for late lodgement:
    A penalty of 10% of the mark allocated to this assessment task will be deducted for each day that the assessment is late.  Students should note that a weekend is 2 days and will be treated as such when penalties are calculated. After 10 days late assignments will be accepted but will not be given a mark. Please see hurdle requirement above regarding completion and submission of all pieces of assessment.
    Assessment coversheet:
    Complete ONE coversheet for all of the readings.

    Work submitted for assessment MUST be accompanied by a completed and signed assessment coversheet, available at URL: http://www.buseco.monash.edu.au/student/forms/assessment-coversheet.doc

    In the case of group assessment, each member of the group must complete and sign a separate assessment coversheet.
  • Assessment task 3

    Title:
    Group research paper (essay) and class presentation
    Due date:
    Presentations will be scheduled for tutorials in weeks 9-11 (2-3 presentations each week depending on student numbers). Research papers due ONE (1) WEEK after presentation.
    Details of task:
    Choose two HRM activities and conduct research on them. Discuss how the two activities you have chosen work together (horizontal alignment) to meet the needs of a diverse (age, gender, generational, ethnic, economic status)  workforce as well as helping organizations remain competitive in the current economic downturn .

    This is a group assignment and you will work in groups (groups will be formed in tutorials in Weeks 2-3) to conduct a project relevant to HRM and its stakeholders.

    Groups must be self-managing and everyone must contribute. There are materials on Blackboard to help you do this. Contribution of group members will be assessed using a “Peer Rating Sheet” to be filled out by each group member and handed in with the research paper. The materials to help you manage your group and the rating sheet can be found on the MGF 2661 Blackboard site at https://my.monash.edu.au/muso/blackboard/login/

    Instructions to students (PLEASE READ CAREFULLY)

    The research question that will guide your project is:

    “Can organisations remain competitive in the current economic downturn and meet the needs of all employees by implementing (your chosen HRM activities)?

    1.  Choose ONE category of employees to focus on for your paper from the following list: 

          Women in the workplace (with or without family responsibilities)
          Older workers (with or without caring responsibilities)
          People with disabilities
          Indigenous or minority group employees eg those from a non-English speaking background
          Younger workers (Gen Ys)
          Low paid workers

    2. Using at least 8 ACADEMIC SOURCES (academic journal articles and  books) research the topic to determine (you must address each of these points);
    •  Define your chosen HRM activities and explain how they inter-link (horizontal alignment that creates synergies) as part of an HR system. Examine evidence from the academic and other literature for and against the contribution each activity, and the activities together, for helping firms remain competitive in the current environment;
    •  Examine evidence for and against the view that your chosen activities can meet the needs of employees, particularly the group you have chosen to investigate;
    •  How have the current economic conditions influenced the the implementation of the activities you have chosen to investigate. Are there any other environmental factors eg demographics, legislation or global influences that affect implementation of the activities you have chosen to investigate?
    • Present an example of where the activities you have chosen to investigate have been successfully implemented to meet the needs of the group you are investigating.
    3. In addition to your academic research you must consider other views of the issue or problem by accessing at least 3 OTHER SOURCES eg business consultants’ reports, government agency reports, union reports, consultants’ reports or practitioner reports to outline others’ views of the problem.Write a research essay which covers the points above (this is an outline to guide you). 

    4.The written component of the assessment must be a critical or argumentative style (essay) research paper (see Q Manual). This means your paper must offer a critical analysis of your chosen HR activities that incorporates various viewpoints about the usefulness/relevance/importance of the activities either by themselves or together. For example, from your review of the academic literature, is there agreement that your chosen HR activities are useful for motivating employees? Addressing competitive issues in a downturn? What do other sources say? Is there agreement on the implications of the activities for HRM?

    4.The presentation component includes the preparation of a 20 minute (plus 5 minutes of questions) group presentation. In your presentation you must conduct one activity that involves the rest of the tutorial group.  It is up to you to decide how you want to present your findings and conduct the group exercise. You can do a poster, stand and present, do a role play, make a video, present a case study or any other way you think is a useful way to communicate your findings. You can involve the tutorial by choosing an activity out of the text book or making up your own activity.

    Please mindful of the technology constraints in your tutorial room and maintaining audience interest.

    NOTE:  Your group must use at least 8 academic journal articles in the preparation of your research report plus at least 3 government or practitioner articles and reports. Relevant references must be cited and included in your presentation. You can use relevant articles from the MGF 2661 Reading List. Make sure you include the references you use on any slides or materials used in the presentation.



    Word limit (where applicable): Paper (2500 words). Presentation (15 minutes)

     

    Value: (Paper 15%, Presentation 10%)

     

    Presentation requirements:  see above

     

    Estimated return date:  All assignments will be returned in tutorials two weeks after they have been handed in or in Week 12 (which ever comes first). Assignments will only be handed to the student or group of students who completed the assignment. Generally speaking, marked assignments will be returned within two weeks of submission. All assignments will be marked with a grade only.

    Criteria for Marking: The marking rubrics for all of the assessment in this unit can be downloaded from Blackboard
    Word limit:
    Paper (2500 words). Presentation (20 minutes + 5 mins question time)
    Weighting/Value:
    (Paper 15%, Presentation 10%)
    Presentation requirements:
    See above. Please be aware of the limits of technology in your tutorial room.
    Estimated return date:
    All assignments will be returned in tutorials. Assignments will only be handed to the student or group of students who completed the assignment. Generally speaking, marked assignments will be returned within two weeks of submission. All assignments will be marked with a grade only.
    Criteria for marking:
    See Assessment Criteria and Marking Sheet on the unit’s Blackboard site accessible at: https://my.monash.edu.au/muso/blackboard/login/
    Learning objectives assessed:
    This assessment is designed to test your achievement of Objectives 3, 4, 5 and 6.
    Submission details:
    Research paper to be handed to your tutor the week after presentation. Order of presentations in weeks 9-11 will be decided by arrangement in tutorials.
    Penalties for late lodgement:
    A penalty of 10% of the mark allocated to this assessment task will be deducted for each day that the assessment is late.  Students should note that a weekend is 2 days and will be treated as such when penalties are calculated. After 10 days late assignments will be accepted but will not be given a mark.

    All extensions of time are required to be supported by a Special Consideration application – refer to section on Special Consideration. http://www.buseco.monash.edu.au/student/exams/speccon.html.  The form must be submitted to the Chief Examiner
    Assessment coversheet:
    Work submitted for assessment MUST be accompanied by a completed and signed assessment coversheet, available at URL: http://www.buseco.monash.edu.au/student/forms/assessment-coversheet.doc 

    In the case of group assessment, each member of the group must complete and sign a separate assessment coversheet.

Examinations

  • Examination 1
    Weighting:
    50%
    Length:
    3 hours
    Type (open/closed book):
    Closed book
    Hurdle requirements:
    There is a hurdle requirement in this unit.

    The learning outcomes in this unit require students to demonstrate in the individual summative assessment task a comprehensive understanding of the topics covered in the unit. This is demonstrated by the requirement that the student must attain a mark of at least 40% in the final summative assessment task.

    A student’s final mark is normally the sum of the marks obtained in all of the individual assessment items in the unit. Where a student fails the unit solely because of failure to satisfy the hurdle requirement a mark of 48 will be returned for the unit.
    Electronic devices allowed in the exam:
    None

Assignment submission

Hard copy submission

Hard Copy Submission: Assignments must include a cover sheet. The coversheet is accessible via the Monash portal page located at http://my.monash.edu.au under the heading ‘Learning and teaching tools.’ Please keep a copy of tasks completed for your records. 

All assignments must be handed to your tutor in tutorials in the week they are due.

Online submission

Online Submission: Not required for this unit.

Referencing requirements

Referencing requirements are detailed in the Q-manual at:

http://www.buseco.monash.edu.au/publications/qmanual/ch-10.html

Other Information

Policies

Monash has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University's academic standards, and to provide advice on how they might uphold them. You can find Monash's Education Policies at: http://policy.monash.edu.au/policy-bank/academic/education/index.html

Key educational policies include:

Student services

The University provides many different kinds of support services for you. Contact your tutor if you need advice and see the range of services available at www.monash.edu.au/students

The Monash University Library provides a range of services and resources that enable you to save time and be more effective in your learning and research. Go to http://www.lib.monash.edu.au or the library tab in my.monash portal for more information.

Students who have a disability or medical condition are welcome to contact the Disability Liaison Unit to discuss academic support services. Disability Liaison Officers (DLOs) visit all Victorian campuses on a regular basis

Blackboard (MUSO)

All unit and lecture materials, plus other information of importance to students, are available through the MUSO (Monash University Studies Online) site. You can access MUSO via the My.Monash Portal: http://my.monash.edu.au

You can contact MUSO Support by:
Jobdesk: http://jobdesk.monash.edu.au/login/index.cfm?jobdesk_id=14
Email: muso.support@calt.monash.edu.au
Phone: (+61 3) 9903-1268

Further information can be obtained from the following site http://www.monash.edu.au/muso/support/index.html

Prescribed text(s) and readings

Nankervis, A, Compton, R.  Baird, M. & Coffey, J. (2011). Human resource management strategies and processes (7th ed.), South Melbourne, Victoria: Cengage Learning.

The text is available from the Monash University Bookshop.

Recommended text(s) and readings

In addition to the text, online reading list and key academic journals listed below, the following lists references are relevant and recommended for this unit. Other similar quality references can be found by searching the Monash Library catalogue.

  • Bolton, S. & Houlihan, M. (2007). Searching for the human in human resource management. Basingstoke: Palgrave Macmillan.
  • Boxall, P. F. & Purcell, J. (2008). Strategy and human resource management (2nd ed.). Basingstoke: Palgrave Macmillan. [658.3 B788S]
  • De Cieri, H., Kramar, R., Noe, R., Hollenbeck, J., Gerhart, B. & Wright, P. (2008). Human resource management in Australia: Strategy – people – performance (3rd ed.). Sydney:McGraw-Hill.
  • Storey, J. (2001). Human resource management: A critical text (2nd ed.). London: Thomson Learning.

  Academy of management journal [Caulfield Serials: 658.4005 ACA]

  Academy of management review [Caulfield Serials: 658 ACA]

  Asia pacific journal of human resources [Caulfield Serials: 658.3005 PER 3]

  British journal of industrial relations

  Equal opportunities international

  Industrial relations journal

  Human resource management [Caulfield Serials: 658.3005 HUM]

  International journal of human resource management [Caulfield Serials: 658.3005 I61]

  Journal of industrial relations [Caulfield Serials: 331.0994,JOU; Clayton Serials: 331.105 J86]

  Labour and industry [Caulfield Serials: 331.05 LAB; Clayton Serials: 331.05 L125.6]

Key journals (indicative titles):

Note:   Many of the above (as well as other) academic journals are available electronically in the library (e.g. Proquest, Blackwell-Synergy, Ingenta, EBSCOHost).

The journals and the texts listed above are what we refer to as “academic sources”. They are high quality publications that have been reviewed and evaluated by scholars. Please note academic journals are not the same as newsletters, newspapers, and magazines and should not be confused with these other items.

You can use these texts and articles sourced from the journals for your assignments.

UNIT SCHEDULE

 PLEASE NOTE: TUTORIALS WILL RUN IN WEEK 1.

Week

Lecture/Tutorial Topic and Activities

Assessment

Week 1
What is HRM?

Introduction & Evolution of HRM

Tutorials start in Week 1

Prescribed Text

Nankervis, A, Compton, R.  Baird, M. & Coffey, J. (2011). Human resource management strategies and processes (7th ed.), South Melbourne, Victoria: Cengage Learning. Chapter 1

 

See online reading list or Unit Guide for guided readings for this week

Week 2
What is HRM?

HRM Theory and Models

 

Nankervis et al Chapter 1 + readings from unit reading list.

See online reading list or Unit Guide for guided readings for this week

Week 3
What is HRM?

HRM Perspectives and Critiques

Nankervis et al Chapter 1 + readings from unit reading list.

See online reading list or Unit Guide for guided readings for this week

Week 4
The Changing Context of HRM

HRM in Context:

HR Planning in a Changing Environment

Nankervis et al Chapters 2 and 3

See online reading list or Unit Guide for guided readings for this week

Week 5
The Changing Context of HRM

HRM, Industrial Relations and the law.

Class essay in this week’s tutorial.

Guided Readings (weeks 1-4) must be handed in

Nankervis et al Chapter 4

See online reading list or Unit Guide for guided readings for this week

Week 6
HRM in Practice (HR Activities)

Work Design

Nankervis et al Chapter 5

See online reading list or Unit Guide for guided readings for this week

                                                                                        MID SEMESTER BREAK

Week 7
Part 3 - HRM in Practice (HR Activities)

Attracting, Recruiting and Selecting Employees

Nankervis et al Chapters 6 & 7

See online reading list or Unit Guide for guided readings for this week

Week 8
Part 3 - HRM in Practice (HR Activities)

Managing Performance

Nankervis et al Chapter 9

See online reading list or Unit Guide for guided readings for this week

Week 9
Part 3 - HRM in Practice (HR Activities)

Strategic Reward Management

Group presentations start this week and run until week 11. Papers due one week after presentation.

Nankervis et al Chapter 10.

See online reading list or Unit Guide for guided readings for this week

Week10
Part 3 - HRM in Practice (HR Activities)

Developing Human Resources

Group presentations continue. Papers due one week after presentation

Nankervis et al Chapter 8

See online reading list or Unit Guide for guided readings for this week

Week 11
Part 3 - HRM in Practice (HR Activities)

Managing Safety and Employee Wellbeing & Future Challenges for HRM

Group presentations continue. Papers due one week after presentation

Guided readings weeks 5-11 due in tutorials

Nankervis et al Chapter 11 & 13

See online reading list or Unit Guide for guided readings for this week

Week 12

Conclusion and Review

 

No new readings.

-

SWOT VAC

No formal assessment is undertaken SWOT VAC

-

Examination period

See under Policies section for link to Assessment Policy:

MGF 2661 Human Resource Management Weekly Tutorial Program.

Tutorials start Week 1 of semester.

What follows is the MGF 2661 tutorial program of readings, questions, cases and exercises.  We have developed this with a view that tutorials are not just about reviewing lecture material, but are intended to engage you with the academic ideas that underpin HRM as well as the practical applications of HRM in the ‘real world’ of commerce and industry.

The tutorial programme includes the “Guided Tutorial Reading” task that you are asked to complete each week in preparation for your tutorials. This reading is important, particularly in the first three weeks of the semester because it is designed as a resource for your in-class essay. All the articles you are expected to read are available from the online reading list. You will find a link to this on Blackboard or alternatively search the Monash Library Catalogue  (http://www.lib.monash.edu.au/) using the term ‘MGF2661’.

For more details on how do complete the “Guided Tutorial Reading” task and the “Guided Reading Worksheet” go to the MGF 2661 Blackboard site (http://muso.monash.edu.au/ ).

We have chosen readings for this semester that we hope are topical, interesting and challenging. You are responsible for your own learning. Take from them as much as you want (not literally – we don’t want you to plagiarise!) in order to develop your own understanding of HRM and its implications for contemporary organisations.

Finally, we believe that tutorials are not something “delivered” by the tutor. We believe that you and your tutors are co-learners and that the tutorial is a “co-production” with the tutor working to facilitate you as students to actively learn.  We hope you find the tutorial programme stimulating and enjoyable.  If you have any suggestions for how we might add to this challenge, please let us know.

Please note: each week you must  read the text book chapter(s) and one reading from the online reading list.

PART 1: WHAT IS HRM?

Week 1: Introduction to and Evolution of  HRM

Tutorials start in Week 1 and we require that you to prepare for and attend tutorials in Week 1.  This means attending the lecture and doing the "Week 1" reading.

We have a lot of work to do in this tutorial. Firstly there are a number of ‘housekeeping’ items to ensure that you are able to effectively and efficiently participate in this unit.

We will then move onto the topic of this week’s tutorial which is designed as an introduction to the unit as well as a the development of HRM as a body of theory and an approach to management.

  1. Housekeeping
  • The unit outline (now only available online via the Blackboard site: https://my.monash.edu.au/muso/blackboard/login/
  • Assessment and assessment procedures (i.e. extensions and submission).
  • Research skill development (RSD), RSD survey and marking rubrics.
  1. Getting to know you activity:

See page 37 of your textbook under the heading “Tutorial Activities” and do activity no. 1. Introduce yourselves to each other prior to commencing the activity and try to remember the names of your team mates.

  1. What to expect in tutorials.  
  • What we expect from you?
  • What do you expect from us?

Discuss assessment and groups for group research paper and presentation.

Be the end of week 3 you need to be in a group. Your tutor will put you into preliminary groups for your group assignment (presentation and research paper). 4 members is the ideal size for a group. Groups of 5 tend to be more difficult to coordinate and control. Groups of 3 mean lots of work for group members.Exchange contact details with your group and begin discussions about how you might address Assignment 3.

Groups should be finalised at the latest by Week 3. Group presentations begin in Week 9 and run until Week 11.

Textbook

Nankervis, A, Compton, R.  Baird, M. & Coffey, J. (2011). Human resource management strategies and processes (7th ed.), South Melbourne, Victoria: Cengage Learning.

READ Chapter 1   (pp 1-11, also note Figure 1.5 on page 34).

GUIDED READING ASSIGNMENT

Readings for guided tutorial reading assignment:

  1. Download the ‘Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site as well as the ‘Reading Academically’ document. Read these documents carefully so you know how to proceed to step 2.
  1. Use the ‘Tutorial Reading Worksheet’ to make notes from ONE of the following articles;

Guided Readings

Sheehan, C. Holland, P. and De Cieri, H. (2006). Current developments in HRM in Australian organisations, Asia-Pacific Journal of Human Resources, 44(2): pp132-152.

OR

Boxall, P. and Macky, K. (2007). High-performance work systems and organisational performance: Bridging theory and practice, Asia Pacific Journal of Human Resources, 45(3): pp261-270.

These articles are intended to provide an introductory understanding of HRM. The Sheehan, Holland and DeCieri (2006) article maps out current trends in HRM practice (ie what HRM managers do in their organisations) with reference to changes in the external environment of organisations. Note the change in approach of HRM managers from an operational to a more strategic focus. Also note any environmental changes affecting HRM. 

The Boxall and Macky (2007) outlines a particular HRM approach called High Performance Work Systems (HPWS), sometimes known as High-Involvement Work Systems, as such, the authors see HRM as an integrated system of activities that influence employee outcomes and firm performance. Again note the contextual conditions that lead to HPWSs, the division of the workforce into managers and operational staff, the role of motivation in work and management concerns with improving quality and productivity as outcomes of an HR system.

Questions to consider (think about them while you are reading and making notes and these will be discussed in tutorials):

  • What is the aim of each paper and were these aims achieved?
  • According to Sheehan, Holland and DeCieri (2006), HR professionals face a number of challenges. What are these and why do you think these are important things to mention?
  • Boxhall and Macky (2007) argue that HPWSs contribute to firm performance. What other outcomes are assumed to flow from such a system?
  • Develop a question about each of the papers to discuss in tutorials

Week 2: HRM Theory and Models

This week we will revist your groups with a view to finalising them either this week or next week. Make sure you exchange contact details with members of your group. There will be time for the groups to meet from Week 6 onwards. Later in the semester your tutor will schedule your group presentation in weeks 9-11.

Textbook

Nankervis et al 2011 Chapter 1. Nankervis et al 2011 Chapter 1 (pp 11- 27).

GUIDED READING ASSIGNMENT

Tutorial Reading Assignment

Readings for guided tutorial reading assignment:

  1. Download the ‘Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site as well as the ‘Reading Academically’ document. Read these documents carefully so you know how to proceed to step 2.
  1. Use the ‘Tutorial Reading Worksheet’ to make notes from ONE of the following articles;

Brown, M., Metz, I., Cregan, C. & Kulik, C. (2009). Irreconcilable differences? Strategic human resource management and employee well-being. Asia Pacific Journal of Human Resources, 47: 270-294.

OR

Edgar, F. and Geare, A. (2005). HRM practice and employee attitudes: different measures, different results. Personnel Review, 34 (5): 534 – 549.

Please note: The readings and notes you develop in the first 4 weeks of the semester will contribute to your Class Essay in Week 5.

These articles focus on the development of the HRM models outlined in Lecture 2. They point to the various theories that explain the development and operation of HRM models and the outcomes that are expected from HRM.

Questions to consider (think about them while you are reading and making notes and these will be discussed in tutorials):

  • What is the aim of each paper and were these aims achieved?
  • Brown et al (2009) trace the development of HRM from ‘personnel’ management and argue that HRM is a ‘management centred’ role. What do they mean by this? Is HRM incompatible with being ‘employee-centered’?
  • Edgar and Geare (2005) outline a number of different ‘models’ or  perspectives on HRM. In particular, differentiate between ‘hard’ and ‘soft’ models of HRM.  Why do you think this distinction is made?

Week 3: HRM Perspectives and Critiques

Housekeeping

  • Revisit unit outline, major assessment, extension policy, and submitting assessment.
  • Discuss assessment and groups for group assignment. Groups should be finalised at the latest by this week.

In the tutorial this week we will finish off looking at the theories that underpin HRM and the models used to explain the relationships, outcomes and practices associated with HRM. We will then consider various HRM perspectives and critiques.  In your exploration of HRM you may notice there are different models, perspectives and approaches to HRM eg Strategic HRM; soft and hard HRM, Harvard Model of HRM and so on. What does this mean? Well there are different ways about characterising HRM and people have different views about HRM approaches and outcomes. This week we will look at HRM ethics and an ethical approach to HRM as well as examining some of the contested views about HRM. Greenwood’s (2004) article questions whether HRM is or can be an ethical activity and critically examines ‘soft’ HRM approaches. Wright and Snell (2005) similarly question the values that should or could underpin HRM and offer arguments similar to the Brown et al (2009) about whether HRM can add value through being employee focused. The textbook also includes a discussion about the ethics of HRM. 

TEXTBOOK CHAPTER(S)

Nankervis et al 2011 Chapter 1 (pp 22- 33).

GUIDED READING ASSIGNMENT

Tutorial Reading Assignment

Readings for guided tutorial reading assignment:

  1.  Download the ‘Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site as well as the ‘Reading Academically’ document. Read these documents carefully so you know how to proceed to step 2.

  2. Use the ‘Tutorial Reading Worksheet’ to make notes from the following article;

Greenwood, M. (2004). Questioning ‘ethical’ HRM, Department of Management Working Paper Series, Working Paper 2/04, March.

Activity

  1. What do you understand by the term ‘ethics’?
  2. Is it ethical to refer to people as ‘resources’?

From your textbook

  1. Turn to page 37 of your text and read point 5 HR ethics and respond to the question posed in this section of the book.
  2. Turn to page 156 of your text and consider the ‘Ethical challenge’ about Westpac and Shell.

PART 2: THE CHANGING CONTEXT OF HRM

Week 4: HR Planning in a Changing environment

HR planning is becoming increasingly important as a strategic HR activity to ensure organisations operate effectively and efficiently and that they meet the needs of their business strategy and individual employees.

The theme of this week’s program brings together much of what we have covered in the first few weeks of this Unit by asking the question: how do the ‘big changes’ in the external context of HRM shape the way organisations plan the HRM function.  The central purpose of HR planning is to attempt to ensure that an organisation has sufficient human resources, an adequate mix of skills and the appropriate bundles of organisational capabilities to achieve organisational objectives.  These plans must inevitably balance the long and short run needs of the organisation, as well as the competing objectives within the HR function.  Doing so involves a great deal of value judgement, but at its heart HR planning is based on the use of appropriate HR Information Systems.

TEXTBOOK CHAPTER(S)

Nankervis et al 2011  Chapter 4

GUIDED READING ASSIGNMENT

Tutorial Reading Assignment

Readings for guided tutorial reading assignment:

  1. Download the ‘Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site as well as the ‘Reading Academically’ document. Read these documents carefully so you know how to proceed to step 2.
  1. Use the ‘Tutorial Reading Worksheet’ to make notes from the following article;

Hallam, G. (2006). Future perfect – will we have made it? Workforce planning issues in the library and information sector. In Proceedings of ALIA 2006 Biennial Conference: Click06, Perth. Available at: http://eprints.qut.edu.au/5225/  (Accessed 12th February 2010).

OR

Murray, P. & Syed, J. 2005, Critical Issues in managing age-diversity in Australia, Asia Pacific Journal of Human Resources, 43 (2): 210-224.

Consider the following questions whilst doing your reading;

  1. Why does Hallam (2006) argue for the importance of workforce planning for libraries across Australia? Are the points she makes relevant for other kinds of organizations?
  2. What are the critical issues in relation to age-diversity identified by Murray and Syed (2005)?

Here is an interesting example of HR Planning from a friend of mine in Jakarta.

According to Snope.com, a Singapore company held a fire drill and all the employees exited the company, about 10 minutes into the drill a public address announcement was made stating: 

 "Dear employees - with sincere regret I have been asked to announce that for some of you it will be your last evacuation drill. Due to the recession the company is laying off almost 50% of its employees. So when this announcement finishes, I ask all of you to move back into the building and if your swipe card does not work then it means you have been laid off in which case you will not be allowed inside and all your belongings will be couriered to you by tomorrow. The management took this approach to avoid an overloading of the email system with layoff notifications and goodbye messages and also to avoid any violent outbursts inside the office. Hope you have a nice career ahead....please go ahead and swipe your card."

What do you think? Do you think this is happen in the large Australian banks at the moment? Is this an effective HRM management practice? Why? Why not? Is this an example of soft or hard HRM?

From your textbook

Turn to page 156 of your text and read and respond to Case Study 4.1: Moving Towards the Future.

DON’T FORGET – YOUR CLASS ESSAY IS SCHEDULED IN TUTORIALS  NEXT WEEK.

You must also hand in the final versions of your guided readings

Week 5: HRM and the Law

This week we continue to look at the ‘real world’ context of HRM and the laws that shape the management of people in Australian organisations. The context in which organisations exist is referred to the external environment of the organisation and it is used widely in management science to conceptualise a range of factors shaping choices made by firms in how they decide to do business, organise themselves, relate to their customers – and of course, their employees. 

However, before we go on with this, your in-class essay is due today.

Your Class Essay will be written in the first hour of tutorials this week. Your notes from the readings (plus one additional page – one side A4) will form the “open book” to assist you to write your class essay (1000 words max/ 60 minutes).

The topic of the class essay is:

 “ANZ has a unique ambition to become a super regional bank – providing the scale and quality of a global business to customers in our core markets of Australia, New Zealand, Asia and the Pacific. To achieve our goals, we know we need to nurture great people. That’s why we’ve made it our business to create an organisation where people want to work and are supported to deliver their best.” (http://anz.com.au/about-us/)

In light of the effects of the current global downturn on Australian businesses and attendant job losses, particularly in the finance sector critically discuss this quote from the ANZ Bank’s HR website. In your response, draw on theories, models and concepts from lectures and readings in weeks 1-4. 

Please note: For the class essay, only notes on the Guided Reading Worksheet plus one other page of notes (one side A4) will be permitted. You will be asked to submit your completed guided reading worksheets plus the additional note page with your class essay.  The purpose of the notes is as an ‘aide memoire’ to the articles as well as a record of key definitions and models outlined in the lectures. They should not contain prepared answers or essay-like  paragraphs. They may contain an essay plan.

Please hand in your notes and guided reading assignments with your essay script book.

On to HRM in context. The models of HRM that you have been learning about ie the Harvard Model and the SHRM model assume that the HRM settings/strategy inside an organisation will be contingent on organisational strategy developed in response to external factors. What should be evident from this lecture is that the once thing that organisations can rely on is that there will be change. Over the last twenty years or so we have witnessed a transformation of the external environment of organisations.  More recently, the global financial crisis has created more contemporary change to how organisations are managing their workforce.

The legal context is an important area of HRM strategy and practice, particularly the areas of industrial relations and anti-discrimination. While HR and IR are closely related it is important to discern the differences. HRM is about managing human assets; IR is concerned with the larger institutional context in which this occurs.  IR is about unions, collective bargaining and industrial law.  Over the last 15 years or so, successive governments have begun to wind back Australia’s distinctive industrial regulation and sought to introduce a system based on collective and individual bargaining.  Key changes have been the Work Choices reforms, introduced by the Howard government in 2005 and 2006.  Now, with the election of a Labor government we have the introduction of the Fair Work Act 2009 which sets out a safety net of minimum standards for employees through the National Employment Standards. This came into laws in the middle of 2009 and the beginning of 2010. We also discussed a range of other legislation that shapes the employment relationship, this includes common law, statute law and constitutional law. For this topic I have included a recent government report about the representation of women in senior management positions in Australian organisations.

TEXTBOOK CHAPTER(S)

Nankervis et al 2011  Chapters 2 & 3

GUIDED READING ASSIGNMENT (Weeks 5-11)

The guided reading worksheets are due in week 11. You are not required to make extensive notes on the articles (you can if you wish!) and to facilitate your reading we have provided you with a ‘Brief Tutorial Reading Worksheet’ which can be downloaded from Blackboard.

Reading for guided tutorial reading assignment:

  1. Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site as well as the ‘Reading Academically’ document. Read these documents carefully so you know how to proceed to step 2.
  1. Use the ‘Brief Tutorial Reading Worksheet’ to make notes from the following articles;

Victorian Human Rights and Equal Opportunity Commission (2011) Report on Harassment and discrimination of young women in the workplace July.

Please consider the following questions:

  1. What does this article have to do with HRM? Anti-discrimination law? Industrial relations law?
  2. What are the HRM implications of the findings from this study?
  3. From an HRM perspective, what might you suggest to remedy the situation?
  4. Do the findings from the study resonate with your experience as a young person in the workplace?

PART 3 HRM IN PRACTICE (HRM ACTIVITIES)

Week 6: Work Design

Work (Job) design is a foundational element of any HRM system.  Each job consist of related duties, tasks and responsibilities and needs to be integrated with other jobs within a section, which together may contribute to the responsibilities of branches, divisions, departments and overall organisational performance. If you take your mind back to Week 1 and the criticisms made by Greenwood and others of HRM, job design and evaluation, whether viewed in terms of a hard (employer-centred) approach or a soft (employee-centred) approach are ways of  using employees to achieve organisational goals rather than individual goals or a combination of both.  However it can be argued that job design embodies the essential trade off between making jobs simple and cost effective, but also ensuring they are interesting and challenging enough to motivate individuals to do the jobs asked of them.  The struggle for organisations is to manage this task in a dynamic environment, with an increasing diverse workforce.  It’s not rocket science, but it ain’t easy!

TEXTBOOK CHAPTER(S)

 Nankervis et al 2011  Chapter 5

GUIDED READING ASSIGNMENT

Reading for guided tutorial reading assignment:

  1. Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site and use it to make notes from the following article;

Bailyn, L. & Harrington, M. (2004). Redesigning work for work-family integration, Community, Work & Family 7 (2) August, 197-208.

OR

Skinner, N. and Pocock B. (2008). Work-life conflict: Is work time or work overload more important? Asia Pacific Journal of Human Resources, 46(3): 303-315. 

Questions to consider whilst reading the article

  1. Summarise the central argument(s) of the paper you have chosen to read.
  2. Given what you have been discussing in previous weeks about the external environment and HR planning, does this paper offer insights for HRM managers?
  3. Should work design be concerned with the worker ‘beyond’ the workplace or just focus on the worker ‘within’ the workplace?

From your textbook

Turn to page 198-199 of your text and read and respond to either the ‘Ethical challenge’ Men yearn for a work-life balance too or the Case Study 5.1: The Probuild Constructions story

Time to work on your group paper and presentation.

Each week from this week until week 8 there will be time allocated in tutorials for your group meetings. This does not mean that you do not have to do work outside of tutorials but it does allow you a window of time when you can all be present at group meetings. See materials on Blackboard to help you project manage your group.

Week 7: Attraction, Recruitment and Selection

You’ve heard the adage: “this company’s employees are our greatest asset”.  Unfortunately few firms have traditionally done a great job of living this claim in the way they attract, select and retain employees.  This topic covers the broad terrain of how organisations go about attracting, selecting and retaining employees.  There is surprisingly little known still about the practices of organisations in this area, but this is gradually changing.  Moreover, organisations themselves have increasingly come to realise the importance of attraction, recruitment, selection and retention processes and are increasingly using online technologies and now social networking to facilitate their attraction, recruitment and selection activities.  The lecture covers material on both the “Attracting and retaining topic and the “Employee Selection” topic, (i.e. chapters 6 and 7 from the textbook).

  1. Despite what some HR literature might indicate, it is a very inexact process and it involves risks on both sides. Employers will hope that their processes work to attract, recruit and select appropriately qualified staff, employees hope that the organisation and the job live up to the promises made.

TEXTBOOK CHAPTER(S)

Nankervis et al 2011  Chapter 6 & 7

GUIDED READING ASSIGNMENT

Reading for guided tutorial reading assignment:

 

  1. Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site and use it to make notes from the following article;

Hutchings, K, DeCieri, H. and Shea, T. (2011) Employee Attraction and retention in the Australian Resources Sector, Journal of Industrial Relations, 53 (1) 83-101.

Group discussion question

In light of evidence from this week’s article, how can HR ensure that recruitment and selection processes and practices do not discriminate on the basis of  non-job factors?

Review Questions

  1. Look at the following list of questions and identify which ones you would consider permissible and which would you consider not permissible to ask of an employee?  Why?
  • Are you married?
  • Do you wish to be addressed as Mrs, Miss, or Ms?
  • Do you own a car?
  • Can you work evenings and weekends?
  • Are you able to travel up to one week per month to visit clients and attend interstate sales pitches?
  • When did you finish high school?
  • Are you a homosexual?
  • What does your husband think of the fact that you will have to attend some weekend meetings with clients away from the office?
  • Do you have any communicable diseases?
  • Do you have any small children at home?
  • Do you have a criminal record?
  • Are you willing to follow our dress code?
  • What hobbies do you have?
  • Are you disabled?
  • What does your spouse do?
  • How often have you taken sick leave in your previous jobs?
  • Are you a vegetarian?
  • As part of your job you may be required to entertain clients who are visiting office â will this create any problems for you?

Time to work on your group paper and presentation.

Each week from this week until week 8 there will be time allocated in tutorials for your group meetings. This does not mean that you do not have to do work outside of tutorials but it does allow you a window of time when you can all be present at group meetings. See materials on Blackboard to help you project manage your group.

Week 8: Management of Performance

Organisational interest in performance management has increased as a result of competitive pressures, the influence of HRM and the individualisation of the employment relationship. However performance management is considered by many managers as a compliance task rather than an important strategic activity. Rapid and discontinuous change, flatter organisational structures, broader spans of control and self managing work groups points to the importance of performance management as a vital link between HR functions and organisational competiveness (Nankervis and Compton, 2006). Recent research (Rheem, 1996) suggests that companies that utilise effective performance management systems perform better in financial terms than those that do not. This is particularly important in the current economic environment so more than ever Performance Management is an important topic for HRM

This topic looks at the purposes and methods of performance management and the range of issues that this key task involves.

TEXTBOOK CHAPTER(S)

Nankervis et al 2011  Chapter 9

Tutorial reading:  Performance Management

GUIDED READING ASSIGNMENT

Reading for guided tutorial reading assignment:

 

  1. Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site and use it to make notes from the following articles;

 

Nankervis, A.R and Compton, R.L. (2006) ‘Performance management: theory in practice?’ Asia Pacific Journal of Human Resources,  44 (1): 83101

  1. What did Nankervis and Compton (2006) identify as the major purposes of performance appraisal in Australian organisations?  Are these findings a source of concern?
  2. What is the difference between performance management and performance appraisal? What are the benefits to an organisation of having a good performance appraisal system?
  3. Should Performance Management systems be linked with Reward Management and Remuneration for employees? Consider the ‘pros’ and ‘cons’ of the affirmative position and the negative position before reaching your final response to the question.
  4. How is this measure contaminated? How is it deficient? What other measures might you use to more adequately evaluate student performance?

 

Activities for group discussion

From the text book

Turn to pages 389 to 391 and discuss the ‘Ethical challenge’ The case of the performance review or Case Study 9.1 Crime and Punishment and answer the questions attached.

Time to work on your group paper and presentation.

Each week from this week until week 8 there will be time allocated in tutorials for your group meetings. This does not mean that you do not have to do work outside of tutorials but it does allow you a window of time when you can all be present at group meetings. See materials on Blackboard to help you project manage your group.

Week 9: Strategic Reward Management

Group presentations start this week.

Show me the money!!  How important is pay in determining employee motivation?  What methods of pay are most likely to elicit greater effort and more productivity?  Are there other employee behaviours – such as cooperation and information sharing – that good pay practices might help in achieving?  Other than pay, how can employees be remunerated or rewarded?  If you’ve ever wondered about these issues, then you have come to the right lecture!

This topic looks at remuneration practices and how these can be used to elicit desirable employee behaviours and provide a real link between HRM and an organisation’s business strategy.  Much of this also has to be understood within the context of legal regulation of pay and often, prevailing practices within an industry context.

TEXTBOOK CHAPTER(S)

Nankervis et al 2011  Chapter 10

 

GUIDED READING ASSIGNMENT

Reading for guided tutorial reading assignment:

 

  1. Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site and use it to make notes from the following article;

 

Fischer, K., Gross, S.E. and Friedman, H.M. (2003) ‘Marriot makes the business case for an innovative total reward strategy,’ Journal of Organizational Excellence, Spring: 19-24.

Group discussion questions

  1. Given what you know about performance management and the role of remuneration strategies, should pay increases be linked to performance? If so, what indicators of performance might you use?
  2. How can an organisation ensure that its employee compensation supports its strategic objectives?
  3. What are some of the considerations involved in using individual, group and organisation-wide incentives?
  4. Should executive remuneration be tied directly to stock market performance or are there other considerations such as the company’s code of ethics that should be included?

 

Group Presentations

This week,  some of you will be presenting your group presentations. Please read the assessment details to make sure your presentation conforms to the requirements of the task. Your research paper is due next week. Please hand it to your tutor in tutorials next week.

 

Week 10: Developing human resources in organisations

This week we look at training and development of the workforce. Training and development have come up a lot over previous weeks and this week we look at it in more detail as a way of retaining and motivating employees as well as contributing to organizational performance.

 

TEXTBOOK CHAPTER(S)

Nankervis et al 2011  Chapter 8

 

GUIDED READING ASSIGNMENT

Reading for guided tutorial reading assignment: – Last week: hand in your worksheets next week

 

  1. Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site and use it to make notes from the following article;
  • Hurst, J. and Good, L.  2009  Generation Y and career choice: The impact of retail career perceptions, expectations and entitlement perceptions, Career Development International, 14(6): 570-593.

Group discussion questions

  1. What is a psychological contact and why is it important?
  2. What do you expect of your future career? What things will you be looking for or expecting from your future career?
  3. Are you seeking a career in the same area that you are currently working in? Why? Why not?

Group Presentations

This week,  some of you will be presenting your group presentations. Please read the assessment details to make sure your presentation conforms to the requirements of the task. Your research paper is due next week. Please hand it to your tutor in tutorials next week.

Week 11: Managing Employee Safety and Wellbeing and Issues and Future Challenges for HRM

Guided reading worksheets for weeks 5-11 are due this week

This week we will discuss OH&S and wellbeing and Future Challenges for HRM to finish off the semester.

Nankervis et al  2011  Chapters 11 & 13

 GUIDED READING ASSIGNMENT

Reading for guided tutorial reading assignment:

Download the ‘Brief Tutorial Reading Worksheet’ from the MGF 2661 Blackboard site and use it to make notes from the following article;

Grzywacz, J., Carlson, D. and Shulkin, S. (2008). Schedule flexibility and stress: Linking formal flexible arrangements and perceived flexibility to employee health, Community, work and Family 11(2): 199-214.

Consider the following questions when you are reading the article

  1. How can HRM contribute to improving occupational health and safety?
  2. What roles do government, management, trade unions and employees play in occupational health and safety?

From your text book

Turn to page 496 and discuss the ‘Ethical challenge’ James Hardie and asbestos and answer the questions attached.

Group Presentations

This week,  some of you will be presenting your group presentations. Please read the assessment details to make sure your presentation conforms to the requirements of the task. Your research paper is due next week. Please hand it to your tutor in tutorials next week.

 

Week 12: Summary and Review

This session will be devoted to exam preparation including tips on how to respond to exam questions. A practice exam can be accessed from Blackboard.