HRM 107 Introduction to Human Resources

Semester 2, 2011

Department of Marketing and Management

MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS

UNIT GUIDE

Year and Semester: Semester 2, 2011 Unit convenor: Dr Louise Thornthwaite Prerequisites / Co-requisites: Admission to BBA or BCom-Mktg;

Credit points: 3

Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff in the unit. ABOUT THIS UNIT The turbulent business climate, caused by increased global competition, changing technologies, changing employment legislation and changing workforce composition is challenging managers to use their employees more effectively in the search for sustainable competitive advantage (Bratton and Gold, 2004). It has led many organisations (both public and private) to adopt human resource (HR) strategies such as „downsizing‟, „self-managing teams‟, „re-engineering‟, and performance-based pay strategies in their efforts to stay ahead of the competition. The focus on HR policy and practices reflects the view that employees are a source of sustainable advantage for organisations which makes employees he actual workers the sustainable advantage of the organisation. Recruiting, retaining and motivating employees, managing people across widely differing cultures and location, effectively renegotiating change and ensuring that all HR strategies are within the law are just some of the tasks faced by current HR practitioners.

The purpose of this unit is to introduce students to the basic elements of human resource management (HRM). Participants will critically analyse the relationship between strategy and core HRM activities such as recruitment, selection, performance appraisal and pay systems, workforce planning, training and development, career and succession management, and explore key contemporary issues to do with the quality of working life and diversity management. The course will locate HRM strategies within their organisational, business, demographic, economic, legislative and industrial contexts. TEACHING STAFF

Lecturer: Dr Louise Thornthwaite: B.Ec.(Hons 1) (USyd), Ph.D. (USyd) LL.B.

(Hons 1) (UNSW).

Lecturer: Mr Daniel Townsend: daniel.townsend@mq.edu.au

Other Teaching Staff:

Mr Viktor Badenko Victor.Badenko@mq.edu.au

Marjorie O‟Neill marjorie.oneill@mq.edu.au

Mr Murray Taylor Murray.Taylor@mq.edu.au

Melinda Varhegi melinda.varhegyi@students.mq.edu.au

Katya Zhuralevla Ekaterina_zhuravleva@hotmail.com

CONSULTATION TIMES You are encouraged to seek help at a time that is convenient to you from a staff member teaching on this unit during their regular consultation hours. In special circumstances, an appointment may be made outside regular consultation hours. Students experiencing significant difficulties with any topic in the unit must seek assistance immediately. Dr Thornthwaite will be available for consultation on Tuesdays 2.00-3.00 pm (drop in) and before or after class or by appointment. Contact: Building 4EA, Room 524 louise.thornthwaite@mq.edu.au or 9850 1163 (leave message) Teaching staff will generally respond to emails within 48 hours (excluding weekends). Accordingly, students must organise their study schedules to ensure that they do not feel the need for urgent email replies. Note: students requesting detailed additional information on exams or assignments may be referred to class discussions where other students will benefit. CLASSES One 2-hour lecture each week plus one 1-hour tutorial each week. The tutorials commence in Week 2. The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/

Once the tutorial groups are formed, students cannot change their classes.

Attendance will be taken in all tutorials.

Tutorial attendance is compulsory. Warning: You must attend at least 10 of the 12 tutorials – failure to do so will lead to failure of the subject

Medical certificates must be provided if you are not able to attend a class without incurring a penalty.

Students are expected to arrive on time, and not to leave until the class ends.

If you have a recurring problem that makes you late, or forces you to leave early, have the courtesy to discuss this with your lecturer/tutor.

Students must be quiet during classes, unless of course when class participation is required.

Mobile phone must be turned OFF and not simply set to „silent‟.

All laptops must be turned OFF in tutorials and lectures.

Students who disturb or disrupt in lectures and tutorial class will be asked to leave.

The lecturer has the final say in the adjustment of group-work marks taking into account peer assessment ratings.

REQUIRED TEXTS AND MATERIALS

The Compulsory Text for the unit is:

Nankervis, A Compton R, Baird, M and Coffey, J. (2011). Human Resource Management: Strategy and Practice. 7th edition, Cengage, Melbourne

Other useful texts which comprehensively cover the core material include:

Stone, Raymond J. (2011) Human Resource Management, (7th ed)., Milton:

John Wiley.

De Cieri and Kramar, (2008) Human Resource Management in Australia:

Strategy, People and Performance. McGraw Hill. 3rd Edition.

Bratton, J. and Gold, J. (2007) Human Resource Management, 4th ed,

Basingstoke, London.

For Additional Reading – refer to the Research and Practice section on pp.6-7 of this Outline and the Tutorial Guide from p.8.

TECHNOLOGY USED AND REQUIRED

Students are required to learn how to use word processing, blackboard and the library journals catalogue

UNIT WEB PAGE The web page for this unit can be found at: Blackboard http://learn.mq.edu.au

LEARNING OUTCOMES At the completion of the subject students will have been introduced to major conceptual debates within the field of HRM and the key functional areas involved in managing people. The learning objectives of this course are that, at its conclusion, students will be able to:

1. Identify and define key terms, concepts and theories discussed in the HRM literature.

2. Explain the strategic importance of HRM in managing for organisational

effectiveness.

3. Demonstrate an understanding of the links between the different areas of HRM

and how they may contribute to a coherent, strategically advantageous set of HR plans and policies.

4. Understand the importance of and principles of good communication and evaluation strategies for effective HRM.

GRADUATE CAPABILITIES Human resource graduates are expected to know the following six disciplines specific knowledge and skills upon graduation. This unit contributes to this learning by helping students develop capabilities number 1, 2, 6 and 8 (italicised).

1. Understand the relevance of contemporary HR systems and functions to employment relationship and to organisational effectiveness

2. Critically evaluate the role and changing nature of government employers

and employees and their representatives in the field of employment and industrial relations policy and practice.

3. Understand the need to enhance human capital through effective and

sustainable recruitment and selection practices

4. Appreciate the key learning and cognition theories and how they link and

inform effective human resources development practices

5. Critically analyse factors impacting on an organisation‟s capacity to

successfully manage their human resources in a global context

6. Evaluate key developments in contemporary HRM theory with the intention

to inform practice and devise strategic HRM practices that enhance the operations of diverse organisations.

7. Understand different theoretical perspectives and key principles of managing change effectively and critically assess the phenomenon of sustainability in the context of organisational change.

8. Recognise the pivotal role of managing diversity, ethics and sustainability in contemporary organisations

This unit contributes to this learning by helping student develop generic skills number 1, 3 and 4 below (italicised).

1. Critical, Analytical and Integrative Thinking 2. Problem Solving and Research Capability 3. Creative and Innovative 4. Effective Communication 5. Engaged and Ethical Local and Global citizens 6. Socially and Environmentally Active and Responsible 7. Capable of Professional and Personal Judgement and Initiative 8. Commitment to Continuous Learning.

TEACHING AND LEARNING STRATEGY Students are expected to read and research each topic in advance, participate in class and tutorial discussions and to maintain a strong interest in current issues and changes in HRM. Generally, the tutorial program follows one week after the lecture program. This means that the relevant reading for the lecture generally is also the specified reading for the tutorial in the following week. Students are expected to come to all tutorials having read the specified reading(s) for that week. For instance, you should read Chapter 1 before the first tutorial in Week 2, Chapter 2 before the second tutorial in Week 3, and so on. Topics to be covered each week are as follows:

Week Lecture Topic (& reading) Tutorial Topic (see detailed program below)

1 Unit Overview

Evolution of HRM (ch 1)

No tutorial

2 The context of HRM (ch 2) The evolution of HRM (ch 1)

3 Employment relationships, industrial relations and HRM (ch 3 )

HRM contexts (ch 2)

4 HR and the Law (ch 3 and tutorial readings) Employment relationships, industrial relations and HRM (ch 3)

5 HR planning (ch 4,5) HR and the Law

6 Recruitment and attraction of talent (ch 6) HR planning

7 Effective employee selection (ch 7) Recruitment strategies

Mid Semester Break Two Weeks

8 Developing HR in organisations (ch 8) Selection practices: focusing on psychometric testing

9 Managing Performance (ch 9) Human resource development

10 Strategic reward management (ch 10) Managing performance

11 Occupational Health and Safety & Employee Wellbeing (ch 11)

Presentations - groups A and B

12 Managing Diversity (ch 5 and tutorial readings)

Presentations - groups C and D

13 Subject Review and Exam Preparation Presentations - groups E and F

RESEARCH AND PRACTICE

This unit uses research by Louise Thornthwaite:

Thornthwaite, L. 2004, „ Working Time and Work-Family Balance: A Review of

Employees‟ Preferences‟, Asia Pacific Journal of Human Resources, vol. 42

no. 2, 166-184

Sheldon, P. & Thornthwaite, L. 2005, ‘Employability Skills and Vocational

Education and Training Policy in Australia: An Analysis of Employer Association

Agendas‟, Asia Pacific Journal of Human Resources 43 (3), 404-425.

Thornthwaite, L., and Sheldon, P. 2011, „Fair Work Australia: Employer

Association Policies, Industrial Law and the Changing Role of the Tribunal‟,

Journal of Industrial Relations, Vol.53, No.5, November, in publication, may be

viewed on Blackboard.

The publications listed below are highly recommended for further reading on the topics covered in the unit. Students should also consult them for the research and preparation of assignments. Books

These are suggested books in order to broaden your reading.

Stone, Raymond J., 2011, Human Resource Management, 7th ed, Milton: John

Wiley.

Boxall, P. And Purcell, J., 2011, Strategy and Human Resource Management,

3rd ed, Palgrave, Basingstoke.

Bratton, J. and Gold, J., 2007, Human Resource Management, 4th ed,

Basingstoke, London.

Brewster, C; Carey, L; Dowling, P; Grobbler, P; Holland, P; Warnich, S., 2007,

Contemporary issues in human resource management (2nd ed). Oxford

University Press, Southern Africa.

De Cieri and Kramar, 2008, Human Resource Management in Australia:

Strategy, People and Performance. McGraw Hill. 3rd Edition.

Legge, K., 1995, Human Resource Management: Rhetorics and Realities,

Palgrave, Basingstoke [also 2005 Anniversary edition].

Shields, J. 2007, Managing Employee Performance and Reward, Cambridge,

Melbourne.

Noe, R. And Winkler, C. 2009, Employee Training and Development for

Australia and New Zealand, McGraw-Hill, North Ryde.

Leopold, J. and Harris, L. (2009) The Strategic Managing of Human Resource

Pearson, London.

Journals

Apart from books, students will find it invaluable to get into the practice of reading relevant articles from journals. Below students will find a list of journals to start their reading and research. Those suggested can all be found within the university library system.

Academy of Management Journal Journal of Industrial Relations

Asia Pacific Journal of Human Resources Work, Employment & Society

Australian Journal of Management Employee Relations

Human Resource Management Journal Harvard Business Review

International Journal of Human Resource Management

Some useful websites:

http://www.fwa.gov.au http://www.ilr.cornell.edu/

http://www.ahri.com.au http://www.shrm.org

http://www.dewrsb.gov.au/ http://www.hreoc.gov.au/

http://www.ilo.org/ http://www.psmpc.gov.au/

http://europa.eu.int/comm/dg05/index_en.htm

http://www.innovations.gov.au

ASSESSMENT ITEMS

1. TUTORIAL Participation and Presentation (20%)

For this course, 20% of the mark is based on tutorial work. This is equally divided between a group presentation in weeks 11-13, and participation throughout the semester. Students will be assessed as follows: 1. Participation (10%) – This mark will be based on demonstrated preparation for

and constructive contributions in tutorials through the semester. Please note:

this is not a mark for attendance: attendance is compulsory and failure to attend

at least 80% of tutorials may lead to failure of the subject.

2. Presentation (10%) – students are to present on a topic in weeks 11-13 (as

allocated) in groups. Each group will consist of 3-4 students. Presentation is for

15 minutes, followed by 5 minutes of class questions or interactions.

For more details on the tutorial assessment, see the document “Assessment

criteria for Tutorial Participation and Presentation” on the Unit website for more

details.

2. ESSAY (40%) - 2,500 words

This is an individual written assignment – with a maximum length of 2,500 words in

length (max). Essay topics will be made available on the blackboard on Thursday,

Week 3 by 4 pm.

The due date for the essay is Friday 4.00 pm, Week 8.

Students are required to use at least 4 refereed journal articles in their essay. This

is a minimum requirement to receive a Pass grade for the assignment. Students

may, of course, use as many references as they consider appropriate. Please

check documents on Blackboard pertaining to the marking criteria etc for this

assignment.

For more detailed guidelines about the essay assessment, see the document

Essay Requirements and Marking Criteria on the Unit website.

3. FINAL EXAMINATION (40%)

This will be a closed-book examination held during the University‟s examination

period. The exam may consist of case study and/or essay questions. Some further

clarification of structure and content will be given in the final lecture.

TUTORIAL PROGRAM

Week 1

No tutorial

Week 2

Topic: Introduction & the Evolution of HRM

1. Introductions

2. In small groups brainstorm two separate lists of the features that you consider

would together lead to the „ideal workplace‟ for (a) management and (b)

employees. Discuss your choices and consider the areas where conflict might

arise between management and employees. How might these differences be

reconciled? Does the HR professional have a part to play?

3. Consider any ethical issues you have encountered in a workplace. They might

include favouritism, a lack of confidentiality about personal information, cheating

about hours worked, minor pilfering (e.g. pens, paper), bullying, or other issues.

Discuss the nature and effect of these on members of the work team and the

organisation as a whole. Should these issues be addressed and if so, who is

responsible for addressing them? What role should HRM officials play?

Readings:

Textbook, ch 1

Boxall, P and Purcell, J., 2003, Strategy and Human Resource Management, Palgrave

Macmillan, Basingstoke, Chapter 3 (on Strategic HRM: ‘best fit’ or ‘best practice’)

Guest, D., 2011, „Human resource management and performance: still searching for

some answers‟, Human Resource Management Journal, vol.21, no.1, 3-13.

Sheehan, C., Holland, P. and De Cieri, H., 2006, „Current developments in HRM in

Australia‟, Asia Pacific Journal of Human Resources, 44 (2).

Jackson, S. and Schuler, R. 2006, Managing Human Resources, Ohio, Thomson-

South Western.

Brown, M. Metz, I., Cregan, C., and Kulik, C, 2009, „Irreconcilable differences?

Strategic human resource management and employee well-being‟, Asia Pacific

Journal of Human Resources, vol.47, no.3, 270-294.

Schuler, R., Jackson, S., and Storey, J., 2001, „HRM and its link with strategic

management‟, in J.Storey (ed) Human Resource Management: A Critical Text, 2nd ed,

Thomson Learning, London.

Legge, K. 1995, Human Resource Management: Rhetorics and Realities, Palgrave,

Basingstoke [also 2005 Anniversary edition].

Week 3

Topic: The Context of HRM

1. Using the worksheet supplied by your tutor, identify two or three trends for each

category of external influence. Regroup as a class and discuss the impact of

the key trends on stakeholders. Consider the impact on the psychological

contract.

2. Case Study: HR Director’s Challenge – creating the flexible organisation.

[located in textbook, Case Study 2.1, p.75] N.B. Students will need to read the

2-page case study in advance of class.

Readings:

Textbook, ch 2

Zanko, M. 2003, „Change and diversity: HRM issues and trends in the Asia Pacific

Region, Asia Pacific Journal of Human Resources, 41 (1), 75-87.

Teh, E. 1999, „The ageing workforce: some implications, strategies and policy

considerations for human resource managers‟, Asia Pacific Journal of Human

Resources, 37 (1).

Thornthwaite, L. 2004, „ Working Time and Work-Family Balance: A Review of

Employees‟ Preferences‟, Asia Pacific Journal of Human Resources, vol. 42 no. 2,

166-184

Rousseau, D. and Wade-Benzoni, K. 1994, „Linking Strategy and Human Resource

Practice: How Employee and Customer Contracts are created‟ Human Resource

Management, 33, 3, 463-485. [on psychological contracts]

Paul, R. and Townsend, J. 1998, „Managing the contingent workforce – gaining the

advantages, avoiding the pitfalls‟, Employee Responsibilities and Rights Journal, 11, 4,

239-252.

Wilkinson, B., et al, 2001, „The New International Division of Labour in Asian

electronics: Work Organization and Human Resources in Japan and Malaysia‟,

Journal of Management Studies, 38, 5, 675-695.

Week 4

Topic: Employment Relations, Industrial Relations and HRM

1. Quick Quiz – no study required and NO marks recorded.

2. Marking and discussion of answers to Quick Quiz

3. Mini Class Debate: “Unions are essential for the future”

Readings:

Textbook chapter 3, pp. 80-104, 110-117.

Stone, R., 2010, Managing Human Resources, 3rd edition, John Wiley & Sons, Milton

(Qld), ch. 12, esp.pp.461-476.

Bailey, J. Price, R., Esders, L. and McDonald, P.,2010), „Daggy Shirts, Daggy

Slogans? Marketing Unions to Young People‟, Journal of Industrial Relations, vol. 51,

no. 1, 43-60.

Boxall, P and Purcell, J., 2003, Strategy and Human Resource Management, Palgrave

Macmillan, Basingstoke, Chapter 8. (on Managing Employee Voice).

Van den Broek, D., Barnes, A. and Townsend, K., 2008, 'Teaming Up: Teams and Resistance in Call Centres', Journal of Industrial Relations, 50 (2): 257-269.

Cox, A., Zagelmeyer, S., and Marchington, M. 2006, „Embedding employee involvement and participation at work‟, Human Resource Management Journal, Vol.16, No.3, 250-267.

Week 5

Topic: HR and the Law

Discussion questions & case study

1. Consider the case of the following middle-aged employee with a physical

disability. The woman in question had served the employer for over 11 years in

a customer service capacity. She suffered from osteoarthritis of the lower back,

spondylitis, bilateral varicose veins and bilateral spurs of the heels. These

conditions rendered her, according to medical evidence, unable to stand for

extended periods. This made it impossible for her to comply with the new

company policy that forbade sitting while serving customers. If the employer

sought to terminate her employment, what legal issues might arise in this case?

2. To what degree are HR managers and their departments responsible for the

organisation‟s knowledge about the Fair Work Act and the new institutions and

minimum standards in Australia? How should they alert managers and

employees to such legal regulations?

3. Case Study – FreshFirst Canning – see Textbook, Case 3.1, p.115.

Readings:

Textbook ch 3, esp. pp.87-89, 104-109

Stone, R. (2010) Managing Human Resources, 3rd edition, John Wiley & Sons, Milton

(Qld), ch 4

Smith, B. and Riley, J. 2004, 'Family-friendly Work Practices and the Law', Sydney

Law Review, 26, 395-426.

Australian Human Rights Commission, A brief guide to the disability discrimination act

at: http://www.hreoc.gov.au/disability_rights/dda_guide/dda_guide.htm

Fair Work Act (2009) Cth, see Fair Work Australia site: http://www.fwa.gov.au/

Week 6

Topic: HR Planning

Activities:

1. Academic Skills: accessing and using journal articles for essays and other

HRM assignments.

2. Small group exercise: Writing job descriptions – see Textbook, p. 198, Tutorial

Activity No 1.

3. For discussion: Outsourcing at Yarra Bank: ethical dilemma. A copy of this short

case will be provided by your tutor in class.

Readings:

Textbook ch 4 and 5.

Ulrich, D. 1992, „Strategic and human resource planning: linking customers and

employees‟, Human Resource Planning, vol.15, no.2.

Scott, S. 2008, „Unions battle offshoring‟, Australian Financial Review, 28 May, p.6.

Mackay, C. 1981, „Human resource planning: a four-phased approach‟, Management

Review, vol.70, no.5.

Kessler, J., Coyle-Shapiro, J. and Purcell, J. 1999, „Outsourcing and the employee

perspective‟, Human Resource Management, Vol.9, no.2, 5-20.

Liff, S., 1997, „Constructing HR information systems‟, Human Resource Management

Journal, vol.7, no.2, 18-31.

Kovach, K. and Cathcart, C., 1999, „Human Resource Information Systems (HRIS):

providing a business with rapid data access, information exchange and strategic

advantage‟, Public Personnel Management, vol.28, no.2, 275-282.

Week 7

Topic: Recruitment and Attraction of Talent

Discussion Questions

1. How appropriate is e-recruiting for (a) graduate trainees, (b) plant labourers,

and (c) senior managers. Explain your reasoning.

2. „It is unethical not to identify the organisation‟s name in a recruitment

advertisement‟. Do you agree?

3. „Having to recruit outside the organisation is a sign of management failure‟.

What arguments might support or challenge this assertion.

Readings:

Textbook, ch 6.

Hutchings, K. De Cieri, H. And Shea, T., 2011, „Employee Attraction and Retention in

the Australian Resources Sector‟, Journal of Industrial Relations, Vol.53, no.1, 83-101.

Maurer, S. and Liu, Y. 2007, „Developing effective e-recruiting websites: insights for

managers from marketers‟, Business Horizons, 50, 305-314.

Breaugh, J. 2008, „Employee recruitment: current knowledge and important areas for

future research‟, Human Resource Management Review, 18, 103-118.

Allen, D., Mohto, R. And Otondo, R. 2007, „Web based recruitment: effects of

information, organizational brand and attitudes toward a web site on applicant

attraction‟, Journal of Applied Psychology, 92, 6, 1696-1708.

Kirnan, J. Farley, J. and Geisinger, K. 1989, „The relationship between recruiting

source, applicant quality and hire performance: an analysis by sex, ethnicity and age‟,

Personnel Psychology, 42, 2, 293-308.

Week 8

Topic: Effective Employee Selection

Case Study - Social networking and selection – a question of ethics, see Textbook,

Case Study 7.1 pp.280-282. NB Students will need to read this case before class.

Readings:

Textbook, ch. 7.

Carless, S. 2009, „Psychological testing for selection purposes: a guide to evidence-

based practice for human resource professionals‟, The International Journal of Human

Resource Management, 20, 12, 2517-2532.

Barrick, M., Mount, M., and Judge, T., 2001, „Personality and Performance at the

Beginning of the New Millennium: What do we know and where do we go next?‟

International Journal of Selection and Assessment, 9 (1), 9-30.

Buckley, R., Norris, A and Wiese, D., 2000, „A brief history of the selection interview:

May the next 100 years be more fruitful‟, Journal of Management History, vol.6, no.3.

Macan, TA.,2009, The Selection Interview: A review of current studies and directions

for future research‟, Human Resource Management Review, vol.19, 203-218.

Behling, O. 1998, „Employee selection: will intelligence and conscientiousness do the

job‟, Academy of Management Executive, vol.12, no.1, 77-86.

Evers, A., Anderson, N. And Voskuijl, O., eds, 2005, Handbook of Personnel

Selection, Oxford, Blackwell.

Week 9

Topic: Human Resource Development

Discussion Questions.

1. The VARK questionnaire – a small sample will be distributed in class for

discussion.

2. Employees learn more from practical work experiences and project participation

roles than from classroom training, simulations or e-learning. Do you agree with

this statement? On what basis do you agree or disagree?

3. Generation X and Y employees are quite capable of managing their own

careers. They don‟t need help from managers or mentors, especially as their

commitment to organisations is at best transactional. Discuss this statement.

Readings:

Textbook, ch 8.

Noe, R. And Winkler, C. 2009, Employee Training and Development for Australia and New Zealand, McGraw-Hill, North Ryde.

Cook, S. and MacCauley, S., 2009, „Talent Management: Key questions for Learning and Development‟, Training Journal, July, 37-41.

Sheldon, P & Thornthwaite, LF, 2005, 'Employability skills and vocational education and training policy in Australia: An analysis of employer association agendas', Asia Pacific Journal of Human Resources, vol. 43, pp. 404 – 425.

Hegstad, C. 1999, „Formal mentoring as a strategy for human resource development: a review of research‟, Human Resource Development Quarterly, 10, 4, 383-390.

Smith, A, 2003, „Recent Trends in Australian training and development‟, Asia Pacific

Journal of Human Resources, 41, 2, 231-244.

Cairncross, G. And Buultjens, J. 2007, „Generation Y and Innovator Employers In The Australian Tourism and Hospitality Industry‟, Journal of Economic and Social Policy,

12, 1, 1-23.

Week 10

Topic: Managing Performance

Tutorial exercises:

1. Case study: Appraisals at Red Square Industries. Extract to be provided by

tutor in class.

2. In many cases, managers will assume that under-performance or non-

performance will require disciplinary action. Is this really a valid assumption?

Readings:

Textbook, ch 9.

Shields, J. 2007, Managing Employee Performance and Reward, Cambridge Uni Press, Melbourne.

Boxall, P. And Purcell, J. 2003, Strategy and Human Resource Management, Palgrave

Macmillan, Basingstoke, Chapter 7 (Managing Individual Performance).

Nankervis, A. And Compton, R., 2006, „Performance management: theory in practice?‟ Asia Pacific Journal of Human Resources, vol.44, no.1, 83-101.

Taylor, P. and Pierce, J. 1999, „Effects of introducing a performance management

system on employees‟ subsequent attitudes and effort‟, Public Personnel

Management, vol.28, no.3, 423-452.

Stiles, P., Gratton, L., et al, 1997, „Performance management and the psychological

contract‟, Human Resource Management Journal, vol.7, no.1, 57-66.

Week 11

Topic: Reward Management

Presentations – groups A and B

1. Performance-based Pay:

Incentive pay is „at risk‟ remuneration that is linked directly and explicitly to

measures of employee performance at either the individual or group level.

Debate continues about the effectiveness and fairness of such „at risk‟ pay and

also about its appropriateness for certain occupations.

Your task is to discuss the following issue: Should school teachers be paid

according to performance? If so, how? If not, why not?

2. Salary secrecy:

[Dear Dr HR: When I signed my contract of employment, I agreed not to

disclose to anybody in the organisation what my salary is. Apparently salaries

are completely confidential in the organisation. It has me worried though.]

In view of this enquiry, your task is to examine which is best from the

organisation‟s perspective: pay openness or pay secrecy? Why?

Readings:

Textbook, ch 10.

Shields, J. 2007, Managing Employee Performance and Reward, Cambridge, Melbourne.

Kohn, A. 1993, „Why incentive plans cannot work‟, Harvard Business Review, vol.71, no.5, 54-63.

Marsden, D., 2004, „The Role of performance-related pay in renegotiating the „effort bargain‟: The case of the British Public Service‟, Industrial and Labor Relations Review, vol.57, no.3, 350-370.

Heneman, R. and Von Hipple, C. 1995, „Balancing group and individual rewards: Rewarding individual contributions to the team‟, Compensation and Benefits Review, vol.35, no.1, 7-11.

Rubery, J. ,1995, „Performance-related pay and the prospects for gender pay equity‟, Journal of Management Studies, vol.32, no.5, 637-653.

Shields, J. 2002 „Performance related pay in Australia‟, in Brown, M. and Heywood, J. eds, Paying for Performance: An International Comparison, M.E. Sharpe, Armonk, NY, 179-213.

Week 12

Topic: OHS

Presentations – groups C and D

1. The Toxic Boss – a case study on bullying - copy of case to be provided.

Students are to address questions 3-5 (only) in their presentation.

2. Urine Testing – unjust and unreasonable, Textbook, Case study 11.2, pp.497-8.

In their presentation, the group should address Questions 1-3 at the end of the

case study.

3. An alternative presentation for this topic: Students could undertake Tutorial

Activity 2. (Textbook p.496) and present their findings to the class. This includes

doing a comprehensive audit of part of the building in which your tutorial takes

place or the FBE Building to analyse possible OHS risks and a risk avoidance

strategy for the organisation to deal with these.

Readings:

Textbook, Ch 11.

Quinlan, M. and Bohle, P. 2000, Managing Occupational Health and Safety: A

Multidisciplinary Approach, Macmillan, Melbourne,.

Sheehan, M. (1999), “Workplace bullying: responding with some emotional

intelligence”, International Journal of Manpower, Vol. 20 Nos 1/2.

Sheehan, M., Barker, M. and Rayner, C. (1999), “Applying strategies for dealing with

workplace bullying”, International Journal of Manpower, Vol. 20 Nos 1/2.

M Quinlan and P Bohle, 2007, “Under pressure, out of control or home alone?

Reviewing research and policy debates on the OHS effects of outsourcing and home-

based work,” International Journal of Health Services 38(3): 489-525.

C Mayhew, M Quinlan et al,, 2004, "Measuring the extent of impact from occupational violence and bullying on traumatized workers" Employee Responsibilities and Rights Journal, special issue on the traumatised worker.

Week 13

Topic: Managing Diversity

Presentations – groups E and F

1. Age Diversity: „The natural ageing of Australia‟s population will occur – this is

inevitable. The role and place of the aged workforce in this ageing process will

shape our workplace and society for decades to come‟.

Your task is to identify some of the consequences of people being discriminated

against because of their age and explain some of the policies that employers

could use to manage diversity effectively, with specific reference to mature age

employees.

2. Men and Work-Life Balance:

Read the case study: Men yearn for a work-life balance too – see Textbook,

p.198-199. The group‟s task is to address the following questions in your

presentation on the topic of this case.

Q1 – What are the barriers to men taking more time away from work to spend

time with families?

Q2 - How can diversity management policy be used to facilitate improvements

in work-family balance for men.

Readings:

Textbook, ch 5, pp.193-195.

Stone, (2010) Managing Human Resources, ch. 14.

De Cieri, H. and Kramar, R. (2005) Human Resource Management in Australia 2E,

McGraw Hill, North Ryde, ch 9.

Gibson, J., Greenwood, R., and Murphy, E., 2009, „Generational differences in the

workplace: personal values, behaviours and popular beliefs‟, Journal of Diversity

Management, 4 (3), 1-7.

Riach, K., 2009, „Managing „difference‟: understanding age diversity in practice‟,

Human Resource Management Journal, 19 (3), 319-335.

Figiel, V. and Sasser,M., 2010, „Factors contributing to employee decisions to ignore

diversity policies‟, Journal of Diversity Management, 5 (4), 11-17.

For examples of diversity policies see:

Westpac Bank site at www.westpac.com.au and

ANZ Bank at http://www.anz.com/about-us/corporate responsibility/employees/valuing-

diversity-respect/diversity/

RELATIONSHIP BETWEEN ASSESSMENT AND LEARNING OUTCOMES The assessment of the course has the following components:

Assessment Task 1 Assessment Task 2 Assessment Task 3

Total

Title Tutorial Participation and Presentation (20%) 30%

Essay (40%) (2,500 words)

Final Exam (40%) (2 hours)

Estimated student workload (hours)

25 hours 15 hours 15 hours 55 hours

Learning outcomes assessed

1. Identify & define key terms, concepts, frameworks, models and theories

5 5 10%

Explain the strategic importance of HRM in managing for organisational effectiveness.

5 5 10%

Demonstrate an understanding of the links between the different HRM

5 5 5 15%

Assessment Task 1 Assessment Task 2 Assessment Task 3

Total

areas strategically set of HR plans and policies.

Understand the importance & principles of good communication and evaluation strategies for effective HRM.

5 5 10

Graduate capabilities assessed

1.Critical, Analytical & integrative thinking

5 10 15%

3.Creative & Innovative

10 5 15%

4.Effective Communication

5 5 5 15%

Total 15 15 30 100%

ACADEMIC HONESTY

The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that:

all academic work claimed as original is the work of the author making the claim

all academic collaborations are acknowledged academic work is not falsified in any way when the ideas of others are used, these ideas are acknowledged

appropriately.

Further information on the academic honesty can be found in the Macquarie University Academic Honesty Policy at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

GRADES

Macquarie University uses the following grades in coursework units of study: HD - High Distinction D - Distinction CR - Credit P - Pass F - Fail Grade descriptors and other information concerning grading are contained in the Macquarie University Grading Policy which is available at: http://www.mq.edu.au/policy/docs/grading/policy.html

GRADING APPEALS AND FINAL EXAMINATION SCRIPT VIEWING

If, at the conclusion of the unit, you have performed below expectations, and are considering lodging an appeal of grade and/or viewing your final exam script please refer to the following website which provides information about these processes and the cut off dates in the first instance. Please read the instructions provided concerning what constitutes a valid grounds for appeal before appealing your grade. http://www.businessandeconomics.mq.edu.au/new_and_current_students/undergraduate/how_do_i/grade_appeals

SPECIAL CONSIDERATION

The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available at:

http://www.mq.edu.au/policy/docs/special_consideration/procedure.html

STUDENT SUPPORT SERVICES Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www.student.mq.edu.au IT CONDITIONS OF USE Access to all student computing facilities within the Faculty of Business and Economics is restricted to authorised coursework for approved units. Student ID cards must be displayed in the locations provided at all times. Students are expected to act responsibly when utilising University IT facilities. The following regulations apply to the use of computing facilities and online services: ● Accessing inappropriate web sites or downloading inappropriate material is not permitted. Material that is not related to coursework for approved unit is deemed inappropriate. ● Downloading copyright material without permission from the copyright owner is illegal, and strictly prohibited. Students detected undertaking such activities will face disciplinary action, which may result in criminal proceedings. Non-compliance with these conditions may result in disciplinary action without further notice. Students must use their Macquarie University email addresses to communicate with staff as it is University policy that the University issued email account is used for official University communication.