UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

LETTER OF WELCOME

Dear Student Welcome to the University of South Africas Graduate School of Business Leadership (SBL). SBL objective is to provide a highly professional management education at graduate and certificate level. In management education, we emphasise both the theory and practice of management. The SBL seeks to provide you with a practical learning experience and to develop your leadership qualities. In order to present the science of management in a manner that will foster its application in practical situations, the SBL has devised a unique educational structure founded on four pillars,distance education, study schools and study groups for the following reasons: Study schools and study groups facilitate dialogue between you and your fellow students and lecturers. Study schools and study groups guide you in the process of independent study. During the study schools lecturers are able to identify and respond to your individual needs. In the study groups, you are afforded the opportunity to learn from the experiences of others and to explore the application of theory to business problems. You will also become more analytical in the way you interpret the actions of others in your working environment and will see how differently organisations and individuals respond to various challenges in different situations. MyUnisa creates opportunities for rapid interaction between you and your lecturers. We have created a structure you can utilise to your own advantage. However, the learning experience requires maximum effort for maximum return. Stated simply, you will get as much from this programme as you are prepared to put into it! We would advise you to study this manual thoroughly because it is essential that you know what we expect of you and what you are entitled to expect from us. Finally, I would like to take this opportunity to wish you a pleasant and rewarding period of study. Best wishes PROF E SADLER ACTING EXECUTIVE DIRECTOR & CEO

UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

1.

CONTACT DETAILS FOR THE SBL AND UNISA

It is imperative that you direct your enquiries to the correct person to obtain a prompt response. Please note that the Administrative personnel are available on weekdays from 08:00 to 13:00 and from 14:00 to 16:00. The relevant programme administrator will handle all general enquiries about a specific programme, including the forming of groups, change of personal details, assignments, study schools, and all assessment-related questions. Administrative matters Programme Administrator Academic matters Academic Director Mrs Princess Khambule +27 11 652 0239 Pkhambule@unisa.ac.za

Prof AA Okharedia Prescribed book matters SKYNET (if the waybill is available ) Prescribe Book officer

+27 11652 0375

okharaa@unisa.ac.za

Skynet personnel Mrs Esther Mahloele

+27 12 429 2963/81 +27 11 652 0316

sk ynet@unisa.ac.za mahloe@unisa.ac.za

Assistance with full-text databases and information relating to your studies: SBL Reference Centre Ms M Scheepers Ms L Ncongwane Ms L Grobler +27 11 652 0342 +27 11 652 0342 +27 11 652 0341 scheema@unisa.ac.za ncongle@unisa.ac.za grobllm@unisa.ac.za

Requests for academic articles not in the electronic full-text databases DEPARTMENT Unisa Library (Document Delivery) Requests should be sent through on request cards or via the online request forms. Online request form: books CONTACT NUMBERS +27 12 429 3134 +27 12 429 3432 Fax: +27 12 429 2925 http://oasis.unisa.ac.za/illb Contact Details of Lecturers Module Name Human Resource Management & Employee Relations Operations Management Marketing management Financial Accounting Management Strategic Management Economic and the Global Business Management Module Name Lecturer Prof.MS Vettori Prof R Steyn Dr Olufeni Prof Purushottam Ms L Terreblanche Mr. G Dalton Mr. C Singh Prof Brown Prof AJ Smit email vettom@unisa.ac.za steynr@unisa.ac.za olufemiadetunji@gmail.com purusn@unisa.ac.za daltogw@unisa.ac.za terrl@unisa.ac.za singhcf@unisa.ac.za browngp@unisa.ac.za smitaj@unisa.ac.za

MBL911K MBL912L MBL913M MBL914N MBL915P MBL916S

UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

RULES AND ADMINISTRATIVE PROCEDURES OF THE GRADUATE SCHOOL OF BUSINESS LEADERSHIP

2.1. Introduction and orientation The Master of Business Leadership (MBL) is a highly professional, three-year, postgraduate management development programme which is offered on a largely distance learning basis. This distributed learning module affords graduates wishing to pursue a management career in business and the public sector a special learning opportunity and a unique self-development programme. This manual has been compiled to familiarise you with the rules and administrative procedures of the Graduate School of Business Leadership (SBL) and does NOT replace the Unisa rules for postgraduate qualifications. It should thus be read in conjunction with the overall University rules and procedures. Please comply with these rules and procedures during your studies. The duration of the course is three years and the programme is based on a combination of theoretical and applied concepts. The first two years comprise compulsory core modules, while the final year affords you the opportunity to integrate all learning experiences through a research project, an executive project management module and one elective. Students will have a maximum of six years to complete the whole MBL degree curriculum. The distance learning element comprises self-tuition and group work in which you must do both prescribed and recommended readings, complete assignments and contribute to group activities and assignments. Attendance of study schools and group meetings is compulsory to afford you the opportunity to network with other students and interact with your lecturers. Should you wish to excel in your studies, you will have to develop the necessary self-discipline to plan your time for reading, group discussions, working on assignments and preparing for the examinations. Time management skills and self-discipline are vital characteristics of successful individuals. We provide you with due dates and deadlines, but the way in which you plan your personal calendar is up to you. As a guideline, it may help you to know that the average student will need about 1200 hours per annum to complete the programme successfully. These hours include all activities associated with your learning, such as time spent on reading, group meetings, completing assignments, browsing on the Internet, visiting the library, writing examinations, reflecting on, and most importantly, practising what you have learned. Some individuals may need to spend more time than others in achieving the competencies required.

2.2.

Study schools

Residential study schools form an integral part of every SBL programme. Two compulsory five-day study schools are held at Midrand. All first-year students must attend this study school because it is a prerequisite for admission to the examinations. It is therefore essential for you to sign the daily register when you attend these sessions. The SBL determines the dates of study schools and decides when specific groups must attend. You will have to attend the study schools with your group, during the weeks determined by the SBL. Students may NOT choose which week they would like to attend. Bear in mind that you have to make your own travel and accommodation arrangements for all the study schools held at the SBL. A list of accommodation options will be made available myUnisa Students must prepare for the study school by studying the material prescribed in the study school programme. Case studies should be discussed in the study groups prior to the study school so that

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students are able not only to participate in but also to lead discussions during the study schools if required to do so. It is the students responsibility to ensure that all hand -outs posted MyUnisa are downloaded and brought to the study schools. The SBL does not provide any hard copies of study material that has been posted MyUnisa. Students who arrive at a study school unprepared place not only themselves but also the other members of the class at a disadvantage . A social function will be held during the first study school during which you will have an opportunity to socialise with your fellow students and lecturers. We would like to encourage you to attend this function, since networking is an essential element of the MBL learning experience. Leave of absence from the study schools, tests and examinations will only be considered in the following cases, and any request for leave must be substantiated by the necessary certificates: serious illness and/or death of next of kin (confirmed by a medical/death certificate) unavoidable overseas business commitments as demanded by the student's employer, confirmed in writing by the employer and substantiated with a copy of the air ticket. Requests must be made in writing and directed to the Programme Administrator. The onus is on the student to obtain all documentation handed out during the study school. Study groups have to attend the study schools as indicated below: First study school

Date

Groups

25 Feb-01 March 2013

Will be informed

04-08 March 2013

Will be formed

18- 22 March 2013

All groups from: Ethiopia

Second study school Date Groups

12-16 August 2013

Will be informed

19-23 August 2013

Will be informed

02-06 September 2013

All groups from: Ethiopia

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2.3.

Interactive study groups

Working in groups is one of the most important aspects of the SBL tuition model. Groups should organise themselves in such a way that all members of the group participate equally in group assignments, since all members of the group earn the same mark. The formation of study groups will be undertaken by the SBL. A student must be a member of a study group comprising five to ten students. The programme delivery manager may allow groups to consist of four or fewer members. The SBL must approve any subsequent changes to study groups. Changes will only be considered in the case of the geographical transfer of students or the general restructuring of study groups. If a student is unable to join a conveniently located group, he or she must join an electronic group or defer his or her studies until a suitable group can be formed. In exceptional cases, the Programme Delivery Manager, may be approached to consider the splitting or merging of groups. This will only be considered if there are valid reasons. The final decision on changing membership composition lies with the programme delivery manager and must be handled via the relevant Programme Administrator. If conflict is experienced in a particular group, the programme delivery manager may be approached to facilitate conflict resolution. If the conflict is still not resolved, the group may approach the programme delivery manager with a request to consider splitting it up. Splitting of groups will only be considered once a group has demonstrated that they have tried to resolve the conflict, that the splitting of the group is a group decision and that there are enough members left in each group to enable them to continue functioning as a group. Members wishing to join another group for whatever reason must discuss their request for a transfer with their current group. Should the group members of both groups agree (i.e. the group the member is leaving and the new group he or she is joining), both group leaders must substantiate the request in a letter to the programme delivery manager, stating that the group members have discussed the case, have reached consensus on the matter and have indicated their willingness to accept the change of group membership. Students are expected to assist one another with their studies, particularly in the group assignments. This is one of the reasons why only persons with adequate practical experience are admitted as students. The study group determines how often it will meet to complete the group assignments set out in the study programme. A study group leader for each study group will be appointed by the SBL. Groups may, however, appoint their own candidate, but must inform the SBL accordingly. A study group leader should preferably be appointed for an academic year.

2.4. Assessment The first two years of the MBL programme are divided into six modules per year. Each module is subdivided into topics, which make up the curriculum. For each of the topic outcomes, you need to do the required prescribed reading by consulting the relevant chapters in the textbook, journal articles, cases and sometimes web links. Assessment criteria for each topic When working through the reading material, keep the critical question(s) for each topic in mind. Use these as a basis to build your own portfolio of learning by addressing the issues raised.

Individual self-assessment assignments In order to assess your learning, you may be required to complete self-assessment assignments. These are your own responsibility and your lecturer will not mark them. You will be provided with

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guidelines to enable you to assess yourself. This is one of the competencies that you require as an effective leader - the ability to reflect on your learning. Model answers to these assignments will be made available to students after the completion date. The model answers must be used to assess how well you answered the assignment. If you have any questions about the model answer, you should contact the lecturer responsible for the assignment. The individual self-assessment assignments do not contribute to the year mark for a module. Group assignments You are also required to complete group assignments. Since these will be assessed by your lecturer, you need to focus on the assessment criteria provided for each assignment. Apart from what you learn during your contributions to the group assignments, you will also develop your ability to work in a team, learn how to deal with difficult situations and opposing viewpoints, and learn to value diversity. These skills are the hallmark of successful managers and leaders. Answers to group assignments, which are usually case studies, represent the work of the group as a whole. The study group must elect a chairperson and a secretary on a rotating basis for each group assignment. The chairperson's responsibility is to direct and control the discussion, whereas the secretary's responsibility is to record the group's calculations, opinions, conclusions, recommendations, and so on. The chairperson and the secretary are responsible for compiling the first draft of the assignment to present to the group for final approval or alteration, after which it should be handed to the study group leader for electronic submission MyUnisa. The ultimate responsibility for the standard and the timely submission of the final assignment lies with the entire group. Hence, late submission or a poor standard will not be excused on the grounds that individual members of a group failed to discharge their assigned responsibilities. Furthermore, these are compulsory assignments, non-compliance to the submission and the due dates will result in you being refused entry to the examinations. The first page of your assignment must contain the basic assignment information and include a list of people who participated in the assignment (names and student numbers) and the contribution percentage. A group member who does not contribute to a group assignment to the satisfaction of the rest of the group members may be excluded by the other group members from earning any marks or a percentage of the mark for that particular group assignment. The group can decide to reduce such a group members mark by any percentage of the assignment mark or give such a member zero for the assignment. Bear in mind that this must be discussed at a group meeting during which the group must reach consensus on the participation percentage. The affected member must be notified in writing by the group leader of such penalisation and a copy of the letter (this may be done electronically) must be sent to the programme administrator. Groups must submit only one copy of an assignment and must retain the master copy. For further information on how to submit your assignments, refer to myUnisa The following rules govern the submission of group assignments: All assignments must be submitted via MyUnisa No assignments will be accepted via e-mail or fax. No assignments may be handed in or sent directly to any lecturer . All assignments can be submitted in PDF or Microsoft Word format. The fonts must be in standard Windows with A4 page size. All assignments must be virus free. The submission dates for assignments are given in the study programme and must be strictly adhere

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Please note: Under no circumstances will extension for the submission of assignment(s) be granted to individual group(s). Noncompliance to the stipulated submission dates will result in your assignment not being marked and access to the examinations being refused. Students that are repeating module(s) individually, will be granted extensions in exceptional cases (ie serious illness and/or death of next of kin (confirmed by a medical/death certificate) or unavoidable overseas business commitments as demanded by the student's employer, confirmed in writing by the employer and substantiated with a copy of the air ticket. It usually takes about six weeks to mark and mail assignments back to group leaders. Please do not contact the SBL to enquire about marks before then. If results are not available on myUnisa after five weeks from the due date, you may contact the Programme Administrator. All assignments must be typed on A4 paper, in 12 pt, double spacing. A margin of at least 5 cm must be left for the lecturer's comments on the right-hand side of the page. As a safeguard, please ensure that you retain an electronic copy of each assignment. On receipt of a marked group assignment solution, the study group leader should ensure that the lecturers comments are discussed at the next group meeting. The composition of the year mark is 30% for each group assignment (of which there are two) and 40 % for the test. The year mark contributes 40% to the final mark. M O DUL E CO DE MBL911K MBL912L MBL913M MBL914N MBL915P MBL916Q GROUP ASSIGNMENT 1 29 March 2013 05 April 2013 12 April 2013 19 April 2013 26 April 2013 03 May 2013 GROUP ASSIGNMENT 2 02 September 2013 04 September 2013 06 September 2013 09 September 2013 11 September 2013 13 September 2013

2.5. Tests Tests are set to afford individual students the opportunity to test their understanding, insight and ability. These tests are written at Unisas examination centres and count 40% towards the year mark. The duration of these tests will be one hour per module. For logistical reasons, students are required to write two tests per sitting (ie they must write the first two modules at the first sitting and the second two modules at the second sitting and the final two modules at the third sitting). These tests are primarily in the form of multiple-choice questions and students will not be allowed into the venue with any study material. Since these tests are written under examination conditions, students are required to familiarise themselves with Unisas examination rules. Students who are unable to write these tests (see 2.2) must apply to the Programme Administrator to write supplementary tests. These supplementary tests are written at Midrand during the second study school. Depending on the number of supplementary tests being written, student may miss periods at the study school. The onus rests upon the students to ascertain what has been discussed as well to obtain all relevant handouts distributed during the periods missed. Request/s to write supplementary test(s) will have to be submitted to the programme administrator at the SBL within 10 days of the particular test sitting. This is the final and last opportunity to obtain any marks for the tests. No further correspondence will be entered into in this regard.

UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

M O DUL E CO DE S MBL911K MBL912L MBL913M MBL914N MBL915P MBL916Q

PROVISIONAL TEST DATES 13 May 2013 13 May 2013 15 May 2013 15 May 2013 17 May 2013 17 May 2013

TIME 08:30-09:30 09:30-10:30 08:30-09:30 09:30-10:30 08:30-09:30 09:30-10:30

2.6.

Examination

During one examination period, a student must write examinations in all the modules for which he or she has registered and examination admission obtained. The modules in which examinations have not been written will be regarded as having been failed. The examinations consist of four-hour, open-book examinations in each of the modules and will be held at centres designated by Unisa. To be eligible for the examinations, a student must have attended every day of the compulsory study schools, submitted all assignments, have paid the full programme fee and have obtained a 40% year mark for the module(s) concerned. If a student is unable to write an examination (see 2.2), the SBL will arrange for an aegrotat (deferred) examination. Acceptable evidence of the particular circumstances will have to be submitted to the programme administrator at the SBL within 10 days of the particular examination sitting. The year mark will not contribute to the final mark of students who are writing the supplementary examination because they failed the main examination. The year mark does, however, contribute to the final mark of a student who is writing a deferred examination (eg aegrotat or special examination). Laptops may not be taken into examination venues. You are, however, allowed the use of nonprogrammable pocket calculators. Please note that the University rules state that NO examination results will be made available by telephone, fax or e-mail. Note that the examinations contribute 60% to the final mark. Students who obtain a subminimum of 40% in the examinations and a final mark of at least 45% will qualify for a supplementary examination. The relative weightings of the year mark, examination mark and the subminimum requirements will apply to aegrotat examinations, but not to supplementary examinations. Year marks will not be taken into consideration should a student not obtain a subminimum of 40% in the examinations. A prescribed fee as determined by Unisa from year to year is payable for all supplementary or aegrotat examinations. Under no circumstances will students be allowed to change their examination venue later than two months before the date of the examination. M O DUL E CO DE S MBL911K MBL912L MBL913M MBL914N MBL 915P MBL916Q PROVISIONAL EXAMINATION DATE 21 October 2013 23 October 2013 25 October 2013 28 October 2013 30 October 2013 01 November 2013 PROVISIONAL SUPPLEMENT EXAMINATION Will be informed Will be informed Will be informed Will be informed Will be informed Will be informed

UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

2.7.

Requirements for completing the programme

A student must register for all the prescribed modules for the year of study concerned and/or all the outstanding study modules. A student may register for the second-year study modules only if no more than one module from the preceding year is still outstanding and the outstanding module is taken concurrently with the modules for the current year. Students are only allowed to register for the final year if all first and second-year modules have been completed. Second-year students who do not qualify for the final year may register for the module Executive Project Management and a field study concurrently with their outstanding modules from the previous year. Students repeating any modules will follow the curriculum for the current year. In the event of failing a module for the second time, students need to register for and pass that specific module and/or all other outstanding modules before they can proceed to the second and third academic years. To pass an individual module, a student must obtain the following: An examination mark of at least 40% for the module and a final, weighted average mark of at least 50% for the module, where the weights for the final mark are as follows: Examination mark: Year mark: 60% 40%

Only those students who obtained 35%-49% or 68-74% in a module may apply for a remark of such an examination answer book. Unisa will determine the prescribed fee for the remarking of the examination answer book. Students will have a maximum of six years to complete the entire MBL degree curriculum.

2.8.

Repeaters

Students repeating a module have to do repeater assignments as individual assignments. Where not specified, a repeater must do the group assignments as individual assignment. The submission dates for these assignments will be the same as for the normal group assignments. Attendance at study schools is voluntary for repeaters. A percentage of the programme fee for the year in which a module is being repeated is payable on registration for each module being repeated. Students repeating any modules will follow the current years curriculum.

2.9. Personal details It is in your own interests to make sure that we have all your contact details. Please inform the Programme Administrator of any changes. Your notification must be in writing and must contain your student number. You can update your personal details on myUnisa

UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

2.10.

Awards

The SBL Board Medal is awarded annually to the best candidate completing the MBL degree. The selection is based on academic achievement. The best candidate will therefore be the one who obtains the highest average mark for the second and third years of study among those candidates who obtain the MBL with distinction. If no candidate obtains the degree with distinction, the award will be made to the candidate with the highest average mark.

A candidate is regarded as a member of a particular group if he or she has been a member of the group for more than half of the last two years of the programme. To be eligible for the best group award, each of the members of the group must pass all the modules at the first attempt. A group is therefore not eligible for the award if any member of the group fails a module, even if such a member was successful in a supplementary examination in that module. Of the groups that are eligible for the award, the group with the highest average final mark over the last two years of the MBL programme will be adjudged the best group. If two or more eligible groups obtain identical average final marks, the SBL will apply additional criteria to select the best group.

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UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

MBL911K

Module Overview

HUMAN RESOURCE MANAGEMENT & EMPLOYEE RELATIONS

2013

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UNISA Graduate School of Business Leadership 2013/0/0605-X/MBL 1

MBL911K HUMAN RESOURCE MANAGEMENT AND EMPLOYER RELATIONS

TABLE OF CONTENTS

1. 2. 3. 4. 5. 6. 7. 8.

MODULE OVERVIEW .................................................................................................................. 13 STUDY SCHOOLS ........................................................................................................................ 13 PRESCRIBED BOOKS ................................................................................................................ 13 CASE STUDY ............................................................................................................................... 13 ARTICLES .................................................................................................................................... 15 WEB LINKS .................................................................................................................................. 15 ASSESSMENT.............................................................................................................................. 16 TOPICS ......................................................................................................................................... 18

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MBL911K HUMAN RESOURCE MANAGEMENT AND EMPLOYER RELATIONS

1.

MODULE OVERVIEW

The aim of this module is to develop human resources and industrial relations management skills among students. Human resources management is concerned with the management of staffing, retention, development, adjustment, and change in order to achieve both organizational and individual objectives. Industrial relations management focuses on collective bargaining, dispute resolution in labour relations and workplace discipline, dismissals and unfair labour practices. Tuition would be through guided reading, group assignments, as well as interactive lecture during which students may do exercises and discuss both their personal and organisational experiences. Students are assessed on the basis of assignments, a test and a final examination. 2. 2.1 STUDY SCHOOLS Study School 1 Topic description Human resources and the global economy Managing diversity Recruitment and selection Introduction to labour relations and labour laws

Topic number 1 2 3 1(a) 2.2

Study School 2 Topic description Performance management of employees Training and development Discipline, dismissal and dispute resolution

Topic number 4 5 1(b) 3.

PRESCRIBED BOOKS
th

Cascio, WF. & Aguinis, H. 2011. Applied psychology in human resource management. 7 ed. Upper Saddle Road, NJ: Pearson. Grogan, J. 2009. Workplace Law 10 ed. Cape Town: Juta. 4. CASE STUDY
th

Read the following article and answer the questions that follow. MANAGING MOBILE TALENT Mobile working is fast becoming a strategic necessity in todays competitive marketplace. Companies want their employees out on the road meeting clients, delivering services and forging new relationships. As mobility continues to play a key role in enabling companies to achieve greater productivity worldwide, research firm IDC expects the global mobile worker population to increase from 919.4 million in 2008 to more than 1.19 billion in 2013, representing nearly 35% of the worldwide workforce.

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This new business reality is making organisations re-think their employee strategies and offer more flexible, mobile working arrangements. Benefits of a mobile workforce It is evident that there is a clear business case for a mobile workforce. Companies that HRM spoke to cited better employee engagement, retention and organisational performance as some of the key benefits of such an arrangement. Financial services company American Express (Amex) recognises that offering flexibility is critical in helping its employees achieve work-life effectiveness. We want to offer our employees the flexibility and by this we mean the choice and control over the how and when their work gets done, within the remit of customer, colleague and individual needs, says Sonia Cargan, VP HR, East Asia, Amex. It is with choice and control that our employees have shown they can better manage their work-life effectiveness and are therefore considerably more engaged. Called Blue Work, flexible working arrangements at Amex create a win-win that meets employee needs while lowering costs, increasing organisational performance, yielding higher earnings and increasing shareholder value, Cargan says. A mobile workforce also provide a business advantage in contingency situations as the company has people who are ready and set up to work from home or other locations, she explains. IT giant IBM is another organisation that embraces mobile working. More than 60% of its global workforce is mobile at any given point. Under its mobility programme, employees are technically equipped to work at any location, such as the clients office, while telecommuting, or at home. In most cases, customer-facing employees are on this programme, says Charmaine Sim, Human Resources Director, IBM Singapore. The programme has increased employee retention, enhanced productivity, and lowered absenteeism. With the flexibility that the mobility programme offers, employees have more face time with their clients, and can better serve their needs. This enhances client satisfaction and leads to better business results for IBM. Financial services company Credit Suisse believes that there is a close link between employee productivity and the promotion of a healthy workplace culture. We also recognise that to sustain the commitment and performance of employees, we must provide a flexible working environment that enables them to remain fit and healthy while fulfilling their professional and personal duties, says Niki Kesoglou, Head of Talent Agency (APAC & Swiss regions), Credit Suisse. Her organisation offers flexible working arrangements such as part-time positions, job sharing and telecommuting. Employees at Credit Suisse are also given authorised remote access to its corporate network so they can complete some of their work from home. A significant number of our employees support global markets in different time zones as part of their role, and giving them flexible work options with remote working tools enables them to do their job efficiently and effectively, Kesoglou says. Work arrangements Setting up the right infrastructure and support services is essential for a successful mobile working arrangement. At IBM, employees are equipped with the tools and technology to work from any location with an internet connection, says Sim. Our Lotus suite of solutions comprises instant messaging capabilities, virtual communities, software for scheduling meetings and conference calls, databases for team documents, calendaring, social media applications and more. Its a great set of tools for enhancing remote collaboration and enhancing productivity. Communication from HR is important to equip managers and employees with necessary resources and awareness about working effectively while mobile, or on other flexible work options, according to Sim. At IBM, clear policies are posted on the intranet for both managers and employees easy reference. Regular communication about flexibility options, education, resources and employees testimonials are released monthly through newsletters. At Credit Suisse, all office locations are fitted with tools such as video conferencing facilities and shared servers with remote access, which facilitate collaboration. More recently we have also looked to create an avenue for employees to take part in communities of practice, leveraging online

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technology to facilitate exchange of information and knowledge, and promote expansion of networks across divisions, countries and regions, says Kesoglou. Leading a mobile team Trust and empowerment are essential for companies trying to get the most out of a mobile workforce. This is where good leadership makes all the difference. Managers do need to change their work styles somewhat they have to be more focused on outcomes, be better at communication and more explicit about their expectations, says Cargan. They might have to arrange more short, frequent calls to ensure they dont lose the walking by the desk communication moments. Credit Suisse supports it mobile work teams by providing information through how to guides and training programmes. These empower employees and managers and ensure they are knowledgeable on how to be productive and mobile using technology, Kesoglou says. How do managers evaluate the performance of an employee whom they have little face -time with? At IBM, employee performance is evaluated on business outcomes and not on time spent in the office, and this is constantly emphasised by leaders, says Sim. If needed, employees can deal with any pressing personal commitments even during traditional work hours and choose their own time of day for working in consultation with their managers, as long as their business results are delivered on time. Employees just need to ensure that they can be contacted by their colleagues at all times. Companies that HRM spoke to agreed that employees who are given a choice about their work arrangements tend to be more driven and engaged. It provides them with great freedom and flexibility and thus maximises their inclination and ability to perform at their best, Sim says. (This article was written by Sumathi V Selvaretnam, and retrieved on 14 September 2011 from http://www.hrmasia.com/resources/diversity/managing-mobile-talent/117613/) Questions 1. Considering your own company, and comparing it to the companies discussed in the article, what are the opportunities for mobile working in your environment? 2. What measures should be put in place to optimise mobile working in your work environment? 3. Leading and managing a mobile workforce may present unique challenges. What would the major challenges in your work environment be, with particular reference to human resources management? 5. ARTICLES

Gong, Y., Law, K.S., Chang, S. & Xin, K.R. 2009. Human resources management and firm performance: The differential role of managerial affective and continuance commitment, Journal of Applied Psychology, 94(1): 263-275. April, K., Ephraim, N. & Peters, K. 2012. Diversity management in South Africa: Inclusion, identity, intention, power and expectations, African Journal of Business Management, 6( 4): 1749-1759. Ordanini, A. & Silvestri, G. 2008. Recruitment and selection services: Efficiency and competitive reasons in the outsourcing of HR practices, The International Journal of Human Resource Management, 19(2): 372391. Modell, S. 2005. Performance management in the public sector: Past experiences, current practices and future challenges , Australian Accounting Review, 15(37): 56-66.

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Salas, E., Tannenbaum, S.I., Kraiger, K. & Smith-Jentsch, K.A. 2012. The science of training and development in organizations: What matters in practice? 6. WEB LINKS

www.ccma.org.za Commission for Conciliation, Mediation and Arbitration www.labour.gov.za South African Department of Labour www.nedlac.org.za National Economic Development and Labour Council www.tokiso.com Tokiso Dispute Settlement

7.

ASSESSMENT

7.1 Group assignments 7.1.1 Group Assignment 1 Due date: 29 March 2013

One topic included in this module, not covered comprehensively in the prescribed textbook, is Diversity Management. Diversity Management may be an important human resources matter as it is often suggested that diversity management influence employee performance. The matter of diversity management is often a thorny issue, and it is sometimes associated with strong perceptions and emotions. With this assignment the aim is to facilitate discussion around this topic and create a scientifically informed understanding of the effect of diversity management. Use the following headings in the assignment: 1 Introduction (Explain the task at hand). 2 Diversity within groups (Define the concept, referring to at least 3 sources, and provide a syntheses of the definitions [10 marks]). 3 Management to create diversity (Discuss at least 3 techniques managers can use to facilitate diversity in the workplace this discussion should be based on respectable literature [10 marks]). 3.1 Critically evaluate the effect of effect of measures to create diversity on employee performance (Refer to at least 4 journal articles, of at least one which have a conclusion different from the others [20]). 4 Management of diverse groups (Discuss at least 3 techniques managers can use to manage divers individuals in workplace groups this discussion should be based on respectable literature [10 marks]). 4.1 Critically evaluate the effect of effect of diversity management on employee performance (Refer to at least 4 journal articles, of at least one which have a conclusion different from the others [20]). 5 Critically discuss the state of diversity management in the organizations presented in your group. (This should be done per organization and specific reference should be given to the levels of Management to create diversity and Management of diverse groups. Thus, each group member should, apart from general comments, also indicate his or her perception regarding the proportional attention that is given to each of these practises [30 marks]). The textbooks and articles you use should not have been published before 2005. The body of the assignment should not be shorter than 15 pages and not exceed 20 pages (1,5 line spacing, 12-point font). Scientific referencing is essential and statements that are not properly referenced will not be considered in the marking of the assignment. Poor referencing and layout will be penalised heavily and will have a negative effect on the allocation of marks. Proper attention should be given to this aspect as negative marking will apply.

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7.1.2 Group Assignment 02 Question 1

Due date: 02 September 2013

ESKOM is an essential services provider. On 12 May 2000, ESKOM and the trade union (EDTU) entered into a Recognition Agreement. On 19 April 2011 and in accordance with the Recognition Agreement, ESKOM and EDTU commenced annual wage negotiations for the financial year 2011. The negotiations continued until 4 August 2011. In terms of the Recognition Agreement, they were to be completed on 31 May 2011. ESKOM blames the EDTU for the delay. On 4 August 2011, ESKOM presented its final offer. EDTU was to react to that offer on 12 August 2011. Meanwhile ESKOM had put systems in place for the implementation of its final offer. On 26 August 2011, ESKOM notified the EDTU that it would implement its final offer with immediate effect. That prompted a referral to the CCMA, since negotiations failed to yield results. The dispute was conciliated on 7 September 2011 and remains unresolved. On 9 September 2011, correspondence was exchanged seeking undertakings not to implement. No undertaking was given.

With reference to the above facts answer the following questions: i) Presuming the procedural requirements for a protected strike have been adhered to, would strike action concerning EDTUs wage demand be protected? Explain (2) If Eskom were to implement its final offer would this amount to a unilateral change of terms and conditions of employment? Explain. (4) Presuming that ESKOM was not an essential service and presuming ESKOMs implementation of its final offer constitutes a unilateral change of terms and conditions of employment, would EDTU be embarking on a protected strike if it were to strike without giving notice of its intention to strike? Explain (4)

ii)

ii)

Question 2 Company A and trade union B entered into a recognition agreement in June 2010 in terms of which union B was recognized as the collective bargaining agent for the employees at company A. In July 2010 union B demanded a 15% wage increase. A few days later, Company A gave union B notice that since it no longer had majority status, wage negotiations in terms of the recognition agreement would be suspended. Union B referred the dispute concerning the 15% increase in wages dispute to the CCMA for conciliation. Conciliation failed. The CCMA issued a certificate of non resolution and union B gave Company A 3 days notice of its intention to strike over the employers suspension of wage negotiations. With reference to the above facts answer the following questions: i) Is this strike protected? Explain (10)

ii) Is the employer legally obliged to bargain with union B? Critically discuss how the LRA deals with the duty to bargain. (10)

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Question 3 The LRA unashamedly encourages collective bargaining. Critically discuss the mechanisms the LRA has put in place in order to enable effective bargaining to take place. In your answer include a inter alia discussion of organisational rights, the enforcement of collective agreements, the various bargaining forums created by the LRA and the right to strike. (20) TOTAL 50 7.2. Examination structure The examination may consist of short case studies and essay questions. Fifty percent of the marks will be allocated to human resources management and fifty percent to industrial relations management. The examination will assess all the relevant topics in the module.

8. TOPICS 8.1 8.1.1 Human resources and the global economy Tuition period

Time allocation: before Study School 1 8.1.2 Specific outcomes

After studying this topic students will be able to link the previous contributions of human resources management and personnel psychology to the understanding of organizational behaviours and the future challenges for organizational successes. Historically these disciplines focused on the identification, assessment, and development of predictive individual behaviours. Future needs will be driven by the pressures associated with continued globalization of the world of work. The present-day workplace will be discussed in greater detail. This topic also covers organizational decision-making, specifically focusing on the decisions surrounding employment processes. Utilitarian decision-making and the concepts of cost benefits analysis are introduced. Subsequently, the sequential processes and primary decisions per process are discussed with special attention paid to the concepts of erroneous acceptances and erroneous rejections. The sequential processes discussed include job analysis and evaluation, workforce planning, recruitment, initial screening, selection, performance management, training and development, and organizational exit.

8.1.3

Critical questions

Consider some of the changes that have occurred in the perceptions that workers and organizations have about each other in light of the massive changes that has taken place during the past decade. How would you need to adjust in order to manage needs? How is Utility Theory useful as a framework for making decisions? Why must considerations of utility always be tied to the overall strategy of an organization? Why is it useful to view the employment process as a network of sequential, interdependent decisions?

8.1.4

Learning through activities

Read chapter 1 and 3 in Cascio and Aguinis (2011).

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8.1.5

Self-assessment

With reference to the information in Chapter 3 of the prescribed textbook, what is the difference between an erroneous acceptance and an erroneous rejection? Describe situations where one or the other is more serious. 8.1.6 Reflection

Given the turbulent management environment, do organisations still have a need for human resources management policies, and if so, what form should they take on? 8.1.7 Conclusion

Through studying this topic you will receive alternative, and in some cases quantitative and research based information on the topic at hand, and will be able to, given this new knowledge, be better equipped to deal with human resources in from a chronological and theoretical perspective. 8.2 8.2.1 Managing diversity Tuition period

Time allocation: before Study School 1 8.2.2 Specific outcomes

After studying this topic students will be able to discuss, with some authority, the resource management challenges around multiculturalism and its influence on international management. The impact of globalization is far-reaching for all organizations, in all aspects of business, in all parts of the world. With that perspective in mind the concepts necessary to understanding what culture is, along with several ways of considering cultures, are discussed. Following the discussion of culture, the international managerial talent, effective selection for international assignments, cross-cultural training, international performance management, and repatriation are introduced. 8.2.3 Critical questions

How does the theory of vertical and horizontal individualism and collectivism help to deepen our understanding of cultural differences? Adaptability is a key feature of successful international managers. How does adaptability manifest itself, and how would you train prospective expatriates to be more adaptable? Diversity management is often directed towards creating diversity, rather than managing diversity. Would you agree with such a statement, given the legislative frameworks which you need to adhere to? 8.2.4 Learning through activities

Read chapter 1 and 3 in Cascio and Aguinis (2011). 8.2.5 Self-assessment

Explain Hofstedes five dimensions that describe differences across countries. Identify countries that are high (low) on each dimension. 8.2.6 Reflection

Four broad processes seem to facilitate the development of future international executives. Explain why each is relevant and how you would make sure a protge harness these processes. 8.2.7 Conclusion

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Diversity issues demand proper attention in the workplace. If properly managed, diversity management promotes understanding among employees. However, poor management of diversity could be devastating to the organization as well as its employees. 8.3 8.3.1 Recruitment and selection Tuition period

Time allocation: before Study School 1 8.3.2 Specific outcomes

After studying this topic, students will be able to develop effective recruitment and selection processes to attract and hire high-performing employees, in a fair and scientific manner. Recruitment involves attracting new employees from outside the organization and changes in placement for employees within the organization. To conduct recruitment represents both financial and time costs for the organizations, therefore organizations need to understand how to operate effective recruitment operations. This will be discussed as well as the effective use of the Internet as a source for recruiting employees and the practice of Realistic Job Previews, as one of the most effective recruitment tools. With regard to selection the focus will initially be on the processes involved with the initial screening of applicants, particularly the decision-making in this regard. With this topic we will look at the different screening processes, with emphasis on its strengths and ongoing and future challenges associated with each. Specific reference will be made to future screenings based on virtual or computer-aided technologies. The focus will then move towards the selection of managers and the special challenges surrounding the identification, selection, and assessment of managers and leaders. These challenges fall into three major categories, namely describing the behavioural components (criteria) of success, identifying behavioural predictors of success, and interrelationships that may exist between the criteria and the predictors. Finally the focus will shift to decision making for selection. Both the judgmental (clinical) and mechanical (statistical) analyses techniques available to support selection decisions will be discusses. The cost benefits of these decisions for organizations will also be addressed. 8.3.3 Critical questions

As a senior manager, what metrics would you find most useful in assessing the effectiveness of recruiting? Your boss asks you to develop a training program for employment interviewers. How will you proceed? What will be the elements of your program, and how will you tell if it is working? Critique the classical validity approach to employee selection. Why are clinical decision-making processes not as accurate as mechanical processes? 8.3.4 Learning through activities

Read chapter 11, 12, 13 and 14 in Cascio and Aguinis (2011).

8.3.5

Self-assessment

Describe the circumstances under which sequential selection strategies might be superior to singlestage strategies. 8.3.6 Reflection

How can hiring management systems enhance the efficiency of recruitment efforts? Why would your present employer not opt for this?

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Are you in favour of or against the use of polygraph testing for screening applicants for security screening positions at airports? 8.3.7 Conclusion

Recruitment and selection are often called the most the crucial functions of human resources. The people you recruit and select determine the success or failure of the company hence the need to focus on the theories and empirical evidence that should inform policies of recruitment and selection. 8.4 Performance management of employees 8.4.1 Tuition period

Time allocation: before Study School 2 8.4.2 Specific outcomes

Presented here are the challenges for human resource managers with regard to the definition, measurement, and evaluation of work related behaviours. Challenges include performance and situational criterion characteristics. Additional issues surround criterion deficiencies, contaminations, and composites will be discussed. Research on performance management systems will be presented and the practical applications and some of the challenges surrounding performance management systems will be discussed. Some of the challenges for, and barriers to, effective performance management systems are presented. Discussions include the perspectives of those being rated and those who complete the ratings. The discussion concludes with recommendations for maximizing the effectiveness of performance feedback, with specific attention being given to do this through goal-setting interviews.

8.4.3

Critical questions

Why do objective measures of performance often tell an incomplete story about performance? Why do performance management systems often fail? What are some of the interpersonal/social interaction dimensions that should be considered in implementing a performance management system? 8.4.4 Learning through activities

Read chapter 4 and 5 in Cascio and Aguinis (2011). 8.4.5 Self-assessment

What are the factors that should be considered in assigning differential weights when creating a composite measure of performance? What are the three most important purposes of performance management systems and why? 8.4.6 Reflection

Think of your performance in your organisation. What effect has the performance appraisal system in place in your workplace had on your performance? 8.4.7 Conclusion

Performance management may be the key tools for improving productivity and developing employees. Different organisations adopt different approaches to measuring performance. If done properly,

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performance management can help employees to enjoy their work and while organisation will benefit from getting the most out of employees. 8.5 Training and development 8.5.1 Tuition period

Time allocation: before Study School 2 8.5.2 Specific outcomes

After studying this topic, students will be able to apply appropriate methods to maximise the effects of training and development in their organizations, through appropriate design and scientific evaluation. Effective training requires knowledge of training designs, of training models, and of learning outcomes. Hence, various training designs are described as well as the considerations of several theoretical models for training. The focus is also on the effectiveness of training techniques and explains how scientific methodologies work with organizational applications to insure learning outcomes. The students will be provided with brief descriptions of information presentation techniques and a checklist for determining the most useful technique per training situation. Attention will also be given to the importance of measuring training outcomes using multiple criteria to evaluate training outcomes. Measurement outcomes including return on investments, utility analyses, logic analyses, and managerial influence will be introduced.

8.5.3

Critical questions

Your boss asks you to identify some key characteristics of organizations and individuals that are related to effective training. What would you say? What would an optimal environment for training and learning look like? What can you do to create such an environment? Top management asks you to present a briefing on the potential effects of goal setting and feedback. What would you say? 8.5.4 Learning through activities

Read chapter 15 and 16 in Cascio and Aguinis (2011). 8.5.5 Self-assessment

Your boss asks you to design a study to evaluate the effects of a training class in stress reduction. How will you proceed? 8.5.6 Reflection

Transfer of training is important. What would you do to maximize it, for yourself and the organization in which you work? 8.5.7 Conclusion

Training and development is important to the building of and sustaining a productive workforce. Training focuses on employees current skills needs, whereas development considers the future needs of the organisation in the development of an employee. The design and development, as well as effective evaluation of the impact of training and development are therefore essential for all organisations.

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8.6 8.6.1

INTRODUCTION TO LABOUR RELATIONS AND LABOUR LAWS Tuition period

Time allocation: before Study School 1 8.6.2 Specific outcomes

After studying this topic, students will be able to: Understand the meaning of collective bargaining Differentiate between industrial/sectoral level collective bargaining and plant level collective bargaining Understand the purpose and function of collective bargaining Understand how industrial action fits into the process of collective bargaining Know what forums for collective bargaining have been provided for in terms of the LRA Differentiate between the various forms of industrial action Determine from a practical scenario whether a strike is protected or not Understand the consequences of an unprotected strike for employees and trade unions 8.6.3 Critical questions

Discuss the various forms of industrial action in line with the definition of a strike in terms of the LRA 8.6.4 Learning through activities

Study chapters 18- 24 (inclusive) in Grogan J Workplace Law (2009). Understand the force and effect of collective agreements with reference to: i) who is bound by such agreements ii) the relationship between collective agreements and contracts of service and statutory rights 8.6.5 Self-assessment

Examine your organisations collective bargaining structures and processes. To what extent does the organisation make use of collective bargaining at plant level and collective bargaining at industrial level? 8.6.6 Reflection

The relevant sections in the prescribed material clarify the dynamics of labour relations. Changes in the socioeconomic and political systems have brought about changes in the labour relations system. 8.6.7 Conclusion

The LRA unashamedly encourages collective bargaining as a tool for both dispute resolution and for the setting of fair working terms and conditions. 8.7 Discipline, dismissal, workplace discrimination, employment equity and dispute resolution 8.7.1 Tuition period

Time allocation: before Group Assignment 2

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8.7.2

Specific outcomes

After studying this topic, students will be able to: differentiate between individual and collective labour law ascertain in a practical scenario, whether an employees rights have been breached and what the available remedies are in each case scenario. 8.7.3 Critical questions

The following important questions will be addressed: The definition of a dismissal in terms of the LRA What are fair and unfair dismissals What remedies are available to an employee who has been unfairly dismissed How to go about enforcing these rights What is an unfair labour practice Substantive and procedural fairness in cases of dismissal and unfair labour practices What is an fair discrimination What remedies are available to employees who have been unfairly discriminated against How to go about enforcing these rights What are an employers duties in terms of the Employment Equity Act (EEA)

8.7.4

Learning through activities Look at arbitration awards and labour court rulings to determine how the courts and arbitrators have interpreted the provisions of the LRA and the EEA with regard to dismissals, unfair labour practices and unfair discrimination. During the year, case updates will be made available on EDS Online.

8.7.5

Self-assessment Using your organisation as a case study, examine employment equity and affirmative action policies. Examine the organisations grievance procedure, disciplinary code and disciplinary procedures. Compare the various dispute resolution structures and processes. Study chapter 26 in Grogan J Workplace Law (2009).

8.7.6

Reflection

The prescribed material covers the relevant legislation and reviews discipline and dispute resolution structures and processes. 8.7.7 Conclusion

This section dealt with the various laws that govern the individual employer-employee relationship. Studying the relevant legislation should enable you to make effective decisions about workplace discipline, employment equity and dispute resolution.

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