2014 MBL911K

Module overview 2015

Human Resource Management &
Employee Relations

MBL911K
IMPORTANT INFORMATION:
This module overview contains important information
about your module.

CONTENTS
Page
CONTENTS ............................................................................................................................................. 2
INTRODUCTION ...................................................................................................................................... 3
1

PURPOSE AND BROAD AND SPECIFIC OUTCOMES FOR THE MODULE .............................. 3

1.1

Purpose ........................................................................................................................................ 3

1.2

Broad and specific outcomes ........................................................................................................ 3

LECTURER(S) AND CONTACT DETAILS................................................................................... 5

2.1

Lecturers....................................................................................................................................... 5

2.2

Area ............................................................................................................................................. 5

2.3

University ...................................................................................................................................... 5

MODULE-RELATED RESOURCES ............................................................................................. 6

3.1

Prescribed books .......................................................................................................................... 6

3.2

Recommended books ................................................................................................................... 6

3.3

Electronic reserves (e-reserves) ................................................................................................... 6

TOPICS ........................................................................................................................................ 6

STUDY SCHOOL PLAN ............................................................................................................. 12

MODULE SPECIFIC STUDY PLAN ........................................................................................... 12

ASSESSMENT ........................................................................................................................... 13

7.1

Assessment plan ........................................................................................................................ 13

7.2

General assignment numbers ..................................................................................................... 13

7.2.1

Due dates for assignments ......................................................................................................... 13

7.3

Submission of assignments ........................................................................................................ 13

7.4

Assignments ............................................................................................................................... 14

OTHER ASSESSMENT METHODS ........................................................................................... 17

EXAMINATION ........................................................................................................................... 17

10

FREQUENTLY-ASKED QUESTIONS ........................................................................................ 17

11

SOURCES CONSULTED ........................................................................................................... 17

13

CONCLUSION............................................................................................................................ 17

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INTRODUCTION
Dear Student
Welcome to the MBL911K course. We hope to guide you in mastering additional skills in human
resource management and employment relations. We are well aware that most of you have
some knowledge and experience in this field and our intent is to broaden your knowledge on the
topic.
Prof R Steyn will be responsible for the human resource management part and Prof M Rajah for
the employment relations part of the module.
Be assured of our passion for our work and the subject we teach.
Profs R Steyn and S Vettori

PURPOSE AND BROAD AND SPECIFIC OUTCOMES FOR THE

MODULE

1.1

Purpose

The purpose of this module is to develop human resources and workplace law (including
industrial relations management) skills among students. Human resources management is
concerned with the management of staffing, and the retention, development, adjustment, and
change of staff in order to achieve both organisational and individual objectives. Workplace law,
including employment relations management, focuses on law within the workplace including
matters such as collective bargaining, dispute resolution in labour relations and workplace
discipline, dismissals and unfair labour practices.
1.2

Broad and specific outcomes

Topic 1: Human resources and the global economy

After studying this topic students will be able to link the previous contributions of human
resources management and personnel psychology to the understanding of organisational
behaviours and future challenges for organisational success. Historically these disciplines
focused on the identification, assessment and development of predictive individual behaviours.
Nowadays, future needs are driven by the pressures associated with continued globalisation of
the world of work. The present-day workplace will be discussed in greater detail.
This topic also covers organisational decision-making, specifically focusing on the decisions
surrounding employment processes. Utilitarian decision-making and the concepts of cost
benefit analysis are introduced. Subsequently, sequential processes and primary decisions per
process are discussed with special attention given 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 organisational exit.
Topic 2: Managing diversity
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.
3

The impact of globalisation is far-reaching for all organisations, in all aspects of business, in all
parts of the world. With this perspective in mind the concepts necessary to understand what
culture is, along with several ways of considering cultures, are discussed. Following the
discussion of culture, international managerial talent, effective selection for international
assignments, cross-cultural training, international performance management and repatriation are
introduced.
Topic 3: Recruitment and selection
After studying this topic, students will be able to develop effective recruitment and selection
processes to attract and hire high-performance employees, in a fair and scientific way.
Recruitment involves attracting new employees from outside the organisation and changes in
placement for employees within the organisation. Recruitment entails both financial and time
costs for organisations, therefore they need to understand how to operate effective recruitment
operations. This will be discussed as well as the effective use of the Internet as a resource 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 firstly be on the processes involved with the initial
screening of applicants, particularly the decision-making in this regard. For this topic we will look
at the different screening processes, with emphasis on their strengths and the 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 the 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) analysis techniques available to support selection decisions will be
discussed. The costs and benefits of these decisions for organisations will also be addressed.
Topic 4: Performance management of employees
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 surrounding 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 will be
presented. Discussions include the perspectives of those being rated and those who complete
the ratings. The discussion concludes with recommendations for maximising the effectiveness of
performance feedback, with specific attention given to doing this through goal-setting interviews.
Topic 5: Training and development
After studying this topic, students will be able to apply appropriate methods to maximise the
effects of training and development in their organisations, 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
consideration of several theoretical models for training.

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The focus is also on the effectiveness of training techniques and explaining how scientific
methodologies work with organisational applications to ensure learning outcomes. 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 investment, utility analysis, logic analysis and
managerial influence will be introduced.
Topic 6: Introduction to labour relations and labour law
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; distinguish between the
forums for collective bargaining which have been provided 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; and understand the consequences of an unprotected strike for
employees and trade unions.
Topic 7: Discipline, dismissal, workplace discrimination, employment equity and dispute
resolution
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; understand what the available remedies are for each case scenario.

LECTURER(S) AND CONTACT DETAILS

2.1

Lecturers

Prof R Steyn; Room 3-3, SBL Midrand Campus; steynr@unisa.ac.za; +27 (0)11 652 0254.
Prof S Vettori; Room 4-14, SBL Midrand Campus; vettom@unisa.ac.za ; +27 (0) 82 786 9530.
2.2

Area

Please direct any administrative enquiries concerning this module to Ms Princess Mthalane:
Room 2-20SBL, SBL Midrand Campus;mthalp@unisa.ac.za; +27 (0)11 652 0239.
2.3

University

The contact points for general enquiries about administrative support are listed below.
Description of enquiry
Reception / information desk

Telephone
+27 11 652 0214/48

Registrations
Prescribed books

+27 11 652 0290

+27 11 652 0218

MBL programme administration

+27 11 652 0239

Library

+27 11 652 0341/2

E-mail address
Zinhle Rakhomo
dlaminz@unisa.ac.za
sblregistrations@unisa.ac.za
Terrance Lebepe
lebepmt@unisa.ac.za
Princess Mthalane
mthalp@unisa.ac.za
scheema@unisa.ac.za
5

EDS support
myUnisa
Finance

+27 11 652 0249

+27 11 652 0358
43582 (SMS)
+27 11 652 0324

MODULE-RELATED RESOURCES

3.1

Prescribed books

edssupport@sbleds.ac.za
myUnisaHelp@unisa.ac.za
SBLfinance@unisa.ac.za

Cascio, WF & Aguinis, H. 2011/2014. Applied psychology in human resource management. 7th
ed. Upper Saddle Road, NJ: Pearson.
Grogan, J. 2009. Workplace law. 11th ed. Cape Town: Juta.
3.2

Recommended books

Swanepoel, BJ, Erasmus, BJ & Schenk, HW. 2008. South African human resource
management: theory and practice. 4th ed. Cape Town: Juta.
3.3

Electronic reserves (e-reserves)

The prescribed books are sufficient to gain a comprehensive understanding of the topics
presented here.

TOPICS

4.1

Human resources and the global economy

Tuition period
Study school 01
Specific outcomes
These were discussed under heading 2.2.
Critical questions
Consider some of the changes that have occurred in the perceptions that workers and
organisations have about each other in light of the massive changes that have 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 organisation?
Why is it useful to view the employment process as a network of sequential, interdependent
decisions?
Learning through activities
Read chapters 1 and 3 in Cascio and Aguinis (2011). Read chapters 1 and 3 in Cascio and
Aguinis (2014).
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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.
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?
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, given this new knowledge, be better
equipped to deal with human resources from a chronological and theoretical perspective.
4.2

Managing diversity

Tuition period
Study school 01
Specific outcomes
These were discussed under heading 2.2.
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 this statement, given the legislative frameworks which you need
to adhere to?
Learning through activities
Read chapter 17 in Cascio and Aguinis (2011). Read chapter 18 in Cascio and Aguinis (2014).
Self-assessment
Explain Hofstedes five dimensions that describe differences across countries. Identify countries
that are high (low) on each dimension.
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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 harnesses these
processes.
Conclusion
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 organisation as well as its employees.
4.3

Recruitment and selection

Tuition period
Study school 01
Specific outcomes
These were discussed under heading 2.2.
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?
Learning through activities
Read chapters 11, 12, 13 and 14 in Cascio and Aguinis (2011). Read chapters 9, 12, 13 and 14
in Cascio and Aguinis (2014).
Self-assessment
Describe the circumstances under which sequential selection strategies might be superior to
single-stage strategies.
Reflection
How can hiring management systems enhance the efficiency of recruitment efforts? Why would
your present employer not opt for these?
Are you in favour of or against the use of polygraph testing for screening applicants for security
screening positions at airports?

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Conclusion
Recruitment and selection are often called the most 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.
4.4

Performance management of employees

Tuition period
Study school 02
Specific outcomes
These were discussed under heading 2.2.
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?
Learning through activities
Read chapter 5 in Cascio and Aguinis (2011). Read chapter 5 in Cascio and Aguinis (2014).
Chapter 4 is interesting reading but beyond the scope of this module.
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?
Reflection
Think of your performance in your organisation. What effect has the performance appraisal
system in place at your workplace had on your performance?
Conclusion
Performance management systems may be the key tools for improving productivity and
developing employees. Different organisations adopt different approaches to measuring
performance. If done properly, performance management can help employees to enjoy their
work, while the organisation will benefit from getting the most out of employees.

4.5

Training and development

Tuition period
Study school 02

Specific outcomes
These were discussed under heading 2.2.
Critical questions
Your boss asks you to identify some key characteristics of organisations 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?
Learning through activities
Read chapters 15 and 16 in Cascio and Aguinis (2011). Read chapters 15 and 16 in Cascio and
Aguinis (2014).
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?
Reflection
Transfer of training is important. What would you do to maximise it, for yourself and the
organisation in which you work?
Conclusion
Training and development is important for building 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.
4.6

Introduction to labour relations and labour law

Tuition period
Study school 01
Specific outcomes
These were discussed under heading 2.2.
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Critical questions
Discuss the various forms of industrial action in line with the definition of a strike in terms of the
LRA.
Learning through activities
Study chapters 18-24 (inclusive) in Grogan (2009).
Gain an understanding of the force and effect of collective agreements with reference to:
i)
Who is bound by such agreements; and
ii)
The relationship between collective agreements and contracts of service and statutory
rights.
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?
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.
Conclusion
The LRA unashamedly encourages collective bargaining as a tool for both dispute resolution
and for the setting of fair working terms and conditions.
4.7

Discipline, dismissal and dispute resolution

Tuition period
Before Group Assignment 02.
Specific outcomes
These were discussed under heading 2.2.
Critical questions
The following important questions will be addressed:

What is 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 can employees go about enforcing these rights?

What is an unfair labour practice?

What is substantive and procedural fairness in cases of dismissal and unfair labour
practices?

What is fair discrimination?

11

What remedies are available to employees who have been unfairly discriminated
against?
How can employees go about enforcing these rights?
What are an employers duties in terms of the Employment Equity Act (EEA)?

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.
Self-assessment
Using your organisation as a case study, examine employment equity and affirmative action
policies.
Examine your organisations grievance procedures, disciplinary codes and disciplinary
procedures.
Compare the various dispute resolution structures and processes by studying chapter 26 in
Grogan (2009).
Reflection
The prescribed material covers the relevant legislation and reviews discipline and dispute
resolution structures and processes.
Conclusion
This section dealt with the various laws that govern individual employer-employee relationships.
Studying the relevant legislation should enable you to make effective decisions about workplace
discipline, employment equity and dispute resolution.

STUDY SCHOOL PLAN

All study schools are held in Midrand. Attendance is compulsory and students will be advised
about the dates and venues well in advance. Students are responsible for their own
accommodation, travel arrangements and expenses incurred while attending the study schools.
Study schools give students an opportunity to network with fellow students and to interact with
academics.
During study school 01 topics 1, 2, 3 and 6 will be covered.
During study school 02 topics 4, 5 and 7 will be covered.

MODULE-SPECIFIC STUDY PLAN

We strongly recommend that you set a study programme for yourself for this year and that you
allocate sufficient time to work through the study guide, to study and read the relevant sections
12

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of the prescribed books, to incorporate additional material if necessary, to do the assignments

and to prepare for the examination. You will need to spend at least 200 hours working on this
module. This includes approximately 80 hours of reading and studying the learning material, 70
hours of doing activities and assignments and 50 hours of preparation for the examination. This
includes attending the study schools. Use your my Studies@Unisa brochure for general time
management
and
planning
skills.
This
brochure
is
available
at
http://www.unisa.ac.za/contents/study2012/docs/myStudies-Unisa-2014.pdf.

ASSESSMENT

7.1

Assessment plan

To determine how well you have accomplished the modules learning outcomes, you will be
assessed throughout the year by means of an individual test, two group assignments and an
examination. Assignments contribute 24% towards the final mark of this module. The individual
assignment/test is written during May and contributes 16% towards the final mark. The weight of
the year mark is 40% and that of the written examination is 60%.
7.2

General assignment numbers

Assignment 1: Submitted on EDS per group

Assignment 2/test: Submitted on EDS per individual
Assignment 3: Submitted on EDS per group

7.2.1

Due dates for assignments

Assignment 1: Due date: 01 April 2015 ( Group Assignment)

Assignment 2: Due date: 18 May 2015 ( Individual Asignment/test)
Assignment 3: Due date: 17 August 2015 ( Group Assignment)
VERY IMPORTANT
Please ensure that your assignments reach us on or before the due dates. Penalties will be
awarded for assignments received after the due date:
Assignments received up to 3 days after the due date will incur a 25% penalty
Assignments received up to 6 days after the due date will incur a 50% penalty
No assignment received 7 days or more after the due date will be marked. A mark of 0 will be
recorded on the system.
7.3

Submission of assignments

All assignments are to be submitted online using the electronic delivery system (EDS online).
For detailed information on how to use EDS online and instructions about assignment
submission, please refer to the EDS guide, which you received with your study package.

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7.4

Assignments

All assignments are group assignments. Note, however, that repeaters of this module are
expected to submit individual assignments. Also note that we will adopt a very strong stance on
plagiarism for all assignments and may decide to take disciplinary steps against students who
plagiarise. Plagiarism is the act of taking the words, ideas, and thoughts of others and passing
them off as your own. It is a form of theft that involves a number of dishonest academic
activities. An example of plagiarism is retrieving information from the internet and then copying
and pasting this information into your assignment and submitting it as your own work.

You may access the Policy for Copyright Infringement and

http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27715.

Plagiarism

from

Group Assignment 1: Ethics for HR managers

Due date: 01 April 2015
Maximum length: 20 pages (excluding appendices), 12 Font, 1,5 spacing.
Kindly note that markers will only review the first 20 pages.
Referencing: Harvard Referencing Method.
Ethical decision-making requires the identification of ethical dimension to a particular situation,
the ability to engage in principled reasoning regarding the situation, and a personal resolve to
act ethically. For assignment 1 you are tasked to report on your own decision-making and the
diversity of ethical positions you consider during decision-making.
You will receive a questionnaire during the study school which will guide you in this process.
The questionnaire will consist of several multiple choice questions. Each one of your group
members will be required to select the most appropriate response, from several options, and
then also report on the option you would most likely implement. These responses should then
be captured. Then you would need to, as a group analyse all the options and indicate what
principle underlined each of them, and report on that.
Marking guideline/matrix/rubric.
The following guidelines will be followed when marking this assignment.
Marking matrix
1What is business ethics in general?
(10 marks)

Low score
Dated definitions,
improper referencing,
poor integration

2Discuss the major principals involved

in ethical decision-making. These will
be discussed and presented at the first
study school. (30 marks)

Presentation of literature
irrelevant to the question
is included. Listing of
principles without
demonstrating a clear
understanding of the
topic and distinction
between principles.

14

High score
Three comprehensive
definitions provided, with
appropriate referencing,
as well as an integrated
summary of the meaning
of business ethics.
Relevant literature
presented in a systematic
manner with a synthesis
indicating commonalities
in literature. The authors
also demonstrate a clear
understanding of the
topic and can differentiate
between principles.
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3Report on preferred as well as most

likely responses to questionnaire. (10
marks)
4Analyse and categorise each
response to the questions in the
questionnaire in terms of the ethical
principle it represents. (30 marks)
5Given 4, what is the most popular
ethical principle used by your group?
(10 marks)
Executive summary (10 marks)

Directions as per mark

sheet were not followed
and the mark sheet was
not used.
Low number of
responses classified
correctly.

Directions as per
supplied mark sheet were
followed and the exact
mark sheet was used.
Low number of
responses classified
correctly.

Low levels of integration

of results / report not
based on presented data.
The summary does not
capture the essence of
the assignment.

Well integrated report

based on date.
The summary is
comprehensive and
includes a problem
statement, a
methodology and reflects
the findings.

Group Assignment 3:
Due date: 17 August 2015
Maximum length: 20 pages 12 Font, 1,5 spacing Kindly note that markers will only review the
first 20 pages.
Question 1
Suzette worked as a seamstress for Company A for six years. On Friday afternoon in early 2013
the manager, Mr Naidu, called all the staff together and asked whether they would like to earn
more money. He explained that if they wanted to, they could become independent workers and
be paid for completed garments or tasks and earn more money because nothing would be
deducted from their pay. Mr Naidu explained that no money would need to be paid to the
government for unemployment insurance and income tax and no dues had to be paid to the
trade union. The staff members were very enthusiastic and all agreed to sign documents which
would allow them to be independent and earn more.
Suzette, and Afrikaans speaking lady, was somewhat unsure of the implications of Mr Naidus
suggestion, but was eager to earn more than the R600 she had been receiving per week. She
signed the document. The following Monday Suzette and her co-workers reported for duty at 7
oclock as usual and performed the routine duties, using company industrial sewing machines
and over- lockers metal knock-off time at 5 oclock. Mr Naidu provided them with materials and
instructions of what had to be done, as had been the practice in the past. This continued all
week and on Friday Suzette received a pay packet with R840 in cash. A little disappointed that
the increase had been less than she expected, Suzette was nevertheless pleased to have a
little more money than usual.
Five months later Suzette had some personal problems and started coming to work late were
times even missing work altogether. Mr Naidu was angry and warned her several times that if
she did not pull herself together and attend work regularly and that the proper times he would
have to get rid of her. He also deducted money from her weekly pay for in complete tasks.
One Monday morning Suzette was late leaving home and missed her bus. She eventually
reached the factory at 10h30. Mr Naidu was furious and told her to leave and not come back
because she was too unreliable.
15

Suzette referred district to the Bargaining Council for the Clothing Industry. At conciliation the
company argued that the council did not have jurisdiction to deal with a dispute because
Suzette had been an independent contractor and not an employee. In support of this contention
the company produced a document headed Independent Contractor Contract, which Suzette
had signed on 4 January 2013. In terms of the contract Suzettes had agreed to complete the
assigned tasks in return for a contract fee of R840 per week, provided the work was completed
properly and on time. Suzette was bewildered as she insisted that she had always been an
employee who try to attend work regularly, complete the task assigned to her by Mr Naidu and
follow instructions properly.
With reference to all the common law tests developed by the courts decide whether Suzette is
an employee or independent contractor. In your answer decide whether section 200A of the
LRA is applicable and if so whether the presumption in section 200A can be rebutted. (40)
Question 2
Eric works for MC Coal Supplies. Erics job is to offload coal from coal delivery trucks, either by
carrying sacks of coal from the truck to the clients premises, or by shovelling coal off the back
of the truck when it is offloaded. Eric is frequently either late for work or absent from work on
Mondays. After several warnings for late coming and absenteeism without leave, management
conduct a disciplinary enquiry. Eric is charged with repeated late coming and absence without
leave. Eric is notified that he could face dismissal for the charges mentioned. He is represented
by his shop steward.
Against this background, answer the following questions with reference to legislation and case
law where appropriate.
i) Describe the procedural requirements for his dismissal. In your answer refer to Item 4 of
Schedule 8 of the Code of Good Practice: Dismissal of the LRA.
(20)
ii)
In the course of the enquiry, Eric admits that he has a drinking problem and is
willing to get help.
Would dismissal be the appropriate sanction in this case? Explain your answer.
What steps should the employer take in this instance?
(20)
iii)
Eric does attend an alcohol rehabilitation programme and for two months after the
programme is completed, does not revert to his normal pattern of Monday
behaviour. Three months after he completed the course, however, he arrives late
for work one morning on Monday. His breath smells of alcohol. He is confronted by
the depot foreman who accuses him of reporting to work under the influence of
alcohol. Eric admits that he did drink a little bit on Sunday, but says that he only did
after he got upset following a family row over his sons educational progress. The
company convenes an enquiry and dismisses Eric for alcohol abuse and late
coming.
Discuss whether dismissal is the appropriate sanction in this instance and whether
the dismissal was substantively fair. In your answer referred to Item 8 of Schedule 8
of the Code of Good Practice: Dismissal of the LRA.
(20)
TOTAL 100
Your answers to the above will be assessed in terms of the level of communication displayed,
the insights and inferences drawn, and your ability to show the implications of the factors that
you have assessed and discussed. An answer that merely gives a list of events that have
happened or a synopsis of a situation, without showing insight into the reasons and results, will
not earn good marks.
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OTHER ASSESSMENT METHODS

Individual assignment/test is written on 18/05/2015 online on EDS and contributes 16% towards
the final mark per module. More information about the form and scope of assessment as well as
dates will be supplied well in advance.

EXAMINATION

An open book examinations will be written during October/November 2015. The duration of the
examination is four hours. The examination will consist of short essay-type questions and one
or more case studies, with specific questions related to the case(s). All reading material set out
in this module overview, together with all material covered at the study schools, should be
studied for the examination.
Examination eligibility will be according to the rules and procedures applicable to the MBL. You
are allowed to bring all reading materials to the examination except electronic devices. Students
will be required to adhere to the Unisa examination timetable as well as the timetables of the
designated Unisa examination centres. Students may be required to write more than one
module per day during the examination period.

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FREQUENTLY-ASKED QUESTIONS

The my Studies@Unisa brochure contains an A-Z guide of the most relevant study information.
This brochure is available at http://www.unisa.ac.za/contents/study2012/docs/myStudies-Unisa2014.pdf

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SOURCES CONSULTED

Cascio, WF & Aguinis, H. 2011/2014. Applied psychology in human resource management. 7th
ed. Upper Saddle Road, NJ: Pearson.
Grogan, J. 2009. Workplace law. 10th ed. Cape Town: Juta.

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CONCLUSION

You are now equipped to begin studying this module. Should you experience any problems with
your studies, you are welcome to contact us.

Renier Steyn and Stella Vettori

GRADUATE SCHOOL OF BUSINESS LEADERSHIP
UNISA

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