Managers' encouragement of employee voice can lift well-being and productivity. Discuss.

Course Handbook

Semester 2, 2014

employment Relations

1001EHR

Griffith Business School

Department of Employment Relations and

Human Resource Management

If you have queries or questions, please follow the procedure below.

1. Read this Course Handbook carefully.

2. Check the Employment Relations Learning@Griffith course site.

3. Speak to your tutor during your tutorial and/or collaboration sessions.

4. At other times, email your Tutor. Contact details at the Learning@Griffith course site under the ‘Staff Information’ tab.

5. If all else fails, email your Head Tutor and/or the Course Convenor on your campus. Contact details at the Learning@Griffith course site under the ‘Staff Information’ tab.

How to email your Tutor/Lecturer

This is a very large class and it will greatly help your tutor/lecturer if you:

1. Email from a Griffith account so that we receive it. Often other emails go to our spam folder!

2. Identify which campus, tutorial you attend and the name of your tutor.

3. Put the course code (1001EHR) and the reason for emailing into the subject line. This way, if it is time-sensitive, we can respond quickly.

4. Be professional, short and to the point in your message.

1001EHR Employment Relations

25

Contents

Introduction to the course 2

Learning Outcomes 3

Text books & other learning resources 3

Staff Details 4

course organisation 5

course SCHEDULE 6

Assessments 7

ACADEMIC INTEGRITY & PREVENTING ACADEMIC MISCONDUCT 8

ASSESSMENT TASKS 9

TUTORIAL/COLLABORATION SESSION ACTIVITES 19

Appendix A: 1001EHR Students Success Checklist 41

Introduction to the Course

"...workplace dynamics are no less complicated or unexpectedly intense than family relations..." - Alain de Botton[footnoteRef:1] [1: De Botton, A 2009, The Pleasures and Sorrows of Work, Penguin Books, London, p. 246]

Whether you are currently working or have never worked in paid employment, work is a prominent aspect of our daily lives. It orders the way we spend our days, impacts on family and other social relationships, influences economic prosperity or poverty, and often gives meaning to our lives.

Employment Relations is designed to take a closer look at the employment relationship, which defines our experiences at work. This relationship can be as complex and intense as our other social relationships. In Australia, this relationship has been influenced by everything from religion to violent strikes, Marxism’s and capitalism’s advocates, politicians and countless workers, employers and economists.

Employment Relations brings together the study of Industrial Relations and Human Resource Management (HRM) in an integrated manner. Drawing on multiple disciplines including economics, law, management, history, psychology, political science and gender studies, 1001EHR will begin with an examination of the nature and organisation of work in modern society, before explaining the unique features of the employment relationship. We will identify the key actors in this relationship – employees, trade unions, employers and their collective associations, as well as the State – and how their differing interests shape the dynamics of this relationship. This will help to develop an understanding of the social, economic and legal framework of employment relations. In the second half of the course, we will focus our attention at the micro level of the firm and examine management approaches and key theoretical principles underpinning the functions of HRM. This will help to develop an understanding of issues relating to the design of systems for the management of people and the imperative of social responsibility.

Learning outcomes

After successfully completing this course you should be able to:

1. Understand the role of employees and employers (and their representatives) and the role of government in employment relations.

2. Explain the key processes in managing people at work.

3. Appreciate the role of conflict and cooperation in the workplace, and how forms of conflict can be resolved at work.

4. Make connections between the modules of the course and their relevance personally and professionally.

5. Demonstrate critical thinking and problem-solving behaviour in their studies

6. Communicate effectively with others.

7. Understand the role and application of employee and employer representative, the Australian government, occupational health and safety, diversity, negotiation staffing, learning and development, performance management and reward management in a domestic and international environment.

TEXT BOOKS & OTHER LEARNING RESOURCES

Required:

Course Handbook (available at the Learning@Griffith course site).

Recommended:

Loudoun, R, McPhail R, & Wilkinson, A 2009, Introduction to Employment Relations, 2nd Ed,

Pearson Australia, Frenchs Forest. (ISBN 9781442525481).

Summers, J, & Smith, B 2010 or 2014, Communication Skills Handbook, 4th or 5th Ed. John

Wiley and Sons, Milton. (ISBN 9781118646014).

Study Smart Resources (http://app.griffith.edu.au/study-smart (available at the Learning@Griffith course site).

The Learning@Griffith website provides access to course tools for course content, tutorial/collaboration sessions, assessment details and an electronic announcement board advising of current course activities. This will be our primary mode of out of class communication and learning. Check it every week.

Staff Details

LOGAN CONVENOR

Dr Alan Burton Jones

Office: N50_1.06 Ph: 07 325 51772

Office hours: Mondays. Please email [email protected] for an appointment

GOLD COAST and NATHAN CONVENOR

Dr Amie Southcombe

Gold Coast

Office: G42_5.49 Ph: 555 28760

Office Hours: Mondays. Please email [email protected] for an appointment

Nathan

Office: N50_1.06 Ph: 373 53800

Office Hours: Tuesdays. Please email [email protected] for an appointment

Gold Coast Head Tutor

Ms Catherine Longworth

Head Tutor

Office: G06_1.14A Ph: 555 29152

Office Hours: Mondays. Please email [email protected] for an appointment.

Nathan Head Tutor

Mrs Kathryn Moura

Head Tutor

Office: N50_1.06 Ph: 373 53800

Office Hours: Tuesdays. Please email [email protected] for an appointment.

Student Success Advisors

Anne Eastgate (Gold Coast/Logan)

Office: G42_4.07 Ph: 555 28495

[email protected]

Pam Rayner (Gold Coast/Logan)

Office: G42_4.05 Ph: 555 28343

[email protected]

Martin Soden (Nathan)

Office: N63_0.14 Ph: 373 54832

[email protected]

IT Support – 373 55555

Tutor Contact details at the Learning@Griffith course site under the ‘Staff Information’ tab

course organisation

This course is offered across three campuses (Gold Coast, Nathan and Logan), in both ‘face-to-face’ and ‘on-line’ mode.

Lectures:

There is a 2 hour lecture each week (see next page for schedule). Students enrolled at Gold Coast, Nathan or Logan are expected to attended the lecture each week. Students enrolled on-line can listen to the recorded lecture information (mini lectures and lecture recordings).

Copies of lecture notes will be posted on Learning@Griffith at least 24 hours before each session.

The lecture schedule and subsequent readings are outlined below.

Tutorials:

There is a 1 hour tutorial/collaboration session each week. Students enrolled at Gold Coast, Nathan or Logan are expected to attend their enrolled tutorial each week. Students enrolled on-line are expected to attend an on-line collaboration session each week.

The tutorial schedule and subsequent exercises are outlined below.

Each week, the lecturer will introduce the learning objectives, the key ideas and issues for each topic. Some weeks, the lecturer will provide advice on assessment, guidelines for study, and other matters, so it is important to attend (listen in).

course Schedule

Please note that optional supplementary reading will be uploaded onto learning@griffith each week

	Week/Date	Topics	Digitised Readings
		People at Work
1	28 July	Introduction to Course; Introduction to Employment Relations	Course Handbook; Bray, Waring and Cooper 2009, Chapter 1
2	4 Aug	The Changing Nature of Work and Employment	Loudoun et al 2009, Chapter 2;
3	11 Aug	Employee Representation and Participation	Allan, McPhail and Wilkinson 2008 Chapter 3;
4	18 Aug	Employer Strategy and Employer Representation (On-line Quiz 1)	Allan, McPhail and Wilkinson 2008 Chapter 3;
		Employment Regulation
5	25 Aug	The Role of the State and Agreement Making	Bray, Cooper, Waring and MacNeil 2014, Chapter 5
6	1 Sep	Occupational Health and Safety (Essay Plan Due On-line Submission)	Sappey, Burgess, Lyons and Buultjens 2009, Chapter 13
7	8 Sep	Equity and Diversity	Sappey, Burgess, Lyons and Buultjens 2006 Chapter 3
		Human Resource Management
8	15 Sep	Negotiation and Career Focus (On-line Quiz 2)	Robbins and Judge 2010, Chapter 13
9	22 Sep	Staffing (Essay Due On-line submission)	Hartel and Fujimoto 2010, Chapter 8
	Mid-Semester Break Sep 29 – Oct 3
10	6 Oct	Learning & Development	Nankervis, Compton, Baird and Coffey 2011, Chapter 8
11	13 Oct	Performance Management (Career Focus Activity Due On-line submission)	Stone 2011, Chapter 8
12	20 Oct	Reward Management	Collings and Wood 2009, Chapter 12
13	27 Oct	Course Review

Assessments

In order to pass the course, all MAJOR assessment items must be attempted.

Major Assessment Items include; Essay 25% and Exam 35%.

Please note: Even if you are sitting on a 50% before going into the End of Semester Exam – you MUST sit and make a reasonable attempt at the final exam in order to pass the course.

How to Submit Your Assessment Tasks

1. Submission of all assessments will be online.

2. All assessment items are to be submitted with a University Assessment Coversheet unless advised otherwise by the Course Convenor. Students are responsible for ensuring they complete all sections of the Cover Sheet and that they have agreed to the Academic Integrity Declaration.

In addition the Cover Sheet asks students to indicate whether they agree or do not agree to their work, without disclosure of the contributor's identity, to be used, and reproduced as an assessment exemplar for standard setting and moderation activities. Students have the right to deny this request.

3. Assessment items submitted without a cover sheet will not be marked by an examiner until a cover sheet is provided, unless advised otherwise by the Course Convenor.

4. Students are expected to retain copies of all assessment items submitted until a final grade for the unit has been awarded. Creating a backup of all your computer files is highly recommended.

5. Students must name files using the following format: student name_student number _tutor name (e.g. Smith_S123456_Tutor M Jones).

6. Assignments received by email or fax, will NOT be accepted.

7. Assessments will be checked by the University's text matching software.

8. Citation and referencing format should conform to the GBS guidelines both in the body of your paper and its attached reference section. Please check with your convenor to confirm the required style (i.e. APA (American Psychological Association) or Harvard) and refer to the online. Referencing tool for correct referencing format.

Late Submissions

All items submitted after the due date must have a prior-approved extension from your tutor. Tutors may approve extensions of up to one week in case of unforeseen medical circumstances or on compassionate grounds. You must request an extension in writing well before (as far as is practicable) the due date. Remember to attach the necessary documentation, such as a doctor’s certificate.

If you require an extension longer than one week you must submit your request and documentation in writing to the Head Tutor. Contact details are at the Learning@Griffith course site.

Be proactive as failure to complete assessment can affect your final grades. It is expected that students commence assessment activities well in advance, not leave them until the last minute, to cater for unexpected events. Please refer to the University’s Assessment Policy (http://www62.gu.edu.au/policylibrary.nsf/azcategory/65e95921348eb64c4a256bdd0062f3b0?opendocument) for clarification.

Penalties for Late submission

An assessment item submitted after the due date, without an approved extension will be penalised. The standard penalty is a reduction of the mark allocated to the assessment item by 10%, for each day or part day that the item is late. Weekends count as one day in determining the penalty. Assessment items submitted more than five days after the due date without an approved extension are awarded zero marks.

feedback of Assessments:

Assessment feedback will normally be provided to students within two weeks of submission (up to three weeks for major assessment pieces). If you require additional feedback you need to contact your tutor in the first instance.

aCADemic integrity & Preventing Academic misconduct

“Academic integrity refers to honesty and trust in all aspects of academic work. It includes the way students and staff write assignments and papers, conduct themselves during examinations, and behave as researchers.

Whether your future career lies in academic institutions, in an independent professional role or in industry, government or community-based organisations, the people you interact with will respect the honesty and trustworthiness demonstrated in your professional life.

In universities, academic integrity is important because, without honesty and trust, true academic discourse becomes impossible, learning is distorted and the evaluation of student progress and academic quality is seriously compromised.”

Source: Griffith University, Academic Integrity, available at:

http://www.griffith.edu.au/academic-integrity

We have provided numerous links for you on Learning@Griffith so that you can educate yourself about academic integrity issues including plagiarism. Please note that academic misconduct in this course can result in the awarding of zero marks for that assignment and/or the entire course. The teaching team in this course believes that prevention and education is much better than applying penalties. This is why we ask that you submit your assignment draft via out text matching software, so you can check for any issues before submitting the final version. Please do utilise the self-help resources made available to you if you are uncertain as to what constitutes academic misconduct.

Assessment Tasks

The table below summarises how your progress in this course will be measured. Details of each task are given after the table.

Item	Assessment Task	Length	Weighting	Total Marks	Relevant Learning Outcomes	Due Day and Time
1.	On-line Quizzes	2 quizzes (10 marks each)	20%	20	1-5	Weeks (4 & 8) On-line
2.	Essay Plan	500 words (+ or – 10%)	10%	10	1-5	Week 6 (Wed 5pm) On-line Submission
3.	Essay	1200 words (+ or – 10%)	25%	25	1-5	Week 9 (Wed 5pm) On-line Submission
4.	Career Focus	N/A	10%	10	1-5	Week 11 (Wed 5pm) On-line Submission
5.	End of Semester Exam	2 hours	35%	35	1-5	End of Semester Exam Period

Assessment Task Details

1. ON-LINE QUIZZES

Assessment 1: requires students to complete two on-line quizzes (week 4 and 8). Week 4 quiz will test knowledge of weeks 1-3 inclusive and week 8 will test knowledge of weeks 4-7 inclusive. Each quiz will consist of 20 questions (multiple choice and/or true/false) and are worth 0.5 marks each. The quizzes will be completed on-line and you will have one week (9am Monday to midnight Sunday) to complete each quiz.

See Assessment tab at the 1001EHR course site at Learning@Griffith for further information.

2. ESSAY PLAN

Assessment Task 2: requires students to complete a 500 word plan of your Essay. The aim of this assessment task is to provide you with an opportunity to plan your essay.

Essay Topic:

Managers' encouragement of employee voice can lift well-being and productivity. Discuss.

See Assessment page on the 1001EHR course site at Learning@Griffith for further information.

ESSAY PLAN
Name & S number	TOTAL / 10
Essay Question:
Introduction:
Key ideas to introduce the essay
State main argument
Body:
Main points that agree – 2-3 main points that you have collected from your research to date. Each point should be accompanied by one in-text reference.	1.
	2.
	3.
Main points that disagree – 2-3 main points that you have collected from your research to date. Each point should be accompanied by one in-text reference.	1.
	2.
	3.
Conclusion:
Key points made

1001EHR – Marking Criteria for Essay Plan

Criteria	Excellent (85-100%)	Very Good (75-84%)	Good (65-74%)	Satisfactory (50-64%)	Unsatisfactory (0-49%)
Introduction and statement of argument/stance (1 mark)	Clear and concise statement of the argument/stance providing a clear, strong statement of the author's position on the topic.	Clear statement of the argument providing a clear, strong statement of the author's position on the topic.	Some attempt has been made to present an argument but does not make the author's position clear.	Attempts have been made to state the argument, however, further clarification is needed.	No clear introduction to the essay plan and no clear position statement.
List of main points and supporting arguments (6 marks)	Excellent and comprehensive list of main points/arguments. All points are succinctly related to the Essay question and each point/argument is well-supported.	Very good list of main points/ arguments. All points are succinctly related to the Essay question and most points/arguments are well-supported.	Adequate list of main points/arguments. Most points are related to the Essay question. However, need to ensure that each point/argument made is supported.	Basic list of main points/arguments made. Not all points are directly linked to the Essay question. More needed to show support for the points/arguments.	Incomplete list of main points/arguments made. Points do not relate to the Essay questions. No attempt has been made to support the main points.
Literature Support for the argument/stance (2 marks)	Utilises more than 5 refereed journals sources. All are current and appropriate sources that support the analysis.	Utilises more than 5 refereed journal sources. Most are current and appropriate sources which support the analysis.	Utilises more than 5 refereed journal sources. Some are current and appropriate sources which support the analysis.	Utilises 5 refereed journal sources. More quality sources are needed to strengthen and support the analysis.	Does not utilise 5 refereed journal sources. Quality sources are needed to strengthen and support the analysis.
Presentation and mechanics (1 mark)	Quality of writing at a very high standard (i.e., spelling, grammar, readability, clarity of ideas).	Quality of writing is of a high standard (i.e., spelling, grammar, readability, clarity of ideas).	Quality of writing is of a good standard (i.e., spelling, grammar, readability, clarity of ideas).	Quality of writing is of a low standard. Improvement is needed.	Quality of writing is at a very poor standard. Improvement is needed.

Presentation Mark out of 10 =

Comments:

3. ESSAY

Assessment Task 3: Employment Relations Essay requires you to write a 1200 word essay. The objective of the essay is to allow you to demonstrate your ability to draw on appropriate literature, to think and argue critically and analytically and to present your ideas in a logical and coherent manner in answering the essay question.

See Assessment page on the 1001EHR course site at Learning@Griffith.

Essay Topic:

Managers' encouragement of employee voice can lift well-being and productivity. Discuss.

As you will discover, there are diverging and often conflicting viewpoints discussed in this course. This assessment item is designed to develop your research skills and get you thinking critically about the topic. It will allow you to present your own viewpoint, as well as develop generic skills in writing and presenting a logical and persuasive argument. Writing an essay allows you to demonstrate your understanding of the subject matter by drawing together concepts learned in lectures and discussed in tutorials, supplemented by research. You are expected to present an argument based on research in response to the question.

Remember, in an argumentative essay:

· a clear position on the topic is presented;

· the position is supported by information/evidence that supports that position; that is, your argument is substantiated;

· opposing viewpoints are presented; and,

· a persuasive conclusion is presented.

Specifications

Your Essay should be 1200 words (+/- 10% excluding reference list) followed by a reference list with a minimum of 8 peer-reviewed references. Peer-reviewed or Refereed articles are from academic/scholarly journals that only publish articles that have passed through a review process. The review process helps ensure that the published articles reflect solid scholarship in their fields.

Resources

Resources at Learning@Griffith (1001EHR course site under the ‘assessment tab)

Library Resources including list of relevant journals and books (Learning@Griffith - 1001EHR course site under the ‘Other Resources’ tab)

1001EHR – Marking Criteria for Individual Essay

Criteria	Excellent (85-100%)	Very Good (75-84%)	Good (65-74%)	Satisfactory (50-64%)	Unsatisfactory (0-49%)
Introduction and argument/stance (4 marks in total)	Clearly introduces the topic and provides a clear and detailed outline of what the essay will cover. Clear and concise statement of the argument/stance providing a clear, strong statement of the author's position on the topic.	Clearly introduces the topic and provides a good outline of what the essay will cover. Clear statement of the argument/stance providing a clear, strong statement of the author's position on the topic.	Clearly introduces the topic but provides no outline of what the essay will cover. Some attempt has been made to present an argument/stance, but does not make the author's position clear.	Attempts have been made to introduce the topic and some vague points have been made in regards to the position of the author.	No clear introduction to the essay and no clear position statement.
Critical analysis (10 marks in total)	Exceptional selection of highly relevant and up-to-date quality supporting literature. Literature analysis provides excellent arguments for and against the essay topic. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Very good selection of relevant and recent quality supporting literature. Literature analysis provides great arguments for and against the essay topic. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Adequate selection of relevant and wide-ranging quality supporting literature. Literature analysis provides some arguments for and against the essay topic. Some of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Basic selection of partially relevant supporting literature. Minor quality issues. Limited literature analysis is needed to provide arguments for and against the essay topic. No evidence and examples to explain the author's position.	Incomplete, dated and or irrelevant selection of literature. Source quality varies. No literature analysis is needed to provide arguments for and against the essay topic. No evidence and examples to explain the author's position.
Literature Support for the argument/stance (4 marks in total)	Utilises more than 8 refereed journals sources. All are current and appropriate sources that support the analysis.	Utilises more than 8 refereed journal sources. Most are current and appropriate sources which support the analysis.	Utilises more than 8 refereed journal sources. Some are current and appropriate sources which support the analysis.	Utilises 8 refereed journal sources. More quality sources are needed to strengthen and support the analysis.	Does not utilise 8 refereeed journal sources. Quality sources are needed to strengthen and support the analysis.
Conclusion (3 marks in total)	The conclusion is strong and leaves the reader solidly understanding the writer's position. Excellent summary of main points and restatement of the position statement begins the closing paragraph.	The conclusion is solid and leaves the reader with a good understanding the writer's position. Clear summary of main points and restatement of the position statement begins the closing paragraph.	The conclusion is good and leaves the reader with some understanding the writer's position. More clarity is needed to summarise the main points and to reinforce the author’s position.	Attempts have been made to conclude the essay. However, the points made are vague and do not link to the author’s position.	No summary of main points and no concluding comments.
Presentation and mechanics (4 marks in total)	Quality of writing at a very high standard (i.e., spelling, grammar, readability, clarity of ideas). Well-executed presentation, consistent formatting, free of any technical errors.	Quality of writing is of a high standard (i.e., spelling, grammar, readability, clarity of ideas). Some minor presentation and technical errors.	Quality of writing is of a good standard (i.e., spelling, grammar, readability, clarity of ideas). Numerous presentation, technical and grammatical errors.	Quality of writing is of a low standard. Improvement is needed in regards to the general formatting, presentation and readability of the report.	Quality of writing is at a very poor standard. Improvement is needed in regards to the presentation, formatting, spelling, grammar, clarity and readability.

Presentation Mark out of 25 =

Comments:

4. CAREER FOCUS

Assessment Task 4: The Career Focus requires you to analyse information related to a Griffith Business School major or area of interest. The aim of this assessment piece is to explore your career options and reflect on careers of interest. See Assessment page on the 1001EHR course site at Learning@Griffith.

Specifications

The assignment requires that you complete TWO tasks.

Task 1: Complete the Career Options Worksheet provided below. You will need to analyse the set of resources provided on Learning@Griffith (job advertisements, job descriptions and career options articles) for the major you select.

Task 2: Write a 500 word reflection on what you learned from your field research (workplace interview or listen to recorded interview at Learning@Griffith - 1001EHR course site under the ‘assessment’ tab).

Your reflection should include:

· What insights you gained from conducting field research or listening to workplace interviews.

· What you need to do up until the time of your expected graduation (career plan) to position yourself for graduate employment.

Resources

Information from Module 8b (Career Focus topic)

Resources at Learning@Griffith (1001EHR course site under the ‘assessment’ tab)

Task 1: Career Options Worksheet

This task is designed to assist you to explore possible career outcomes from your degree. You will find the relevant resources to enable you to complete the worksheet on Learning@Griffith.

Name of major that you have selected:

List five (5) industries that employ graduates from this major: [*Note: The term ‘industry’ refers to the broad field e.g. mining, financial, advertising sectors. Students choosing Real Estate & Property Dev’t major may list one industry only]

Industries that employ graduates from this major

1.

2.

3.

4.

5.

List five (5) organisations that employ graduates from this major. [*Note: The term “organisation” refers to the name of an actual company or government department, such as the ANZ Bank or Department of State Development].

Organisations that employ graduates from this major

1.

2.

3.

4.

5.

List one (1) web site where you may find job vacancies for this major: [*For example http://www.bandt.com.au/Classifieds.asp - B&T Advertising & Marketing vacancies]

Vacancy website:

1.

List three (3) job titles for graduates from this major: [*Note: The job title refers to the name of the position you would occupy e.g. “Graduate Marketing Officer” or “Assistant Events Coordinator”]

Job titles for graduates from this major

1.

2.

3.

List five (5) duties that a graduate from this major may perform in his/her day-to-day work: [*Note: Duties are on the job tasks such as: “Undertake research in the field of…” or “Liaise with stakeholders in relation to…”]

Duties a graduate from this major may perform

1.

2.

3.

4.

5.

List five (5) skills or attributes that employers might be seeking (apart from a degree) in graduates from this major: [* Note: Skills or attributes are required in order to perform the duties as described above e.g. “Well developed analytical skills “ may be required in order to conduct the duty of research; “Excellent communication skills” may be required in order to liaise with stakeholders].

Skills or attributes required of a graduate in this major.

1.

2.

3.

4.

5.

Task 2: Field Research (Workplace Interview) Report Sheet

Option (a)

Date of interview : ________________________

Option (a) or (b):

Name of person you interviewed/listened to:

______________________________________________________________

Position:

Organisation:

For Option (a) only, please provide the following contact details for your interviewee.

Ph:

Email address:

Workplace Reflection

Record reflection here ….

1001EHR – Marking Criteria for Career Focus

Criteria	Excellent (85-100%)	Very Good (75-84%)	Good (65-74%)	Satisfactory (50-64%)	Unsatisfactory (0-49%)
1) Career Options Worksheet - Ability to analyse the career information from the chosen majors (3 marks)	Exceptional level of detail in the completion of the career worksheet. Great analysis of the chosen major. Answers to all spaces have been provided.	High level of detail in the completion of the career worksheet. Great analysis of the chosen major. Answers to all spaces have been provided.	Good level detail in the completion of the career worksheet. Answers to most spaces have been provided.	Adequate detail in the completion of the career worksheet. Answers to some spaces have been provided.	Very little or no completion of the career worksheet. Little or no answers have been provided.
2) Clear evidence of field research (workplace interview) and reflections linked to future career plans (6 marks)	Exceptional ability to reflect and give insight on the chosen career. Clear and concise evidence of points with reference to the workplace interview provided.	Very good ability to reflect and give insight on the chosen career. Good evidence of points with reference to the workplace interview provided.	Good ability to reflect and give insight on the chosen career. Some evidence of points with reference to the workplace interview provided.	Adequate ability to reflect and give insight on the chosen career. More evidence needed in reference to the workplace interview.	Very little or no ability to reflect and give insight on the chosen career. No evidence provided in reference to the workplace interview.
3) Presentation/mechanics - Well-presented, clear and concise, correct spelling and grammar (1 marks)	Exceptional quality of writing (i.e., spelling, grammar, readability, clarity of ideas). Well-executed presentation, consistent formatting, free of any technical errors.	Very good quality of writing (i.e., spelling, grammar, readability, clarity of ideas). Some minor presentation and technical errors.	Good quality of writing (i.e., spelling, grammar, readability, clarity of ideas). Numerous presentation, technical and grammatical errors.	Adequate quality of writing. Improvement is needed in regards to the general formatting, presentation and readability of the report.	Low quality of writing. Improvement is needed in regards to the presentation, formatting, spelling, grammar, clarity and readability.

Mark out of 10 =

5. EXAM

Assessment Task 5: A 2 hour examination will be held during the examination period. The aim of this assessment task is to test your knowledge of the topics covered in the course. The exam is worth a total of 35 marks.

Part A: Short answer questions (20 marks)

Students are required to answer FOUR (4) questions from the five (5) listed in this section. Each question is worth five (5) marks.

Part B: Essay question (15 marks)

Students are to answer ONE (1) of two Questions. The questions is worth (15) marks.

See ‘Assessment’ tab on the 1001EHR course site at Learning@Griffith.

tutorial/Collaboration session activities

There are 11 weekly tutorial/collaboration sessions that commence in teaching Week 2. Face to face classes start on the hour and finish 10 minutes to the hour. The objective of tutorial/collaboration session is to get you to develop your own ideas on the topics and express yourself in writing and other means of communication. Throughout the tutorial/collaboration program, you will be encouraged to develop skills in evaluating evidence, making connections among different types of evidence and topics, and applying theory to real world case studies. These sessions provide a forum where you can participate in experiential learning activities, ask questions, discuss ideas, receive feedback and seek clarification and guidance on learning and assessment items. This Course Guide includes a comprehensive guide of all tutorial/collaboration activities, so please ensure you bring this along or have access to this for each session.

Tutorial/collaboration program

	Wk/Date	Topic	Activity	Learning Objectives
1	28 July	NO TUTORIAL SESSIONS IN WEEK 1
2	4 Aug	Tutorial/ Collaboration 1: Tutorial arrangements. Introduction to the employment relationship	Case Study: Hungry Jack’s tells its staff whoppers Assessment Skills and Support	· Identify the parties to the employment relationship and the roles they can play in Australian Employment Relations (ER). · Explain why the employment relationship is different to other contractual relationships.
3	11 Aug	Tutorial/ Collaboration 2: The changing nature of work and employment	Case Study: Australia’s large casual workforce masking real unemployment rate Assessment Skills and Support: Understanding the task	· Understand the relationship between the actors in the employment relationship and how this affects the way work is organised. · Identify contextual factors leading to change in employment relations.
4	18 Aug	Tutorial/ Collaboration 3: Employee representation and participation	Case Study: Unions fear Qantas won't negotiate Assessment Skills and Support: Recognising and finding academic references On-line Quiz 1	· Understand why workers may choose to unionise. · Understand the purposes and functions of unions. · Understand the way in which unions organise and campaign on behalf of their members. · Understand how to analyse, research and prepare academic essays
5	25 Aug	Tutorial/ Collaboration 4: Employer strategy and employer representation	Case Study: Business targets Wayne Swan on IR regime Assessment Skills and Support: Marking criteria and Referencing	· Understand why Employers collectivize. · Understand the key activities that Employers’ Associations engage in, how and why · Understand how to analyse, research and prepare academic essays
6	1 Sep	Tutorial/ Collaboration 5: The role of the State and agreement making	Case Study: Retailers warn of job cuts after Fair Work Commission lifts minimum wage by $18.70 per week Assessment Skills and Support: General Essay Plan via Online Submission (Wed 5.00pm)	· Understand the role that the Australian State has played in ER through history. · Understand the decentralization of ER in recent history · Understand recent changes to laws such as the Fair Work Act
7	8 Sep	Tutorial/ Collaboration 6: Occupational health & safety	Case Study: Bullying at work	· Understand the basic OHS responsibilities of employers, managers, and employees under relevant OHS laws · Understand risk management strategies
8	15 Sep	Tutorial/ Collaboration 7: Equity and diversity	Case Study: Pregnancy discrimination On-line Quiz 1	· Understand key areas of anti-discrimination laws · Link workplace discrimination to broader societal attitudes. · Understand how organizations can avoid discrimination
9	22 Sep	Tutorial/ Collaboration 8: Negotiation	Case Study: Negotiating contracts: The experiences of an Engineer Essay due via Online Submission (Wed 5.00pm)	· Understand the basic concepts and principles in negotiation
Mid-Semester Break - 29 Sept – 3 Oct
10	6 Oct	NO TUTORIALS
11	13 Oct	Tutorial/ Collaboration 9: Staffing	Case Study: The Facebook job board is here: Recruiting will never look the same Career Focus due via Online Submission (Wed 5.00pm)	· Understand problems associated with recruitment and selection processes and identify ways to avoid them · Understand how to analyse, research and prepare academic essays
12	20 Oct	Tutorial/ Collaboration 10: Learning and development	Case Study: A Vintage Crop of Employees Career Focus Exercise Help	· Understand effective training techniques, and the evaluation of training programs
13	27 Oct	Tutorial/ Collaboration 11: Performance management	Exercise: Managing the Performance Review Exercise: Motivating workers	· Understand and explain the contribution that effective performance management systems can make to the achievement of organisational goals · Understand and explain the contribution that effective reward management systems can make to the achievement of organisational goals

Tutorial/Collaboration Session 1 – Introduction to the Employment Relationship

Case Study: Hungry Jack’s tells its staff whoppers[footnoteRef:2] [2: Modified from The Telegraph online http://www.dailytelegraph.com.au/news/nsw/hungry-jack8217s-tells-its-staff-whoppers/story-fni0cx12-1226662967836]

Please read the case study and attempt the questions below before coming to class. This case study is designed as practice for rest of the exercises. Don’t worry if you don’t understand some of the terms such as Fair Work Ombudsman; attempt as many questions as possible.

Students are expected to come prepared having read and prepared answers. Techniques for answering the questions and how to reference will be an important part of this tutorial and will prepare students for the upcoming tutorial exercises and the essay.

Bradley Pinkerton worked at Hungry Jack's Miranda for 2 1/2 years before it shut in February 2013. It appears his employer didn't pay him a cent in super or leave. Ditto Matthew Manson, employed there for five years.

Both started with Hungry Jack's as teens and were supposed to have obtained training qualifications as part of their employment. Mr Manson didn't receive his. Mr Pinkerton's training never started.

In a statement to a local newspaper, Hungry Jack's said it "takes its responsibilities to crew members, customers and the communities in which it operates very seriously''.

However, in an email, Hungry Jack's has been at pains to point out it has no responsibility. The failed store was an independent entity, it said. "Hungry Jack's is a creditor like any other creditor. Like any other creditor, Hungry Jack's has no obligation to seek to have the debtor company wound up and will consider whether the cost of it initiating the process to do so is likely to be money well spent. The training arrangements are a matter between (franchise owner) Mr (Boro) Chadevski's company and the government.''

Attempts to contact Mr Chadevski, were unsuccessful. However State Training Services is ensuring an alternative training organisation contacts Mr Pinkerton. And federal Workplace Relations Minister Bill Shorten has asked the Fair Work Ombudsman to investigate his case. The ombudsman can pursue Mr Chadevski for any unpaid entitlements.

Case Questions:

1. Why is the employment relationship different from other types of contracts found in the business world?

2. List the ‘parties’ to the employment relationship involved in this case. What role has each party played in this case? Who is responsible for the unpaid super, leave and undelivered training?

Assessment Skills and Support

· Go through the course assessments with students.

Tutorial/Collaboration Session 2: The Changing Nature of Work and Employment

Case Study: Australia’s large casual workforce masking real unemployment rate[footnoteRef:3] [3: Modified from ABC news online http://www.abc.net.au/news/2013-06-12/australia-casual-workforce-masking-unemployment-figures/4749900]

Answer the questions below and bring along to your tutorial.

The unemployment rate is currently 5.5 per cent, but official figures show another 7 per cent of workers in casual or part-time roles are willing and able to work more hours. It is estimated that 35 per cent of Australia's workforce is now employed on a casual or contract basis.

AMP Capital economist Shane Oliver says that figure is too high. "To have this situation where you are locked into part-time work for a long period can be debilitating," he said

Unions have recently aired a television commercial outlining their concerns. Australian Council of Trade Unions president Ged Kearney says the trend is costing workers' entitlements. "You lose sick leave and you lose annual leave," Ms Kearney said. "You lose carers leave - you also lose things like superannuation and it becomes difficult to get a loan."

Philippa Barr is among those looking for more work. She has been searching for a full-time job since the start of the year, but all she can find are three casual positions. Ms Barr says the financial impact is high. "It's meant that I'm in a very precarious situation at the moment," Ms Barr said. "I'm not even renting a house, I'm house-sitting because I can't afford to commit to paying rent from week to week."

Employment uncertainty is a growing issue. During the global financial crisis many employers replaced full-time jobs with part-time roles, and they are yet to change them back. Meanwhile, more older workers are also returning to the workforce part-time because their superannuation savings have taken a hit.

But employer groups say workplace flexibility is needed to achieve economic growth. They suggest there are also growing numbers of Australians who are choosing casual and part-time jobs. There are even job websites dedicated entirely to them. Recruitment specialist Don Robertson recently launched jobflex.com.au to tap into the demand. "What we've found is Generation Y job seekers are more inclined, are more interested to test a market if you will, in terms of potentially looking at different employment ideas before settling on one career," Mr Robertson.

But Mr Oliver believes the casualisation of Australia's workforce is hurting the broader economy. "If we fully utilise the resources available to us in the labour market, then we could be having a higher level of economic activity and better living standards flowing from that."

Case Questions:

1. With reference to the lectures and the textbook, what factors can help explain the growth of casual and part-time work?

2. What are the benefits and drawbacks of these jobs?

3. Do you agree that Generation Y job seekers are more inclined to seek out casual and part-time work? Why?

Assessment Skills and Support

1. Introduction to essay question: Managers' effective use of employee voice can lift well-being and productivity. Discuss. 

2. Refer to StudySmart: Understanding the task: http://app.griffith.edu.au/study-smart/docs/understanding

3. Discussion – start to unpack the question, discuss the three potential themes, think about which theme you would like to investigate.

4. Brainstorm ideas about the topic using concept maps.

Tutorial/Collaboration Session 3: Employee Representation and Participation

** ONLINE QUIZ **

Case Study: Unions fear Qantas won't negotiate, but will 'stonewall' until there is compulsory arbitration

The Australian, October 31, 2011 8:11AM

QANTAS will use upcoming negotiations to "stonewall" employees, the Australian International Pilots Association predicts.

His warning came as the ACTU said Qantas workers would be working to get planes back in the air as soon as possible, and as a union chief appealed to the Gillard government to protect jobs.

After a marathon hearing that ended in the early hours of this morning, Fair Work Australia (FWA) ended all industrial action affecting Qantas and gave the airline and unions 21 days to reach a settlement.

That period can be extended for another 21 days if progress is being made.

If the parties fail to reach a settlement, there will be compulsory arbitration.

Australian International Pilots Association vice-president Captain Richard Woodward believes that will be the end result.

“I think they (Qantas) will end up stonewalling us for 21 days and we'll end up in forced arbitration,” Mr Woodward told the Seven Network.

He said the move by Qantas to ground its fleet on Saturday and the FWA's ruling have only served to embolden the airline's management in the face of further negotiations over employees' pay and conditions.

AIPA says it is seeking a new clause in the enterprise bargaining agreement with Qantas that would ensure all of the airline's flights are operated by pilots from the flying kangaroo as opposed to being outsourced.

Mr Woodward said the only industrial action Qantas pilots had been taking was in-flight announcements about the dispute and wearing red ties that carried the message “Qantas flight, Qantas pilots”.

Meanwhile ACTU secretary Jeff Lawrence said Qantas employees would turn up for work this morning ready to do whatever was necessary to get the airline's 108 planes back in the air.

Then, he said, the unions would be focusing on negotiations.

“Our immediate priority now is to work with management to get the planes back in the air,” Mr Lawrence said in a statement.

“Then we will approach negotiations in a genuine spirit of conciliation and expect Qantas management to do the same.

“The decision means Qantas must negotiate about the legitimate claims over job security and outsourcing unions have been pursuing for 15 months.

“It is a pity it took government intervention to force management back to the bargaining table after such needless disruption.”

Mr Lawrence signaled, however, that the ACTU placed responsibility for the negotiation breakdown squarely on Qantas management.

“It needs to be repeated that workers at Qantas are simply seeking to negotiate new pay and conditions, and some guarantees from management about job security.

“But bargaining at Qantas had broken down because of management's refusal to negotiate.”

The Transport Workers Union, one of three unions involved in disputes with Qantas, and which represents Qantas baggage handlers and ground crew, called on the federal government to protect Australian jobs.

“The real challenge here is that the Australian government fight really hard for Australian jobs,” Transport Workers Union (TWU) national secretary Tony Sheldon told reporters.

“We'll negotiate ... but quite clearly the government has to stand up and defend Australian jobs.”

Mr Sheldon predicted that the FWA's decision would be met with mixed emotions.

“The first reactions will be relief that this despicable act has been stopped by the company but also grave concerns about their job security and their jobs being exported to Asia when this is supposed to be a company that is obliged by legislation to remain and operate in this country,” he said.

“The government has stepped in, it's the first to my knowledge in the history of this country and of course it means that new laws, new approaches need to be instigated against this despicable company that will do anything to crush Australian jobs and send them overseas.”

Source: The Australian 2011, ‘Unions fear Qantas won't negotiate, but will 'stonewall' until there is compulsory arbitration’, 31 October, viewed 10 February 2012, <http://www.theaustralian.com.au/business/aviation/unions-fear-qantas-wont-negotiate-but-will-stonewall-until-there-is-compulsory-arbitration/story-e6frg95x-1226181098544>

Case Questions:

1. What are the Unions in this case trying to achieve?

2. Why would workers want to unionize? Relate your answer to the case above.

3. Do organisations benefit from union action, or is union activity at best a nuisance, and at worst a significant threat to productivity and viability?

Assessment Skills and Support

1. Recognising and finding academic references; Read Summers & Smith Chapter 2 and pp. 137-138

a. Suitable academic/refereed sources for essays

b. How to find academic/refereed sources for essays

2. Refer to Study smart for help with this:

3. Finding information http://app.griffith.edu.au/study-smart/docs/finding

4. Organising information http://app.griffith.edu.au/study-smart/docs/organising

Tutorial/Collaboration Session 4: Employer Strategy and Employer Representation

Business targets Wayne Swan on IR regime

The Australian , August 22, 2011 12:00AM

BIG business is stepping up its campaign against Labor's industrial relations laws, with business leaders warning ahead of a meeting with Wayne Swan this week that the Fair Work Act is a growing threat to productivity.

National Australia Bank and Woodside chairman Michael Chaney said fundamental changes in the law were needed to prevent unions hijacking industrial negotiations and to stop unnecessary strike action.

"I believe the Fair Work Act is a sleeper that represents a serious threat to productivity," Mr Chaney told The Australian.

Macquarie Group and Origin Energy chairman Kevin McCann said inefficient work practices in the energy sector were delaying the construction of key projects.

Future Fund chairman David Murray called on the government to consider a fresh accord with the unions to deal with a labour market "trapped in history".

"Perhaps the government could consider some contemporary form of the accord to promote productivity," Mr Murray said.

The accord was an agreement between the union movement, business leaders and the Hawke Labor government between 1983 and 1995 that encouraged wage restraint but protected low-wage earners with a safety net award.

The business comments come as a high-powered delegation is set to meet the Treasurer this week to push for urgent economic reform to boost lagging productivity.

The delegation from the Global Foundation, to be led by Telstra chief executive David Thodey and Orica managing director Graeme Liebelt, will canvass a number of concerns with Mr Swan on obstacles to economic growth.

One focus is expected to be the key role of workplace efficiency in driving productivity.

"We have to have an industrial relations environment which is an incentive for everyone to do better, rather than it just being about me or you," Mr Thodey told The Australian at the weekend.

"There is this conflict situation set up at the moment," Mr Thodey said. "It's about protection of my turf -- my rights as a worker versus my wishes as a manager. We need leadership in this area, not to be dragged down into the mire, as we are at the moment."

The delegation is expected to argue that the GST should not be left off the agenda at the October tax summit and to canvass the opportunities for the digital economy to boost productivity.

The meeting with Mr Swan, over dinner on Wednesday evening, will come only days before the annual invitation-only Australian Leadership Retreat at Hayman Island in Queensland, organised by the Australian Davos Connection.

The contribution of the industrial relations regime to the country's declining productivity is expected to dominate discussions at the forum, which Mr Swan has been invited to attend.

Business leaders believe Labor's Fair Work Act, which promotes collective bargaining, does not provide enough flexibility to encourage companies to take on more staff.

"The government should introduce an individual agreement option in some form," Mr Chaney said.

" This doesn't mean a return to Work Choices. Prior to that we had the Australian Workplace Agreement option with an appropriate no-disadvantage test, which worked well.

"The presence of the individual agreement option resulted in unions taking a more moderate, responsible approach to collective agreements. Its absence allows them to make unreasonable demands, knowing the employer has no alternative.

"The most damaging aspect of the Fair Work changes in respect of productivity was the reinsertion of unions into the process."

Mr Chaney said he was worried about increased levels of industrial disputation.

The Business Council of Australia has called for major changes to the law, including stripping Fair Work Australia of power to allow unions to strike first and bargain later.

But Assistant Treasurer Bill Shorten said the criticism by big business was wrong, and claimed some employers were simply reluctant to bargain.

Mr Murray, who is a former Global Foundation chairman and current advisory board member, said the government had to "stop reregulating everything".

"You can't have a market economy where there is an over-regulated market for labour," he said. "The Qantas dispute is symptomatic of a labour market trapped in history."

The airline is currently engaged in a fight with the unions over a restructure and move offshore that will cost 1000 jobs.

Mr Liebelt said industrial relations were looming as a big issue in the economy.

"Most business people feel industrial disputation is rising as an issue, even if the government is adamant it is not," he said.

"It will be raised as an issue in the discussions. The reality is that as a community, workplace productivity is a fundamental part of the broader productivity equation."

http://www.theaustralian.com.au/business/economics/business-targets-wayne-swan-on-ir-regime/story-e6frg926-1226119259383

Case Questions

1. What is an Employer Association?

2. Do Employer Associations have too much influence over industrial relations public policy and government? Why? Why not?

3. Why do Employer Associations sometimes have greater difficulty than unions in achieving solidarity?

Assessment Skills and Support

1. Understanding the Essay Marking Criteria – Print out and bring the Essay Marking Criteria to class for discussion.

2. How to reference sources – Brief referencing exercise – provided in tutorials

Refer to Study Smart

Referencing http://app.griffith.edu.au/study-smart/docs/referencing

Organising information http://app.griffith.edu.au/study-smart/docs/organising

Tutorial/Collaboration Session 5: The Role of the State and Agreement making

**ESSAY PLAN DUE ONLINE SUBMISSION – WEDNESDAY 5.00PM**

Retailers warn of job cuts after Fair Work Commission lifts minimum wage by $18.70 per week

Emma Griffiths, Wed 4 Jun 2014, ABC News

Retailers have warned that staff will have to be sacked in the wake of a decision to raise the minimum wage by $18.70 a week.

Unions, however, say the increase of 3 per cent from July 1 - a rise to $640.90 per week - will not be enough to help workers cope with extra costs stemming from the federal budget.

The decision by the nation's industrial umpire, the Fair Work Commission (FWC), will directly affect around 1.5 million Australians on award wages.

FWC president Justice Iain Ross said there had recently been almost no growth in the real value of award wages while other employees had enjoyed substantial pay increases.

"The deterioration in the relative living standards of award-reliant workers, the needs of the low-paid, the recent widespread improvement in labor productivity growth, the historically low levels of real unit labor costs, and the absence, in aggregate, of cost pressures from the labour market, are all factors favouring a real increase in minimum wages," he said.

One moderating factor was the 0.25 per cent increase to the superannuation rate to apply from July

The ACTU had been pushing for a weekly rise of $27, but employers said they would not be able to afford an increase of anything more than $8.50 a week.

Business groups have criticised the decision, with the Australian Industry Group saying it will put more pressure on "struggling" employers, particularly in the manufacturing, retail and tourism sectors.

"Many industry sectors and particularly those exposed to import competition are experiencing very tough business conditions," AiGroup chief executive Innes Willox said in a statement.

And the Australian Chamber of Commerce and Industry (ACCI) said it would "destroy" job opportunities.

"There is no generosity in raising wages to the point where people can't find work when they need it," ACCI chief executive Kate Carnell said in a statement.

Unions warn of class of 'working poor'

Retailers have warned that it will "stress" and "damage" businesses already dealing with sluggish retail figures and lower consumer confidence.

Australian Retailers Association executive director Russell Zimmerman says the decision will prompt many businesses to sack staff.

"The retail industry is more reliant on pay scales than any other industry, and also suffers a highly disproportionate effect in minimum wage increases ... due to deregulated hours and penalties across all retail awards," he said in a statement.

But unions are worried the widening gap between the minimum wage and average earnings means Australia could go down the same path as the US and create a class of "working poor".

ACTU secretary Dave Oliver said the decision was "particularly unfair" given today's National Accounts figures showed stronger-than-expected economic growth.

"Hardworking Australians are not benefiting from the strong economy and they don't stand to benefit from the federal budget," he said.

Rise 'barely keeps pace with inflation'

The United Voice union, which represents many low-wage workers, says the rise announced today is not enough.

Acting national secretary David O'Byrne says with new costs like GP co-payments and an increase in fuel prices, the poorest paid workers will suffer.

"Every time they go to a doctor, every time they put petrol in their car they are being hit by this Federal Government with increased cost of living," he said.

"This minimum wage decision does not only not deal with that, it barely keeps pace with inflation."

Opposition employment spokesman Brendan O'Connor says the warnings of job losses is "always" put forward by employer groups.

He has welcomed the decision but says it does not take into account extra cost-of-living pressures associated with the federal budget.

"It won't be able to mitigate the impact of the measures of the budget on these low-paid workers - the tax on visiting a doctor ... the tax you have to pay when you pick up your medicine when you visit a pharmacy means the pressure on low-income families is going to be very, very difficult indeed," he said.

"The budget measures will soak up the increase and will in many cases exceed the increase."

The Federal Government had urged the commission to consider that Australians would be netting an extra $550 a year when the carbon tax was abolished - though its repeal is yet to pass the Senate.

Employment Minister Eric Abetz has put out a statement saying the Government "recognises" the decision.

Last year the minimum wage rose by $15.80 a week.

http://www.abc.net.au/news/2014-06-04/fair-work-commission-hands-down-minimum-wage-decision/5499494

Case Questions:

1. What are the advantages of the state’s (FWC) involvement in this case? Consider the advantages for both the employee and employer.

2. What are the disadvantages of the state’s (FWC) involvement in this case? Consider the advantages for both the employee and employer.

3. What would you have done in this case?

Tutorial/Collaboration Session 6: Occupational Health and Safety

Case Study: Bullying at Work and OHS[footnoteRef:4] [4: ]

Answer the questions below and bring along to your tutorial.

The circumstances

Dina Wahba was appointed to a new position as a team leader during management restructuring. She obtained the position in competition with a previous manager. Ms Wahba encountered resistance to change in her new team, along with a lack of cooperation and loyalty. Some members of the team maintained their loyalty to their previous manager and resented her promotion. She received no management training before commencing her new role.

The behaviour

Several team members engaged in a range of increasingly hostile behaviours towards Ms Wahba including:

- failing to accord common courtesies

- failing to provide assistance during busy periods

- constantly whispering and making vindictive comments about her

- disobeying requests

- making offensive comments and behaving rudely.

Ultimately, one of the team members convened a team meeting to which Ms Wahba was not invited and drew up a list of complaints about the worker which they presented to her manager. The worker’s manager approved this meeting and accepted the document. The apparent objective of the bullies in the team was to get rid of Ms Wahba, whom they considered to have gained the team leader position at the expense of their former manager.

The impact on the worker

Ms Wahba experienced this behaviour as harassing and undermining. She felt humiliated and belittled. In the face of bullying behaviour she frequently became very emotional and withdrew from the immediate situation. As the behaviour escalated she became agitated, anxious, depressed and withdrawn. Finally she was unable to continue working for the organisation due to the development of a psychiatric condition.

She appealed firstly to her immediate manager and then to his manager for assistance and support on a number of occasions. She reported the insubordinate conduct of members of her team and clearly described the adverse effect the behaviour was having upon her.

Management’s response

Ms Wahba’s immediate manager had an open and easy-going management style and was anxious to ensure that he was seen by all staff as their friend. He was reluctant to interfere in the situation and denied and downplayed behaviour and events. The manager believed that most of the worker’s complaints were petty and that she should deal with the situation herself. He provided no effective support to the worker, even speaking offensively to her on occasions as a result of his frustration with the situation. The manager ultimately condoned the behaviour of the team by supporting the team meeting which the worker was not invited to. The more senior manager—who was also appealed to by the worker—directed the worker’s immediate manager to respond appropriately. They did not follow-up this directive.

Legal action

Ms Wahba did not return to work due to a continuing psychiatric condition. Following legal action a judge determined that the employer was held to be negligent. The judge stated that the employer’s representative (the worker’s former manager) failed in his duty of care to the worker by failing to take action that would have been reasonable and practicable to prevent what in the circumstances was a foreseeable risk of injury. The worker received compensation of $339 722 for the psychological injury she developed as a result of workplace negligence. The employer’s appeal to the NSW Supreme Court of Appeal was unsuccessful.

Source: CommCare, Bullying in the workplace: A guide to prevention for managers and supervisors, Australian Government Publishing Service, Canberra.

Case Questions:

1. Why is bullying considered to be an OHS issue?

2. Using the risk management process identified in lectures and your textbook, suggest a risk management plan for this employer with specific reference to bullying.

Assessment Skills and Support

Refer to study smart – putting it together http://app.griffith.edu.au/study-smart/docs/together for hints on essay structure

Tutorial/Collaboration Session 7: Equity and Diversity

** ONLINE QUIZ **

Case Study: Pregnancy based discrimination

Answer the questions below and bring along to your tutorial.

Workplace express, Wednesday, 08 February 2012

Case 2, Manager sacked over pregnancy/family wins adverse action case[footnoteRef:5] [5: ]

Child care centre operator Acorp Pty Ltd engaged the experienced child care worker “Mary Rogers” in a director/management role from December 2008 until her dismissal in early March 2010. Mary informed her employers in November 2009 that she would need to take unpaid leave over the summer school holidays because she was unable to obtain child care.
  In early December, Mrs Rogers notified Acorp that she was pregnant and would like to take maternity leave after the child’s birth in June 2010.
When she returned to work from leave in mid-January 2010, the company told her that she was now designated as "staff relief float" and would be required to assist in the various rooms in the centre as needed. When she asked her employer when she would be able to return to managerial duties, the owner said to her words to the effect of "you know you’re going to make it hard for me being pregnant in your position for the business" and "we can still make it hard for you".

After she officially applied for maternity leave on March 1, 2010, Mrs Rogers met with one of Acorp’s two senior directors and was told that her employment was being changed from full-time to casual and she would not be entitled to paid sick leave or holidays. 
She would have no managerial responsibilities, but would instead continue to be used as an assistant where required in the centre. Three days later Mrs Rogers wrote to Acorp confirming that she had not agreed to any of the changes to her employment.

The following day she received an email from her employers which raised a number of performance issues which had not been raised with her previously. The email also terminated her employment as director from March 8 and confirmed the offer of new casual employment.
  When Mrs Rogers again notified Acorp that she had refused the offer of casual employment, she received a further email saying that her "refusal to return to work at no notice" was being taken as her terminating her employment.


Source: Workplace express 2012, Case 2, ‘Manager sacked over pregnancy/family wins adverse action case’, 8 February, viewed 10 July 2012, <http://www.workplaceexpress.com.au/index.php?keyword=manager+sacked+over+pregnancy&go.x=0&go.y=0&sub_search=9>

Case Questions:

1. How was the director discriminated against? What laws apply to this case?

2. What stereotypical assumptions might the employers making about pregnancy and the capacities of pregnant women and mothers of young children?

3. Imagine you have been contracted as a consultant by the employers. They want to know how to avoid costly discrimination lawsuits in the future. What do you advise?

Tutorial/Collaboration Session 8: Negotiation

**ESSAY DUE ONLINE SUBMISSION – WEDNESDAY 5.00PM**

McPhail, R., Jerrard, M., & Southcombe, A. (2015). Employment Relations: An integrated

approach. Cengage: Australia.

Essay Exercise Help:

Questions regarding Essay

***** MID SEMESTER BREAK 29 SEPT – 3 OCT *****

Tutorial/Collaboration Session 9: Staffing

**CAREER FOCUS DUE ONLINE SUBMISSION – WEDNESDAY 5.00PM **

The Facebook Job Board Is Here: Recruiting Will Never Look The Same

Forbes - Entrepreneurs 11/14/2012

Facebook announced its long-awaited job board this morning, ushering in a new era of online recruiting and, eventually, what’s likely to be an important new source of revenue for the company. After a yearlong “Social Jobs Partnership” with the U.S. Department of Labor and other government agencies, the company released the Social Jobs Partnership application today, an interactive job board that aggregates 1.7 million openings from recruiting companies already working on the platform, including Work4 Labs, BranchOut, Jobvite, DirectEmployers and Monster.com.

Though a spokesperson for the company insists the announcement does not mean Facebook is entering the recruiting industry, that statement appears far-fetched given the capability of the application. The page allows users to search for jobs by location, industry and skill, apply to them directly through Facebook, and then share the jobs to their social network. Its developer partners also believe Facebook is making a clear statement of its intentions. “Facebook is launching a jobs page within Facebook,” notes Stephane Le Viet, founder and CEO of Work4 Labs. “This is a very big disruption in a very large space.”

The company’s own blog post reveals some telling statistics about the potential for recruiting over the platform. According to Facebook, half of employers in the U.S. use the social network during their hiring process. Of those companies already using Facebook to engage with customers, 54 percent anticipate using it more heavily in their recruitment efforts in the future. Given those numbers, the lucrative nature of the recruitment industry and the success of companies like Work4 Labs—not to mention increasing pressure from battered shareholders—it appears likely that Facebook will seek monetize recruitment efforts at some point soon.

Le Viet surmises that the current application is just an early, lightweight version intended to test recruiting on the platform. It also serves to trigger a PR push letting the general public know that the social network is now a place to find jobs. A more robust version may eventually mean users will see more recruitment-related activity on their newsfeeds.

The Social Jobs Partnership was meant to serve as a consortium to guide the company’s recruitment offering.

Given today’s announcement, does November 14, 2012 mark the beginning of the end for LinkedIn? The varied demographics of Facebook certainly differ from LinkedIn’s 175 million older, college-educated users. Le Viet’s Work4 Labs acknowledges this reality, focusing on entry-level and hourly positions rather than the salaried openings for which LinkedIn provides candidates. And as Forbes contributor George Anders noted in a July cover story, LinkedIn Recruiter, the company’s enterprise recruitment tool, is the company’s core business. They have a three-year head start and a product with cachet among recruiters said to rival the Bloomberg terminal for traders. LinkedIn is also a trusted, professional brand created for the explicit purpose of business networking. Older employees may not feel comfortable mixing work with a social platform better known for party photos.

The sheer size of Facebook’s user base however, means that the company can slice the population a number of different ways. Though only 22 percent of users are above the age of 45, that’s still 220 million people–more than LinkedIn’s entire platform. And Facebook has already been shown to be highly effective in recruiting lower-skilled workers. A foothold in the lower end of the market could serve as a nice starting point for moving upstream and eating LinkedIn’s business. The twenty-somethings who tend profiles on both LinkedIn and Facebook may not care where their next job comes from.

It is certain that traditional online job boards like Monster.com are on the way out. While Monster has seen its market share and stock price plummet in recent years, LinkedIn has soared and Facebook’s developer partners–Work4 Labs, BranchOut and Jobvite–have raised tens of millions of dollars to pursue social graph-based recruiting models. The future of recruiting is decidedly social.

Source: Forbes 2012, The Facebook job board is here: Recruiting will never look the same, 14 November, viewed 8 January 2013. <http://www.forbes.com/sites/jjcolao/2012/11/14/the-facebook-job-board-is-here-recruiting-will-never-look-the-same/>

Case Questions:

1. Differentiate between the terms Recruitment and Selection? Use examples to further explain you answer?

2. Discuss the advantages and disadvantages of using social media as a recruitment tool?

3. As a potential job candidate, what are your personal opinions on HR managers using Facebook and LinkedIn to source job candidates?

Career Focus Exercise Help:

Bring your Career Focus work along to class – 15 minutes will be allocated for you to discuss this exercise with your tutor and classmates.

Tutorial/Collaboration Session 10: Learning and Development

A Vintage Crop Of Employees

By CEO Online

When the attitude and turnover rate of casual staff became a problem, a Victorian winery decided to invest in training.

The Scotchmans Hill Story

Scotchmans Hill winery started out small in 1982. That was when Melbourne stockbroker David Browne planted eight acres of vines on a mixed farm he had bought in 1976. It is now one of Australia’s largest family owned vineyards and wineries.

By 1992, plantings had increased to 50 acres, but finding and keeping staff had become a problem. David Browne’s son, Matthew, now director, says: “We were getting a lot of turnover of casual staff in the vineyard. We wanted a more consistent base of skilled versus unskilled [workers] so that when we did need casual labour, we had a core group of leading hands whom we could have confidence in. Your average vineyard worker is from a background in which they may not have had opportunities. Many left school early.”

Browne found a solution in the Australian Traineeship program which offers Federal Government assistance to employers who invest in their staff’s education. Browne says: “We were so excited about the whole concept that we made it a provision for putting someone on permanently that they take up further education. We are now putting people into an environment [in which] they can work and learn at the same time."

"We are seeing people from very diverse backgrounds achieving certificates and diplomas in viticulture-accredited trade qualifications. I think it’s fantastic because we’ve got people ranging from permanents - who have gone on just recently at the first level - to people who are now in the fourth level, which is actually dovetailed into a degree. We have even linked it directly to pay increases so that whenever they pass a level, which can take anything from 6-18 months, they get a $2,500 pay rise.”

Scotchmans Hill now invests $30,000-40,000 a year in staff education with 15-20 people on the traineeship program. Browne says: “I don’t think we would be able to do that if the inherent benefits of traineeships - the workcover and payroll tax benefits for example - weren’t there.”

From the viewpoint of both management and staff the results have more than justified the investment. Browne says: “The first couple of years are a bit of a slog and [staff] think their employer is being a bit hard, but come the third to fourth levels, we are seeing some massive benefits both from our staff-relationship point of view and from the fact that we now have a very large vineyard-monitoring network of skilled and semi-skilled, enthusiastic people who can be our eyes and ears and alert management to potential problems. At the end of the day, that’s dollars and cents.”

Being able to identify oily spot or particular fungal diseases helps staff feel better about themselves because they have a skill - and their increasing knowledge makes them hungry for more. “Generally speaking,” says Browne, “the whole company lifts in those areas because we’ve got a better base of knowledge to work from.”

Does Browne fear that, having been trained, staff might leave? “They don’t leave. And if they are leaving, either you’ve got the wrong person or the environment is not right. I’m not saying our environment is always perfect, but we have a very low turnover of permanent staff.”

Source: CEO Online, n.d., ‘A vintage crop of employees’, viewed on 8th January 2013, http://www.ceoonline.com.au/case_studies/training_development/pages/1_2_253.aspx

Case Questions:

1. Differentiate between the terms Training and Development? Use examples to further explain you answer?

2. Discuss the positive employee outcomes of regular Training and Development schemes?

3. Are there any negative outcomes of regular Training and Development schemes? If so, explain these.

Tutorial/Collaboration Session 11: Performance Management

Exercise 1: Managing the Performance Review

Performance management is fundamental to any organisation’s operations, but there is some doubt over the ability of line management to fully exploit the benefits of their performance review and appraisal systems. Many opportunities are lost because line management lacks the skills to deal with performance issues of their staff and to sue the performance review as a means of inspiring their staff. The challenge can be line management seeing the performance review as a mandatory process that is attended to once a year, and filed for another year.

Briefly discuss the importance of Performance Management Systems. Reflect on your own experience with a performance review, either at work receiving performance feedback as an employee, or at School or University receiving performance feedback from assessments, or even a Sports Club reviewing your performance. Identify an example of an effective performance review practice and discuss the necessary factors for this. Identify an example of an ineffective performance review practice and offer recommendations for improvement.

Exercise questions:

1. Why are Performance Management Systems important?

2. Think of any example of an effective performance review practice and one that was ineffective?

3. List three factors for effective performance review feedback?

Exercise 2: Motivating Staff

Imagine you are running a small business employing 15 permanent workers. All workers are paid a flat weekly salary (no bonuses). You are trying to increase sales of your product. Currently your 15 staff all perform a narrow range of individual marketing and clerical tasks. They have little say over what work they will do in any week and the area that they are sent to market products can vary a lot from week to week. There are currently no motivational strategies and staff motivation appears to be declining.

Exercise questions:

1. List three Motivation Theories that could be applied in this situation to improve motivation

2. For each of the three theories, provide at least two specific things that you would do in implementing each of these theories.

Appendix A: 1001EHR Student Success Checklist

Whether starting university for the first semester or not, students who do well do so because they have the right attitude and prepare well in advance. Taking time to learn or develop better academic writing skills and also taking advantage of the support available will ensure your academic growth and improved success in this course throughout your academic career.

	I am prepared for the requirements of this course	Download course profile from the course site in Learning@Griffith Read all assessment item requirements – ask questions
	I prepare for and attend all lectures/tutorials	Read preparatory materials, the information will mean much more at the lecture. Ask questions and participate in lectures and class. Take notes, attend a library workshop to improve your note taking skills
	I have a copy of the Academic Calendar and know the key dates	Pick up a copy from Student Administration or download from http://www.griffith.edu.au/calendars-events/academic-calendar
	I prepare early for assessment items.	Ask questions in class Make a time to meet with your tutor Email questions to your tutor
	I prepare for consultations with my tutor and tutorials	Make brief but meaningful notes Prepare mind maps of how you might tackle assessment items.
	I have all the skills I need to achieve good grades.	Check out this resource http://app.griffith.edu.au/study-smartStudy Smart is an online tutorial covering topics relating to researching, writing and studying at Griffith University. This tutorial provides you with strategies, resources and interactive learning activities designed to help you succeed in your studies.
	I have planned to improve my academic writing and research skills	http://www.griffith.edu.au/library/workshops-training *These sessions are free however you must book, check out the website for details. *Check out the training sessions you can view on Learning@Griffith for this course under the Assessment Tab – Learning Resources
	I know how to research and reference correctly	http://www.griffith.edu.au/library/workshops-training *These sessions are free however you must book, check out the website for details.  *Check out the training sessions you can view on Learning@Griffith for this course under the Assessment Tab – Learning Resources I attend the GBS Skills Workshops designed to support me in this course
	I have joined a study group	Studying with course peers enhances learning.
	I attend an English HELP session every week to support my academic work	http://www144.griffith.edu.au/en/individual-help For all enrolled International Students and students from non-English speaking backgrounds. *These sessions are free however you must book, check out the website for details for these sessions and other workshops.
	I know how to access support as an Australian Indigenous student	http://www.griffith.edu.au/gumurrii-student-support-unit Subject to eligibility, Unit staff can organize personal tutoring, help you apply for grants and scholarships and assist students with a smooth transition into University.
	I’m involved in the life of the university	http://www.griffith.edu.au/whats-on Meet other students and get involved in student activities on campus
	I have registered on Career Board to start my career planning and management	https://intranet.secure.griffith.edu.au/community-welfare-recreation/careers-employment *Start your career planning now! We will be covering this essential skill in the course as well.